Assessing The Heart, Lungs, And Peripheral Vascular System

/in /by

Assessing The Heart, Lungs, And Peripheral Vascular System. Make a SOAP Note: Assessing the Heart, Lungs, and Peripheral Vascular System

Scenario 2

Vital signs:

Temperature: 97.9 oral

Respiratory rate: 32, labored

Heart rate: 112, tachycardic

BP right arm: 148/88

Oxygen saturation: 90% on room air

Weight: 210 lbs, stable

Skin: Cool, diaphoretic

Thorax and lungs: Thorax symmetrical; diminished breath sounds right middle and lower lobes; no rales, rhonchi, or wheezes; breath sounds vesicular with no adventitious sounds left lung

Cardiovascular: Heart rate is irregular with good S1, S2; no S3 or S4; no murmur

Abdomen: Protuberant with normoactive bowel sounds auscultated x4 quadrants

Peripheral vascular: Right calf with 2+ edema, erythema; warmth and tenderness on palpation noted; left lower extremity without edema or erythema; 2+ dorsalis pedis pulses bilaterally

——————————————————————————————————————————-

Instructions: Your Discussion post should be in the SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to the Comprehensive SOAP Template/Exemplar on the attachments below.

Address all these in the SOAP Note:

1. A description of the health history you would need to collect from the patient in the case study 2.

2. Explain what physical exams and diagnostic tests would be appropriate and how the results would be used to make a diagnosis.

3. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.

REMINDER: Please make a SOAP NOTE for this case. Make your own patient’s data, applicable health history, review of systems, P.E., labs, etc. Incorporate the data from the case 2 in the SOAP note that you will do… This is not essay ok…. I need SOAP note (Nurse Practitioner/RN/MD makes SOAP note)… Be guided with the templates/exemplar… Don’t copy paste. Formulate your own… Don’t forget to cite the Five different possible conditions (Differential diagnosis) and have Reference lists too.

RESOURCES:

Readings

· Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.

o Chapter 13, “Chest and Lungs” (pp. 260-293)

This chapter explains the physical exam process for the chest and lungs. The authors also include descriptions of common abnormalities in the chest and lungs.

o Chapter 14, “Heart” (pp. 294-331)

The authors of this chapter explain the structure and function of the heart. The text also describes the steps used to conduct an exam of the heart.

o Chapter 15, “Blood Vessels” (pp. 332-349)

This chapter describes how to properly conduct a physical examination of the blood vessels. The chapter also supplies descriptions of common heart disorders.

· Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.

o Chapter 8, “Chest Pain” (pp. 81–96)

This chapter focuses on diagnosing the cause of chest pain and highlights the importance of first determining whether the patient is in a life-threatening condition. It includes questions that can help pinpoint the type and severity of pain and then describes how to perform a physical examination. Finally, the authors outline potential laboratory and diagnostic studies.

o Chapter 11, “Cough” (pp. 118-147)

A cough is a very common symptom in patients and usually indicates a minor health problem. This chapter focuses on how to determine the cause of the cough through asking questions and performing a physical exam.

o Chapter 14, “Dyspnea” (pp. 159–173)

The focus of this chapter is dyspnea, or shortness of breath. The chapter includes strategies for determining the cause of the problem through evaluation of the patient’s history, through physical examination, and through additional laboratory and diagnostic tests.

o Chapter 26, “Palpitations” (pp. 310-317)

This chapter describes the different causes of heart palpitations and details how the specific cause in a patient can be determined.

o Chapter 33, “Syncope” (pp. 390-397)

This chapter focuses on syncope, or loss of consciousness. The authors describe the difficulty of ascertaining the cause, because the patient is usually seen after the loss of consciousness has happened. The chapter includes information on potential causes and the symptoms of each.

· Sullivan , D. D. (2012). Guide to clinical documentation (2nd ed.). Philadelphia, PA: F. A. Davis.

o Chapter 6, “Outpatient Charting and Communications” (pp. 119–141)

Note: Download these Adult Examination Checklists and Physical Exam Summaries to use during your practice cardiac and respiratory examination.

· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Blood vessels. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Blood Vessels Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for cardiovascular assessment. In Mosby’s guide to physical examination(7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Cardiovascular Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for chest and lung assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Adult Examination Checklist: Guide for Chest and Lung Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Chest and lungs. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Chest and Lungs Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

· Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Heart. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby.
This Heart Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/

· McCabe, C., & Wiggins, J. (2010a). Differential diagnosis of respiratory disease part 1. Practice Nurse,40(1), 35–41.
Retrieved from the Walden Library databases.

