Create a Spreadsheet

Objectives

Create, edit, save and print an Excel Workbook
Enter data and apply basic formatting to a Worksheet
Create, modify and format charts to display information
Create, sort and filter an Excel Table
Create, modify and use formulas and functions to return information

Overview

Ms. Chavez has asked you to create a spreadsheet for three of the top Realtors for the past month for the company you created the newsletter for in the last module. In the spreadsheet, she would like to be able to see the total sales by city and by realtor as well as the income to the Realtor and the company at 4% each commission on each selling price. Include a separate worksheet in the spreadsheet document with the name and logo of the company you created in the previous module (copy/paste from Word to Excel for these).

Sales are as follows:

Murray – Sold 8 houses in the cities shown at the prices below:

Denver – 115,000
Brighton – 362,000
Louisville – 657,000
Aurora – 539,000
Lakewood – 282,000
Lafayette – 795,000
Lone Tree – 604,000
Broomfield – 436,000

Guled – Sold 4 houses at the following prices:

Lousiville – 748,000
Broomfield – 133,800
Aurora – 352,000
Thornton – 579,000

Gutierrez – Sold 5 houses at the following prices:

Aurora – 1,782,072
Denver – 922,000
Broomfield – 728,200
Lakewood – 255,000
Thornton – 499,000

Instructions

Create a Spreadsheet:

The layout for your spreadsheet needs to have the ability to calculate:

  • Total sales for each Realtor
  • Total sales per city in the Metro area
  • Average Sale per city
  • Average Sale per Realtor
  • Total Commission per Realtor
  • Total Commission for the moving company
  • Average Commission per Realtor

To complete the calculations based on commissions, enter the commission percentage (4%) one time on your spreadsheet, and use an Absolute Reference to calculate each individual commission amount. Do not create a new formula for each cell for those calculations.

Format:

Use the formatting techniques learned in this Module, and include the following at a minimum:

  • Borders and Shading
  • Merged Cells
  • Use proper cell format for each cell based on the information in the cell
  • Include the company Logo (from Module 2) on the Spreadsheet in a separate worksheet

Chart:

Create two Charts and place them in a New Worksheet

  • One Chart for total sales by Realtor
  • One Chart for total sales by City
  • Use the Chart Format of your choice
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Discussion 10: The Different Types of Galaxies (Chapter 26)

Discussion 10: The Different Types of Galaxies (Chapter 26)

1717 unread replies.1717 replies.

This discussion is about galaxy classification — the topic is covered in Chapter 26 Section 26.2 and now you get a chance to do it for real. There will be about 1 hour or so of work you need to do before you can write your discussion post, so please plan accordingly.

Galaxy Zoo is a citizen science program, where non-specialists can contribute to real scientific research. Follow the instructions in the link below to find the Zooniverse website, create an account there, and then find the Galaxy Zoo project. There is information there to get you started.

svg icon downloadActions

Once you have done at least 50 classifications, come back to Canvas and post a screenshot showing the number of classifications you’ve done, and answer the following questions about what you did:

  1. How do the questions asked by the Galaxy Zoo system relate to the galaxy classification system illustrated by the Hubble tuning fork diagram (refer to the powerpoint lecture or the text if you need a quick refresher). 3 points
  2. What kinds of galaxies are the most common in Galaxy Zoo? 3 points

And of course don’t forget to respond to 2 classmates’ posts for 2 points each.

Filter replies by unread

ReplyReply to Discussion 10: The Different Types of Galaxies (Chapter 26)

  • Collapse SubdiscussionSophia Rivas

    Sophia Rivas

    Manage Discussion Entry

    1. The questions asked on here were whether the galaxy looked smooth or not and in the tuning fork diagram those would be classified as the elliptical galaxies. It also asked if there are features or disks and in the diagram that would be for the spiral galaxies. On the tuning diagram he has them separated by how many spiral arms there are in the galaxy or whether or not the bar is visible. If so, the questions asked were if the bar is weak, strong, or no bar.2. I thought the most common galaxy shown was irregular and elliptical. Screen Shot 2021-06-30 at 2.32.54 PM.png