This article describes the warning signs of impending deterioration of the respiratory system. The authors also explain the features of common respiratory conditions.

· McCabe, C., & Wiggins, J. (2010b). Differential diagnosis of respiratory diseases part 2. Practice Nurse, 40(2), 33–41.
Retrieved from the Walden Library databases.

The authors of this article specify how to identify the major causes of acute breathlessness. Additionally, they explain how to interpret a variety of findings from respiratory investigations.

· SkillStat Learning, Inc. (2014). The 6 second ECG. Retrieved from http://www.skillstat.com/tools/ecg-simulator#/-home

This interactive website allows you to explore common cardiac rhythms. It also offers the Six Second ECG game so you can practice identifying rhythms.

· University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved fromhttp://www.med-ed.virginia.edu/courses/rad/index.html

This website provides an introduction to radiology and imaging. For this week, focus on cardiac radiography and chest radiology.

Media

· Laureate Education. (Producer). (2012). Advanced health assessment and diagnostic reasoning. Baltimore, MD: Author.

Note: You will use the case studies presented in the media, Advanced Health Assessment and Diagnostic Reasoning, to complete this week’s Discussion.

· Online media for Seidel’s Guide to Physical Examination

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapters 13, 14, and 15 that relate to the assessment of the heart, lungs, and peripheral vascular system. Refer to Week 4 for access instructions on https://evolve.elsevier.com/.

Optional Resources

· LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2009). DeGowin’s diagnostic examination (9th ed.). New York, NY: McGraw Hill Medical.

o Chapter 8, “The Chest: Chest Wall, Pulmonary, and Cardiovascular Systems; The Breasts” (Section 1, “Chest Wall, Pulmonary, and Cardiovascular Systems,” pp. 302–433)

Note: Section 2 of this chapter will be addressed in Week 10.

This section of Chapter 8 describes the anatomy of the chest wall, pulmonary, and cardiovascular systems. Section 1 also explains how to properly conduct examinations of these areas.

Assessing The Heart, Lungs, And Peripheral Vascular System

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

pH of Common Materials

/in /by

pH of Common Materials. How to Proceed

Read through the introductory materials below.
Open the Unit 1 Experiment Answer Sheet and complete the following Experiment exercises this unit:
Experiment 1 Exercise 1 – The Scientific Method (~30-45 min)
Experiment 1 Exercise 2A – pH of Common Materials (~30-45 min)
Experiment 1 Exercise 2B – pH and Buffers (~45-60 min)
Save your completed Unit 1 Experiment Answer Sheet and submit it no later than Sunday midnight CT.
The Scientific Method – Introduction

The Scientific Method is the basis for almost all scientific research. If you click on the Unit 1 Overview page, you can read about how the Scientific Method is conducted. You can also read about the process in your book on pp 14-17. One area of confusion often involves the difference between a hypothesis and a prediction. This is because many people use these terms interchangeably, but in fact, they are different. Here is how your book discerns the two:

Hypothesis – an answer to a question or explanation of an observation (p 14).

Prediction – an expected outcome if our hypothesis is correct; often worded as “if…then” (p15).

The purpose of this first exercise is to have you use the Scientific Method yourself. We will use the following web site. Be sure that you can access it and use it:

Glencoe/McGraw Hill. No date. The Scientific Method
http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html (Links to an external site.)

When you are ready to begin, use the instructions in the Unit 1 Experiment Answer Sheet and work through the exercise.

pH of Common Materials – Introduction

This unit we are also learning about some of the chemistry that is important in biological systems, such as pH. Be sure you have read pp 32-33 in your book and our online lecture this unit before beginning this exercise. The pH scale ranges from 0 to 14; a pH less than 7 is considered acidic and a pH greater than 7 is basic. The pH scale is logarithmic, which means that a solution with a pH of 3 is ten times more acidic than a solution with a pH of 4 and a hundred times more acidic than a solution with a pH of 5.

Acids and bases are not necessarily a bad thing. Many of the materials that we handle and eat and drink everyday vary in pH. Some of these materials are safe to handle, such as “weak” acids (e.g., soda, coffee). Stronger acids (e.g., battery acid) and bases (e.g., ammonia) can be quite caustic and damaging. One way to measure the pH of liquids is to use pH indicator paper; paper that turns a particular color depending on the pH of the solution. Anyone with a swimming pool or hot tub is probably familiar with such paper.

We will use a virtual lab to examine the pH of common solutions that you might have around the house. You will use the following website; be sure you are able to access and use it:

Glencoe/McGraw Hill. No date. pH of Common Solutions
http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html (Links to an external site.)

When you are ready to begin, open the Unit 1 Experiment Answer Sheet and follow the instructions to complete this exercise.

Buffers – Introduction

As you saw in the previous exercise, the pHs of common solutions vary across the pH scale! Yet our body is constrained to work within a very narrow pH range. Small changes in pH can alter the function of biologically important molecules such as enzymes, by breaking hydrogen bonds and denaturing these proteins. For this reason, in most organisms (such as ourselves), pH is very closely regulated. pH can be kept relatively constant by the use of buffers, chemicals which can absorb or release hydrogen ions to maintain a relatively steady pH.

In most vertebrate animals, blood pH must be maintained between 7.35 and 7.45. There are several biological buffers that work to maintain this pH; one of the more important being the carbonic acid – bicarbonate system:

H2O + CO2 <–> H2CO3 <–> H+ + HCO3-

In the reactions above, the double headed arrows indicate that each step is reversible. If carbon dioxide (CO2) levels increase in our blood, it can combine with water to form carbonic acid (H2CO3), which can break down to form bicarbonate (HCO3-) and hydrogen ions. This would shift the pH towards the acidic end. If the acidity levels become too high, the whole process will reverse, such that hydrogen ions are removed and carbon dioxide is produced; thereby shifting the pH towards the alkaline end. This is only one example of a biological buffer; there are several other systems involved, but they all operate in a similar manner.

The purpose of this exercise is to help you understand the chemistry of buffers. Be sure that you have read through the material on pp 32-33 in your book and this unit’s online lecture on The Chemistry of Life. For this exercise, you will use the following website (be sure your speakers are on):

McGraw-Hill Education. No date. Buffers
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf (Links to an external site.)

You may need to download and install a plugin to use this simulation, so test this simulation early in the unit in case you run into problems. When you are ready, open the Unit 1 Experiment Answer Sheet and follow the instructions there to complete this exercise.

WEEK 1 EXPERIMENT ANSWER SHEET Please submit to the Week 1 Experiment dropbox no later than Sunday midnight.

SUMMARY OF ACTIVITIES FOR WEEK 1 EXPERIMENT ASSIGNMENT

· Experiment 1 Exercise 1 – The Scientific Method

· Experiment 1 Exercise 2A – pH of Common Solutions

· Experiment 1 Exercise 2B — pH and Buffers

Experiment 1 Exercise 1: The Scientific Method

Be sure that you have read over the introductions to this week’s Experiments activities before starting. When ready, open the following website:

Glencoe/McGraw Hill. No date. The Scientific Method http://www.glencoe.com/sites/common_assets/science/virtual_labs/ES01/ES01.html

Scenario

You have been tasked to design the most efficient compost pile possible; one that can take organic waste material and quickly break it down into a form that can be applied as mulch. A compost pile typically involves:

· Green materials (e.g., fresh grass clippings, fresh leaves)

· Brown materials (e.g., dried grass, twigs, hay, dried leaves)

· Water

· Aeration

The efficiency of a compost pile is measured by how quickly organic matter is decomposed and this efficiency is dictated by the proper combination of the components listed above. Unfortunately, you do not know where to begin! Fortunately, you have a compost simulator that will allow you test a variety of compost designs before you have to construct your actual compost pile.

The purpose of this exercise is to use the Scientific Method to determine the best design for the most efficient compost pile. Note that the parameters that can be varied (using the slider bar) in our simulator are:

· Brown to Green Balance: 100% Green material, 100% Brown material or a combination of both

· Water Concentration: 0 to 100% water

· Number of turns per Month: 0 to 8 turns per month (the greater the number of turns the greater the aeration)

Hypothesis

We will start with the hypothesis that “an efficient compost pile needs lots of green material, a lot of water and a lot of aeration to be efficient”.

Question

1. Based on the on the hypothesis above and knowing the design parameters, write a reasonable prediction if the hypothesis is correct. Be sure to word it as an “If…then” statement (2 pts).