    • Alexyah Duran

      Alexyah Duran (She/Her/Hers)

      Manage Discussion Entry

      Hi Sophia,The questions on galaxy zoo seem to further break down the galaxies and in my opinion, helped show that these galaxies are somewhat different. I although had mostly ellipticals that were somewhat hard to see. I also had a couple of spirals that weren’t the clearest but I had one with no bar and one with a weak bar. It was really interesting to have seen the different examples of galaxies even though the universe is primarily filled with elliptical galaxies (that we have seen so far). I liked how they showed examples in the help section because even if you didn’t get those examples it was fun to see what else is out there,

    • Kelly Machado

      Kelly Machado

      Manage Discussion Entry

      Hi Sophia,I would say I saw more spiral or irregular and a lot of stars or artifacts. I agree that the questions were easy to answer. I do wish the website would tell you if the classification was correct or not.

    • Nicole Bishop

      Nicole Bishop

      Manage Discussion Entry

      Hi Sophia,Not sure if you had this too, but it seemed like a lot of the images I was given were strikingly similar and I wasn’t able to classify as many ‘rare’ galaxies and stars/artifacts. This was a little disappointing to me because I think it would have been cool to see a larger variety of pictures. Although, the overall classification activity was very helpful for me and I hope you gained something from it as well!

    ReplyReply to Comment

  • Collapse SubdiscussionAlexyah Duran

    Alexyah Duran (She/Her/Hers)

    Manage Discussion Entry

    1. The first question in classification has three options: smooth, features (or disk), and star (or artifact). In the Hubble fork diagram I would’ve just thought a star artifact would’ve been featured or disk since the fork makes it seem like they are similar. The question I thought relates to the Hubble diagram was, Is the galaxy merging or disturbed? The fork diagram doesn’t talk about it but we can visually see (it was pretty tricky for some) if there is a disturbance. The other question was, Do you see any of these rare features? I thought this again was interesting since we can see some of these differences in the Hubble fork diagram (although I didn’t get many examples of them).2. The galaxies I found that were most common on galaxy zoo were the elliptical galaxies.IMG-5104.jpg

    • Peter Bauer

      Peter Bauer

      Manage Discussion Entry

      Hey Alexyah, I had some trouble quantifying the “rare features” that the Zooniverse classification system had as well. I actually kind of liked it because it further divided galaxies up by somewhat unique traits, something that the Tuning Fork definitely doesn’t account for. Unfortunately I was not lucky enough to get a galaxy with one of those obvious “rare features” save for a couple with minor disturbances.

    • Sophia Rivas

      Sophia Rivas

      Manage Discussion Entry

      Hi Alexyah!I felt the same about the rare features because I was not sure what I was looking at for some of them it was defiantly difficult to distinguish. I also thought that the common galaxies on there were elliptical ones, I was excited when a spiral one came up.

    ReplyReply to Comment

  • Collapse SubdiscussionPeter Bauer

    Peter Bauer

    Manage Discussion Entry

    Screenshot (4).png (Not sure why, but my classification number will not go past 45, I’ve tried doing way more, but the number stays the same, anyone let me know if you had similar issues). 1. The biggest difference between the Zooniverse classification system and the Tuning Fork is that the Fork considers galaxies to be elliptical as per their classification name and uses varying degrees of how spherical a galaxy is (E0-E7). Zooniverse describes them as “smooth galaxies” which is then further divided into circular, in-between, and cigar shaped. When it came to spiral galaxies, Zooniverse was a bit more specific than the Tuning Fork, which I found particularly helpful. If you got lucky enough to get a spiral galaxy with its spirals showing (I got about three of them), you could classify them based off how tightly wound the arms were and how many arms were present. 2. The most common galaxies by far for me were elliptical galaxies with no prominent bulge in the center.

    • Alexyah Duran

      Alexyah Duran (She/Her/Hers)

      Manage Discussion Entry

      Hey Peter,I had a similar issue although I got to 51 I had done way more and it wasn’t adding them to my score. I tried reloading the page but it wasn’t working so I just posted the score I had. I had the same type of ellipticals that were the most common. I had one or two spirals which were really interesting to see the arms. I agree that the galaxy zoo was more specific and broke down each question further. Although I was lost at first I did appreciate that they provided help and examples of the different features to help better my understanding of what I was looking at. Edited by Alexyah Duran on Jul 2 at 12:56pm

    • Binh Nguyen

      Binh Nguyen

      Manage Discussion Entry

      HI Peter,I don’t know why your classification is not past 45, you can refresh your page, log out and sign in again. It may be work. I have the same idea as you about the Galaxy Zoo system. It is more detailed than the Tuning Fork system. It makes us understanding clearly the galaxy system. It also divided bar features: no bar, weak bar, and strong bar. This system helps us to know the shape of the galaxy’s center.

    ReplyReply to Comment

  • Collapse SubdiscussionBinh Nguyen

    Binh Nguyen

    Manage Discussion Entry

    Screen Shot 2021-06-29 at 2.15.50 PM.png

    1. The question about Galaxy classification on Galaxy Zoo system based on Hubble tuning fork diagram but more detail on each of the Galaxy. We can easily figure out the shape of the galaxy like smooth, disk or features, and star or artifact. On each of the questions that we choose, we can see more detail about the stars to understand and clarify what we learn. We do not need to have deep knowledge to understand and select. Each person has a specific idea and different view about the shape of the galaxy. I think the question system on the Galaxy Zoo want to know about general view from us to statistic and support to science.
    2. The most common in Galaxy Zoo when I classify is elliptical Galaxy.
    • Sophia Rivas

      Sophia Rivas

      Manage Discussion Entry

      Hi Binh! I agree about not needing to have deep knowledge to select a choice, and of course everyone has their own interpretation of what they are seeing and that’s okay too!

    • Kelly Machado

      Kelly Machado

      Manage Discussion Entry

      Hi Binh,When I was classifying I saw more stars or artifacts. I do wish the system would let you know if you classified the picture correctly. I like how you said it’s easy to use and understand what you are classifying.

    ReplyReply to Comment

  • Collapse SubdiscussionKelly Machado

    Kelly Machado

    Manage Discussion Entry

    IMG_3602.JPG 1. The three basic galaxies asked/shown in Galaxy zoo are spiral, elliptical, and irregular. I really feel like Galaxy zoo did a great job providing pictures and asking descriptive questions about the pictures shown. My favorite feature about this website was the dark mode, but I didn’t like how it wouldn’t tell you if you described it right.2. Not only does galaxy zoo include the common three galaxies that I mentioned in #1 it also includes asking questions like is it a star or artifact, does it have a central bulge, and is there any disturbance.

    • Nicole Bishop

      Nicole Bishop

      Manage Discussion Entry

      Hi Kelly!I also found this website to do a really good job of providing quality photos that we could classify to help strengthen our knowledge. In my opinion, practicing this way has helped me better understand the differences between the galaxies and their different characteristics. Like you said, I also didn’t like how we are never told if we classified the galaxy correct or not. All in all, good job!

    ReplyReply to Comment

  • Collapse SubdiscussionNicole Bishop

    Nicole Bishop

    Manage Discussion Entry

    In this activity, to classify the galaxies, we are asked if looks smooth, has features or a disk, or if it appears to be a star or an artifact. Then from there, there is more classifications depending on what it has been classified as, such as the shape, strong or weak bars, and even if the galaxy is merging or disturbed. This was very similar to Hubble’s classification system, however, Galaxy Zoo referred to the galaxies as smooth, and Hubble’s diagram typically calls it “Elliptical. Throughout the simulation, I found the moth common galaxy to be smooth galaxies that I was seeing.

    • Binh Nguyen

      Binh Nguyen

      Manage Discussion Entry

      Hi Nicole;I also see the most common galaxy in the Galaxy zoo system is the smooth galaxy. This system is the same as Hubble’s clarification system. However, I think it is more detailed for us to clarify and understand.