Procedure

A. Conduct an experiment (Experiment 1) to test the hypothesis above using the simulation program.

a. Set the design criteria using the sliders for Brown to Green Balance, Water Concentration and Number of Turns per month. Be sure to use settings based on the hypothesis; this is what you are testing.

b. Record your design criteria in Table 1 below for Experiment 1.

c. Click on the Calendar (Sept 1) in the simulation to start the experiment. When complete, record the Efficiency Meter reading.

Table 1. Design criteria and experiment results (2 pts)

  Brown to Green Balance Water Concentration Number of Turns per Month Efficiency

(High, Medium, Low)
Experiment 1        
Experiment 2        
Experiment 3

(Optional)

        

Questions

2. Was your prediction correct? If not, why do you think so (2 pts)?

3. Write an alternative hypothesis regarding an alternative compost pile design (2 pts).

4. Conduct another Experiment (Experiment 2) to test your new hypothesis using new design criteria (Click Reset to start over). Enter the necessary information in Table 1 above. What was the result of Experiment 2 (2 pts)?

Optional

If your second design was still not very efficient, conduct another Experiment and record your design criteria and results in the Table above.

Experiment 1 Exercise 2A: pH of Common Solutions

Be sure that you have completed your text book readings, have read through the online lecture and have read the introductory material for the Week 1 Experiment before starting. First, answer the following questions:

Questions

1. What is the definition of an acid? Your definition should include more than just a pH range. Provide one example of an acid. Cite your sources. (2 pts).

2. What is the definition of a base? Your definition should include more than just a pH range. Provide one example of a base. Cite your sources. (2 pts).

Open the pH simulation below to begin:

Glencoe/McGraw Hill. No date. pH of Common Solutions http://www.glencoe.com/sites/common_assets/science/virtual_labs/E22/E22.html

Procedure

A. Record the six substances shown across the top of the screen in Table 2 below (e.g., antacid, shampoo, battery acid, soft drinks…).

B. Enter a predicted pH value for each solution and a brief explanation for your choice.

Table 2. Predicted and measured pH values and your explanations (6 pts).

 

 Substance Predicted pH Explanation for Prediction Measured pH
1        
2        
3        
4        
5        
6        
Optional additional solutions
7        
8        
9        
10        
11        
12        

C. Next, use the pH paper to measure the pH of each of the six solutions.

a. Click on the lose end of pH paper and drag into the first test tube.

b. It should change color. Drag the piece of paper over to the dispenser and use the color chart to estimate the pH. Record the measured pH in the Table above.

c. Use the up and down arrows beneath the name of the substance and set the value to the one you determined using the pH paper.

d. Repeat this procedure for the remaining five substances.

D. When you have recorded your pH values and set the counter to indicate the measured pHs, click on Check to see how you did. If necessary, retest any solutions you got wrong.

E. This simulation has twelve different solutions. Feel free to test them all if you would like. This is not required though! Click on Reset if you are interested.

F. When you are done testing the pHs, answer the questions below.

Questions

3. Which of your substances tested are considered an acid (1 pts)?

4. Which of your substances tested are considered a base (1 pts)?

5. What surprised you most about your results in this activity (1 pts)?

Experiment 1 Exercise 2B: Buffers

Before beginning, answer the following question:

Question

1. What is a buffer and briefly, how do they work? Cite your source (2 pts)?

Procedure

Open the buffer simulation below to begin (if necessary, copy the web address and past it into your browser). Be sure your speakers are turned on.

McGraw-Hill Education. No date. Buffers http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/buffer12.swf

A. Listen to the Introduction. If you need to listen to it again, reload the page.

B. Next, click on the Add Strong Acid, H+ button. Pay attention to the bars in the graph. They correspond to the level of the components in the beaker. You will need to watch them carefully.

Questions

2. Why does the green bar in the graph drop? Why does the purple bar in the graph rise? Explain what is occurring chemically (4 pts).

3. In the simulation shown, what happens to the pH in the beaker when HCl is added? How do you know this based on what you see in the graph (2 pts)?