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Which areas in which Jews find meaning in life (detailed in the textbook) seem most important to you?

TEXTBOOK: Smith The World’s Religions (50th anniversary edition) isbn #9780061660184

Notes from Professor:

* Judaism is the first of the western, or Abrahamic faiths, that we will study. These religions (Judaism, Christianity and Islam) are cousins who all claim to have inherited the covenant promises made to Abraham–a major character in the book of Genesis.

* Jews descend from Abraham’s son Isaac, while descendants of Abraham’s first son Ishmael later gave rise to the Islamic faith.

* Judaism is a religion and also a people group…as a people, Jews are descendants of the characters in the Bible, beginning with Abraham.

* The Jewish book of scripture is what is commonly known as the Old Testament to Christians. (Jews do not believe in or follow the New Testament)

* Judaism is often regarded as the first of the major monotheistic religious traditions.

* Be sure to read Chapter 7 of the textbook for details on the 8 areas where Jews find meaning in the world–I touch on some of these below.

* Meaning in Morality….Judaism is a religion of doing, as opposed to a religion of faith. God gave commandments to the people of Israel in the first five books of the Bible, and Judaism centers on trying to follow these commandments (having to do with eating, worship, dress, marriage, legal codes….basically all areas of life). While the 10 Commandments are quite well known, Jewish scholars find a total of 613 commandments in scripture.

* Meaning in Suffering….to be Jewish is to have experienced suffering throughout the history of the people. Be it slavery in Egypt, being conquered by other powers later in the Old Testament, living under Roman occupation at the time of Jesus, centuries of anti-Jewish hatred since the birth of Christianity, the Holocaust….the Jews have been targeted time and again by those who have tried to eradicate them as a people group.

* Meaning in Messianism…..Jews believe that the Old Testament predicts the coming of a Messiah one day. The word messiah is from the Hebrew for “anointed one.” (In Greek, Messiah is translated as Christos, or Christ in English). In ancient Israel, a new king would be anointed with oil. Jews still await the coming of the Messiah, who in their understanding will be a human being (and not divine), and someone who will bring world peace once they come to earth. The Old Testament does not speak of a “Second Coming,” so Jews expect the Messiah to accomplish his mission all at once.
It is important to note that Jesus was a Jew, as were most of his early followers. After his death, once most Jews continued to await the coming of the Messiah, the followers of Jesus developed what came to be Christianity. From a theological perspective, Christians believe Jesus was human as well as divine, which traditional Judaism does not believe possible. For Jews, monotheism means God is separate from created beings such as humans.

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Respond to any of my(professor’s) notes, the textbook or the videos in the “Chapter 8–Christianity”

TEXTBOOK: Smith The World’s Religions (50th anniversary edition) isbn #978006166018

Professor notes:

* Christianity is the second of the western, or Abrahamic faiths, that we will study. These religions (Judaism, Christianity and Islam) are cousins who all claim to have inherited the covenant promises made to Abraham–a major character in the book of Genesis. Since Jesus was Jewish and descended from Abraham, Christians feel themselves inheritors of the covenant promised God had made to Abraham.

*Christianity centers on the belief that the Messiah foretold in the Old Testament came in the person of Jesus. As we saw last week, Jesus was Jewish, as were his earliest followers. However, the New Testament shows that the faith quickly expanded to welcome non-Jews into the religion (this was not without controversy, as we see in debates in the book of Acts. Some early Christians felt converts needed to follow all the commandments of Judaism, but they were eventually overruled by those who said this was not necessary).

* The story of Jesus himself is told in the gospels (Matthew, Mark, Luke and John), which detail his life and ministry. These are not actual biographies but stories that focus on key aspects of his story.

* Two of the gospels (Matthew and Luke) contain stories of Jesus’ birth and two do not. With Jesus, we have another miracle birth story…specifically, his conception taking place by the Holy Spirit. Both Mary and Joseph, his parents, are informed of this miraculous conception by angels on separate occasions.

* All four gospels focus primarily on his ministry, which begins around age 30 and ends at his execution around age 33.

* Jesus and his fellow Jews lived under Roman occupation. Rome was the world superpower of the time and was known to bring peace to conquered territories by force. Jesus was a peasant like the majority of his fellow Jews, and lived in Nazareth…far from the capital city of Jerusalem.

* Our textbook divides Jesus’ ministry into two parts: What he did—performing miracles and challenging authority by his behavior (it is important to note that almost everything Jesus did was scandalous–interacting with women and the outcasts of society, arguing with religious leaders). What he said— we have very little of the words of Jesus recorded in the gospels, but what we have shows a deeply spiritual and mysterious person. He often spoke in parables, he frequently answered a question with a question, and contradicts himself at times (this is not his fault, as he did not write the scriptures himself). Like his actions, his words challenged authority—“the last shall be first,” “the meek will inherit the earth,” “whoever does not hate father and mother…cannot be my disciple.”

* Modern scholars of the historical Jesus see him as someone doing his best to challenge an unfair and unjust system, and this is what brought him before the Roman authorities and led to his execution by crucifixion. After his death, the gospels tell of his resurrection from the dead.

* Christianity came to see Jesus as the son of God. It is important to note that Caesar Augustus, the Roman Emperor at the time Jesus was born, was also viewed as the son of God (he had been adopted by Julius Caesar, who was proclaimed a deity after his execution). This fact adds more intrigue and depth to the followers of Jesus, who were offering a much different path to peace in their son of God than the peace by force which Rome offered the world.

* The Roman Empire allowed a number of religions to exist (including Judaism), and the new Christian religion was yet another that people could follow. However, it was expected that citizens would worship the Roman state gods along with any other god they chose, for the Roman gods had blessed the empire and to ignore them was both an act of political subversion, and an action that could bring disastrous results by incurring the wrath of the gods. Christians typically refused to worship these state gods, and thus were increasingly seen as subversive. That said, persecution of Christians was sporadic for nearly 300 years— For nearly 300 years, depending on the Emperor at the time. This changed under Emperor Constantine, who converted to Christianity in the early 300’s and made the faith much more acceptable.

* Constantine also called for a church council at the city of Nicea, to determine exactly what Christians believed. Since Jesus was Jewish and spoke so mysteriously, early believers had many different opinions about who Jesus was and who God was. The council affirmed some key concepts-Jesus had died on the cross, and his death was necessary for the Atonement of people’s sins. Despite being killed, Jesus came back to life with his Resurrection, which is available to all believers in him. Jesus himself was declared to be fully human and fully God (100 % human and 100 % divine)–this is known as the Incarnation. The council also declared the concept of the Trinity—that there is one God in 3 persons–the Father, Son/Jesus and Holy Spirit. Each of these is fully God alone, and despite there being three, Christians declare themselves to be fully monotheistic (the Incarnation and Trinity are the mysterious explanation for God that Christians have adopted. As with other faiths, trying to put into words that which cannot be fully explained in words!).

* There are 3 major branches of Christianity…be sure to see in the textbook what makes each of them distinctive. The Orthodox and Roman Catholic branches have both been around since the beginning of the faith (they were united until a split in 1054), and the Protestant Reformation led to the third branch beginning in 1517.
Catholics are the largest of the three, while Protestants are the largest in the United States.
Marcus Borg was one of the leading scholars on the life of the historical Jesus. These two videos give an academic view of the Resurrection and its meaning in people’s lives, whether you believe in a literal empty tomb or not (these are two videos making up a complete statement from Borg from a debate…a bit longer than the other videos but worth a listen. )

Part 1:

Part 2:

A look at the Trinity (something to write about in this week’s discussion could be the mysterious nature of Christian monotheism)

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c361 EVIDENCE BASED PRACTICE AND APPLIED NURSING RESEARCH

REQUIREMENTS


Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

A. Discuss the impact of a clinical practice problem on the patient(s) and the organization it affects.

1. Identify the following PICO components of the clinical practice problem:

  • patient/population/problem (P)
  • intervention (I)
  • comparison (C)
  • outcome (O)
  • 2. Develop an evidence-based practice (EBP) question based on the clinical practice problem discussed in part A and the PICO components identified in part A1.