4. What will happen to the pH if HCl is added after all of the acetate is used up? (1 pts)?

Procedure (continued)

C. Next, click on the Add Strong Base. OH-.

Question

5. What is formed when sodium hydroxide is added and how does this affect the pH (4 pts)?

 

Week 1 Experiment Grading Rubric

Component Expectation Points
Experiment 1 Exercise 1 Demonstrates an understanding of the Scientific Method and an ability to apply it (Table 1, Questions 1-3) 10 pts
Experiment 1 Exercise 2A Demonstrates an understanding of pH and how it applies to your everyday life (Table 2, Questions 1-5). 13 pts
Experiment 1 Exercise 2B Demonstrates an understanding of pH and the effect of buffers (Questions 1-5) 13 pts
TOTAL  

 36 pts

Updated October 2013

pH of Common Materials

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Epidemiology

/in /by

Epidemiology. Question 1 

Which of the following is not usually an aim of epidemiology?

 

To describe
the health status of the population

 

To fund   new public health programs

 

To explain
the etiology of disease

 

To predict
the occurrence of disease

 

To control
the distribution of disease

Question 2 

Which of the following activities characterizes an epidemiologic approach (as opposed to a clinical approach)?

 

Description   of a single individual’s symptoms

 

Surveillance   of a population

 

Treatment   of a patient with diagnosed illness

 

A and   C

Question 3 

In the Yearly Mortality Bill for 1632, consumption referred to:

 

dysentery

 

tuberculosis

 

smallpox

 

edema

Question 4 

Which of the following activities characterizes a clinical approach (as opposed to an epidemiologic approach)?

 

Description   of specific signs and symptoms in a patient

 

Description   of seasonal trends in disease occurrence

 

Examination   of disease occurrence among population groups

 

Demonstration   of geographic variations in disease frequency

Question 5 

Cyclic variations in the occurrence of pneumonia and influenza mortality may reflect:

 

seasonal   variations in cases of influenza.

 

the   fact that influenza is a disappearing disorder.

 

long-term   changes in mortality trends.

 

both   A and B

Question 6 

The Epidemic Intelligence Service (EIS) is responsible for (give the best answer):

 

tracking   down unusual disease outbreaks in the United States and foreign countries.

 

collecting   routine epidemiologic data for local health departments.

 

printing   epidemiologic reports for members of the community.

 

reporting   suspicious bioterrorism agents to governmental agencies

Question 7 

John Snow, author of Snow on Cholera:

 

was   the father of modern biostatistics.

 

established   postulates for transmission of infectious disease.

 

was   an early epidemiologist who used natural experiments.

 

argued   that the environment was associated with diseases such as malaria.

Question 8 

Indicate the level of prevention that is represented by pasteurization of milk

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 9 

Using epidemiology for operational research involves:

 

study   of community health services

 

study   of risks to the individual

 

study   of disease syndromes

 

study   of disease symptoms

Question 10 

Increases in lung cancer mortality, especially among women, illustrate which of the following trends in disease occurrence?

 

A   residual disorder

 

A new   epidemic disorder

 

A   persistent disorder

 

A   disappearing disorder

Question 11 

Indicate the level of prevention that is represented by screening for breast cancer

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 12 

In 1900, the death rate per 100,000 members of the population for influenza and pneumonia (I & P) was 202.2; it was 22.4 in 2003. How much did the death rate due to I & P decline?

 

100%

 

1000%

 

90%

 

9000%
Question 13 

Indicate the level of prevention that is represented by nutritional counseling for pregnant women

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 14 

Indicate the level of prevention that is represented by immunization against rubella

 

Primary   Prevention Active

 

Primary   Prevention Passive

 

Secondary   Prevention

 

Tertiary   Prevention

Question 15 

The risk of acquiring a given disease during a time period is best determined by:

 

the   mortality rate from that disease in the 0-4 age group.

 

a   spot map that records all cases of the disease in the past year.

 

the   period prevalence for that disease during the past year.

 

the   incidence rate (cumulative incidence) for that disease in a given period of   time.

Question 16 

Beach City has a rising population of 500,000 robust, fertile males and 450,000 robust, fertile females. If there were 4,000 live births, 3 fetal deaths, and 40 maternal deaths, what is the crude birth rate?

 

4,000/500,000   × 1,000

 

4,000/450,000   × 1,000

 

4,000/950,000   × 1,000

 

4,003/950,000   × 1,000

 

3,997/950,000   × 1,000

Question 17 

An epidemiologic survey of roller-skating injuries in Metroville, a city with a population of 100,000 (during the midpoint of the year), produced the following data for a particular year:
 

Number of skaters in   Metroville during any given month

12,000

 

Roller-skating   injuries in Metroville

600

 

Total number of   residents injured from roller-skating

1,800

 

Total number of   deaths from roller-skating

90

 

Total number of   deaths from all causes

900

 

The crude death rate for all causes was:

 

90/600   × 100,000

 

900/100,000   × 100,000

 

90/1,800   × 100,000

 

90/900   × 100,000

Question 18 

Determining workload and planning the scope of facilities and manpower needs, particularly for chronic disease. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data.