    Note: Refer to “Appendix B: Question Development Tool” for information on the creation of an EBP question.

    B. Select a research-based article that answers your EBP question from part A2 to conduct an evidence appraisal.

    1. Discuss the background or introduction (i.e., the purpose) of the research article.

    2. Describe the research methodology.

    3. Identify the level of evidence using the Johns Hopkins Nursing Evidence-Based Practice (JHNEBP) model.

    Note: The article you select should not be more than five years old.
    Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to level a research-based article.

    4. Summarize how the researcher analyzed the data in the article.

    5. Summarize the ethical consideration(s) of the research-based article. If none are present, explain why.

    6. Identify the quality rating of the research-based article according to the JHNEBP model.

    Note: Refer to “Appendix E: Research Evidence Appraisal Tool” for information on how to establish the quality rating.

    7. Analyze the results or conclusions of the research-based article and explain how the article helps answer your EBP question.

    C. Select a non-research article from a peer-reviewed journal that helps to answer your EBP question from part A2 to conduct an evidence appraisal.

    1. Discuss the background or introduction (i.e., the purpose) of the non-research article.

    2. Describe the type of evidence (e.g., case study, quality improvement project, clinical practice guideline).

    3. Identify the level of evidence using the JHNEBP model.

    Note: The article you select should not be more than five years old.
    Note: Refer to “Appendix F: Non-Research Evidence Appraisal Tool” for information on how to level the non-research-based article.

    4. Identify the quality rating of the non-research-based article according to the JHNEBP model.

    5. Discuss how the author’s recommendation(s) in the article helps to answer your EBP question.

    D. Recommend a practice change that addresses your EBP question using both the research and non-research articles you selected for Part B and Part C.

    1. Explain how you would involve three key stakeholders in supporting the practice change recommendation.

    2. Discuss one specific barrier you may encounter when implementing the practice change recommendation.

    3. Identify one strategy that could be used to overcome the barrier discussed in part D2.

    4. Identify one outcome (the O component in PICO) from your EBP question to measure the recommended practice change.

    E. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

    F. Demonstrate professional communication in the content and presentation of your submission.

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    Introduction to Psychology Discussion Part 2

    This assignment has several parts

    Part V

    Lesson 5, Chapter, Managing Stress

    1) List and describe the major sources of stress.

    2) Give your interpretation of this quote: “Either you control your stress, or stress controls you.”

    3) What is the relationship of emotions (and stress) to the development of psychophysiological (psychosomatic) disorders?

    4) What are the characteristics of people with a hardy personality? What are some to the distinguishing characteristics of hardiness as a personality style as it applies to dealing with stress? How can hardiness act as a buffer against distress and illness in coping with the stresses associated with change?

    5) What is involved in the concept of money or time management? List a few key ideas for effective management of money or time. LRB

    Part VI

    1) Discuss some the major barriers to loving and being loved.
    2) What are the prerequisites to being able to genuinely love others?
    3) Differentiate between authentic and inauthentic love.
    4) Discuss the relationship between love and sexuality.
    5) Discuss the five common substitutes for love that people sometimes cling to.
    6) Discuss the idea that we don’t fall in love but, rather, choose to love.
    7) How are love, sex, and intimacy related in your view?

    Part VII

    1). If you are presently in an intimate relationship and you had the option to “do it all over again,” would you get involved with the same person, knowing all that you know now?

    2). What are some of the best features of your intimate relationship? What are some features you would most like to change? What are you doing about changing them?

    3). In what ways are each of you growing? Are you growing? Are you growing closer together?

    4) What are some specific things you do to keep your intimate relationships alive and vital?

    5) How well do you deal with anger and conflict in your relationships? What difficulties, if any do you have in dealing with anger and conflict?

    Part VIII

    Chapter 8 Becoming the Woman or Man You Want to Be

    1. What are your reactions to the concept of the traditional male, as portrayed in the chapter? What price do you see men as paying for living by such roles? To what degree do you see evidence that men are challenging traditional roles?

    2. How can developing more flexible views of gender-role expectations be liberating for both women and men? How does this apply to your view?

    3. What are some of the stereotypical traits typically assigned to being feminine and being masculine?

    4. Can you trace a few significant influences on you own gender-role development? How was your image as a woman or man shaped?

    5. Given the fact that there are definite cultural pressures toward adopting given gender roles, where does choice enter into the picture?

    Part IX

    Chapter 9 Sexuality Class Discussion

    1. How have you developed your attitudes and values regarding sex? What factors have influenced your attitudes? Have you tried to form your own standards?
    2. To what degree are you able to accept your own sexuality?
    3. What are your thoughts about celibacy as an option? What importance do you place on being able to cultivate emotional intimacy without physical intimacy?

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    NUR 504 Case study

    A 11-year-old female patient complains of red left eye and edematous eyelids. Her mother states the child complains of “sand in my left eye.” Patient noticed redness three days ago. Denies having any allergies. Symptoms have gotten worse since she noticed having the problem. (T) 98.2°F; (RR) 18; (HR) 78; BP 128/82; SpO2 96% room air; weight 110 lb. well-developed, healthy, 11 years old EYES: very red sclera with dried, crusty exudates; unable to open eyes in the morning with the left being worse than the right.

    Answer the following questions:

    1. What other subjective data would you obtain?
    2. What other objective findings would you look for?
    3. What diagnostic exams do you want to order?
    4. Name 3 differential diagnoses based on this patient presenting symptoms?
    5. Give rationales for your each differential diagnosis.
    6. Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources
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    Pathophysiology

    Discussion #1

    Mr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.

    Discussion Questions:

    Discuss the development of atherosclerosis, including the predisposing factors in this case and the pathophysiological changes.

    Discuss the complications that might develop in this patient. (Pathophysiology, Signs and Symptoms.)

    Discuss the treatments for all aspects of the patient’s condition, including slowing the progress of the

    atherosclerosis, maintaining circulation in the leg, and treating complications.

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    Hate…in your own backyard

    Step One – Discovery: Go to the Southern Poverty Law Center’s hate map and find a hate group close to you or one that is the closest to where you grew up or have lived for a significant part of your life. Spend time reading and learning about the group or groups you find in your own backyard.

    Step Two – Description: In your first discussion post, describe the values and acts of discrimination of the hate group or hate groups that you learned are nearest you now or where you grew up or once lived. Did you know these local groups existed so near you before visiting the map? Were you surprised?

    Step Three – Reflection: After you describe the hate group that is in your region, reflect upon how hate groups in our communities relates to our readings and videos in this module. Are these hate groups exercising free speech or engaging in acts that constitute crimes (crimes suggest social problems, not social issues)? Can we / do we as a society address these hate groups as a social problem? How so? If not, what can we do to act on this social problem?
    Step Four – Discussion: Finally, what did you learn about racism. ethnic, and religious discrimination regarding hate groups in your community

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    Ethics and Moral Problems (BA S121)

    I’m trying to study for my Writing course and I need some help to understand this question.

    PROMPT: WHAT DID YOU LEARN IN THIS CLASS?

    Submit here on Blackboard (please do not e-mail me your submission)

    You decide the length, format, style, content. I tend to think a minimum of three double-spaced pages is required to get the goods, but that’s my experience…

    I trust you.

    One more question to answer at the end of your paper: What grade do you think you deserve for this class? And why?

    Thanks for a great course!

    No class Thursday.

    write

    write similar things we learn in class how capitalism affects people I like in class where I am part I know my body is there mostly my mentality not thereafter class I start to think where I am I like the cowboy example someone asking where are u going cowboy saying I don’t know the house where going I am going somewhere I like music we listen in class

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