Question 19 

An epidemiologic survey of roller-skating injuries in Metroville, a city with a population of 100,000 (during the midpoint of the year), produced the following data for a particular year:
 

Number of skaters in   Metroville during any given month

12,000

 

Roller-skating   injuries in Metroville

600

 

Total number of   residents injured from roller-skating

1,800

 

Total number of   deaths from roller-skating

90

 

Total number of   deaths from all causes

900

 

The proportional mortality ratio (%) due to roller-skating was:

 

90/600   × 100

 

90/100,000   × 100

 

90/1,800   × 100

 

90/900   × 100

Question 20 

The fundamental tool for etiologic studies of both acute and chronic diseases. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data

Question 21 

The incidence of a disease is five times greater in men than in women, but the prevalence shows no sex difference. The most likely explanation is that:

 

the   mortality rate is greater in women.

 

the   case fatality rate is greater in women.

 

the   duration of the disease is greater in women.

 

women   receive less adequate medical care for the disease

Question 22 

To provide a direct estimate of the risk of developing a disease. Is this a use for incidence or prevalence data?

 

This   is a use primarily for incidence data.

 

This   is a use primarily for prevalence data.

 

This   application could apply equally for both incidence and prevalence data.

 

This   is a use for neither incidence data nor prevalence data.

Question 23 

A null hypothesis is most similar to which of the following?

 

Positive   declaration

 

Negative   declaration

 

Implicit   question

 

Explicit   question

Question 24 

Age-specific and age-adjusted mortality rates by sex in the United States generally show the following sex differences:

 

Rates   for males are higher than rates for females from birth to age 85 and older.

 

Rates   for females are higher than rates for males from birth to age 85 and older.

 

Rates   for males are higher than rates for females from age 6 to age 85 and older.

 

Rates   for males are equal to rates for females during the first 5 years of life.

Question 25 

The use of GIS may be thought of as following the heritage of:

 

Hippocrates

 

Graunt

 

Snow

 

Koch

 

Semmelweis

Question 26 

Which of the following statements most accurately expresses the breeder hypothesis for schizophrenia?

 

The   conditions of life in lower-class society favor its development.

 

The   conditions of life in upper-class society favor its development.

 

The   illness leads to the clustering of psychosis in the impoverished areas of a   city.

 

The   illness is associated with increases in creative talents, which contribute to   wealth-enhancing achievements.

Question 27 

Lung cancer mortality among women is increasing faster than among men. What factor(s) would most likely account for this increased cancer rate?

 

Younger   women are smoking more.

 

Older   women are smoking more.

 

Women   are smoking less.

 

Men   are smoking more

Question 28 

According to classic studies, age-standardized morbidity rates in the United States for acute conditions, chronic conditions, and disability due to acute conditions show the following sex differences:

 

Rates   for males are higher than rates for females.

 

Rates   for females are higher than rates for males.

 

Rates   for males are equal to the rates for females.

 

Females   have higher rates of hearing impairment than males.

Question 29 

Studies of nativity and migration have reported that:

 

admission   rates of foreign-born persons to mental hospitals were lower than for   native-born persons

 

diseases   found in less developed regions are no longer a problem in the United States

 

immunization   programs in developing countries have been highly successful

 

some   migrants have inadequate immunization status with respect to   vaccine-preventable diseases

Question 30 

Which of the following statements most accurately expresses the downward-drift hypothesis for schizophrenia?

 

The   conditions of life in lower-class society favor its development.

 

The   conditions of life in upper-class society favor its development.

 

The   illness leads to the clustering of psychosis in the impoverished areas of a   city.

 

The   illness is associated with increases in creative talents, which contribute to   wealth-enhancing achievements.

Epidemiology

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

BiologyQuestions

/in /by

BiologyQuestions. QUESTION 1

1. Having hair on the back of the hands is a dominant trait. If two people who heterozygous for the condition have children, what is the probability that they will have a child who does NOT have hair on the back of their hands?

    0%
    25% or 1/4
    50% or 2/4
    75% or 3/4
    100% or 4/4

8.5 points   

QUESTION 2

1. Who is responsible for sex determination in humans?

    male
    female

6.5 points   

QUESTION 3

1. In the pedigree below, all shaded individuals express the gene in question.  For example, Arlene “has” the trait, she displays the phenotype in question.  For example, if we were following the inheritance pattern of a widow’s peak, Arlene has a widow’s peak (that is NOT the trait here, just an example).  Unshaded individuals (blank circles and squares) do not manifest the trait in question, but their specific genotype is unknown – they could be heterozygous, homozygous dominant, or homozygous recessive.

2. What is the mechanism of inheritance of this trait? 

    recessive
    dominant

8.5 points   

QUESTION 4

1. In the pedigree below, all shaded individuals express the gene in question.  For example, Arlene “has” the trait, she displays the phenotype in question.  For example, if we were following the inheritance pattern of a widow’s peak, Arlene has a widow’s peak (that is NOT the trait here, just an example).  Unshaded individuals (blank circles and squares) do not manifest the trait in question, but their specific genotype is unknown – they could be heterozygous, homozygous dominant, or homozygous recessive.

What is Sam’s genotype?

 

    homozygous recessive (hh)
    heterozygous (Hh)
    homozygous dominant (HH)

 

8.5 points   

QUESTION 5

1. Normally when a person consumes a product that contains lactose (such as milk or cheese), the body breaks the sugar lactose down into galactose and glucose.  Galactosemia is disorder caused by a missing or defective enzyme which ends up causing galactose to accumulate to poisonous and sometimes deadly levels. Galactosemia is a recessive disorder. If two individuals are heterozygous for this trait, what is the probability that their children WILL HAVE galactosemia?

    0%
    1/4 or 25%
    2/4 or 50%
    3/4 or 75%
    4/4 or 100%

8.5 points   

 

 

QUESTION 6

1. Huntington’s disease is characterized by a late onset of nerve degeneration that leads to death.  The allele that causes the disease is dominant.  Lucille is homozygous dominant for the disease and Joe is homozygous recessive.  What is the probability that their children will have Huntington’s disease?

    0%
    1/4 or 25%
    2/4 or 50%
    3/4 or 75%
    4/4 or 100%

8.5 points   

QUESTION 7

1. Hemophilia, disease in which the blood lacks a clotting factor, is caused by an X linked recessive gene. Joe doe not have hemophilia and Lucille is heterozygous for the condition.  What is the chance that their MALE child will have hemophilia? (Note: you are calculating the probability for their MALE children only, in other words if they have 1 male child, what is the probability that he will be born with the disease?)

    0%
    1/4 or 25%
    2/4 or 50%
    3/4 or 75%
    4/4 or 100%

8.5 points   

QUESTION 8

1. In humans, having facial dimples is dominant to not having facial dimples. Mary has dimples, yet only 3 of her 10 children have dimples.  What must Mary’s genotype be?

    homozygous dominant
    heterozygous
    homozygous recessive
    has dimples
    does not have dimples

8.5 points   

 

 

QUESTION 9

1. Red-green color blindness is an X-linked recessive disorder.  If Allison is heterozygous (a carrier), and her husband, Michael, is NOT colorblind. What is the chance that their male children will be colorblind? (Note: you are calculating the probability for their MALE children only, in other words if they have 1 male child, what is the probability that he will be born with the disease?)

    0%
    25% or 1/4
    50% or 2/4
    75% or 4/4
    100% or 4/4

8.5 points   

QUESTION 10

1. Red-green color blindness is an X-linked recessive disorder. If Allison is heterozygous (a carrier), and her husband, Michael, is NOT colorblind. What is the chance that their female children will be colorblind? (Note: you are calculating the probability for their FEMALE children only, in other words if they have 1 female child, what is the probability that she will be born colorblind?)

    0%
    25% or 1/4
    50% or 2/4
    75% or 3/4
    100% or 4/4

8.5 points   

QUESTION 11

1. Match the term to its best description.

  the observable trait expressed by an organism
  the genes for a trait present in an organism
 

 

 

 

 

 the different varieties of a gene for a particular trait
  the state of having two identical alleles for a particular trait

 

 

 
A. homozygous
B. genotype
C. phenotype
D. alleles

 

 

QUESTION 12

1. Why do X-linked genetic disorders occur more frequently in males? Answer in a few short sentences.

BiologyQuestions

 
"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"