Critical Thinking Discussion

Students with code numbers starting with a 1 (e.g., 11, 12, 13, etc), must post answers to 2 of the critical thinking questions below.  You can only post an answer to a previously answered question if you are correcting an error made by a previous poster.

  1. A person is declared to be dead upon the irreversible cessation of spontaneous body functions  brain activity, or blood circulation and respiration.  However, only about 1% of a person’s cells have to die in order for all of these things to happen.  How can someone be dead when 99% of their cells are still alive?
  2. Explain the difference between a one-celled organism and a single cell of a multicellular organism.
  3. Why would you think twice about ordering from a restaurant menu that lists only the second part of the species name (not the genus) of its offerings?  Include an example of why this might be troubling.
  4. Once there was a highly intelligent turkey that had nothing to but reflect on the world’s regularities   Morning always started out with teh sky turning light, followed by the master’s footsteps, which were always followed by the appearance of food.  Other things varied, but food always followed footsteps.  The sequence of events was so predictable that it eventually became the basis fo the turkey’s theory about the goodness of the world.  One morning, after more than 100 confirmations fo the goodness of theory, the turkey listened for the master’s footsteps, herd them and had its head chopped off.  Any scientific theory is modified or discarded upon discovery of contradictory evidence.  The absence of absolute certainty has led some people to conclude that “facts are irrelevant because they can change”.  If that is so, should we stop doing scientific research?  Why or why not?
  5. In 2005, research Woo-suk Hwang reported that he made immortal stem cells from human patients.  His research was hailed as a breakthrough for people affected by degenerative diseases, because stem cells may be used to repair a person’s own damaged cells.  Hwang published his results in a peer-reviewed journal.  In 2006, the journal retracted his paper after other scientists discovered that Hwang’s group had faked the data.  Does this incident show that results of scientific studies cannot be trusted?  Or does it confirm the usefulness of a scientific approach, because other scientists discovered and exposed the fraud?
 
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Homework

Complete the following and submit the Word document by midnight Sunday. Remember to include complete citations for all sources used to answer each question.

1. Marfan syndrome follows a pattern of autosomal dominant inheritance. What is the chance (= probability) that any child will inherit the dominant allele if one parent (Parent #1) does not carry the allele and the other (Parent #2) is heterozygous for it? Provide a clear explanation and complete the Punnett Square below. Be sure to define the letters you use for the two alleles:

punnett square

2. Below is a diagram showing the inheritance of an X-linked trait; the first generation is at the top and the third generation is at the bottom. Describe what this pedigree depicts in terms of gender, presence or absence of the disorder, and what feature(s) indicate that the pedigree is for an X-linked trait.
w6_homework.jpg

3. In one experiment, Mendel crossed a pea plant that bred true for green pods with one that bred true for yellow pods. All of the F1 plants had green pods. What does it mean when an organism like Mendel’s pea plants is true breeding? Which form of the trait (green or yellow pods) is dominant? Explain how you arrived at your conclusion. This should include the possible genotypes of the parents involved in the cross and those of the F1 generation.

4. What type of mutation has occurred in the DNA of people with sickle cell anemia?  (Look back, if you need to, to see what causes sickle cell.)

5. A man who has type B blood and a woman who has type A blood could have children of which phenotypes? Explain your answer; be sure to consider what the possible genotypes are for both parents in your answer.

6. Unattached earlobes are a dominant trait.  If A denotes the allele for unattached earlobes, and a denotes the allele for attached earlobes, what is (are) the possible genotype(s) of a person who has unattached earlobes?

Could both parents of a person with unattached earlobes have attached earlobes? Why or why not? Think about what the parent’s genotypes have to be.

7. How are a locus, allele and a gene similar? How would you differentiate among these three terms?

8. Explain what is meant by polygenic inheritance, pleiotropy, and human gene therapy. Provide an example of each.

 
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This Is A Biology Post. I Have Attached 3 Attachment U HAVE TO WATCH VIDEO AND GO THROUGH THOSE ATTACHMENT AND NEED TO MAKE LAB REPORT ITS 1 PAGE LAB REPORT

BIOL 1406: Lab Reports and Lab Notebook Guidelines

 

Students must have a lab text book and a lab notebook to record notes and daily lab activities. A three ring binder is recommended to keep notes and materials together and organized. Your lab instructor will give more information about this.

 

Every entry in your notebook should include a statement of purpose that includes terminology, test method, experiment dataobservations and conclusions (what you learned) from each activity in the exercises. Conclusions should address each of the questions or objectives listed in the purpose for the activity.

 

Your instructor will identify the activities to be covered for each exercise. It is available online at the eCampus community “NLC-BIOLOGY-LAB”.

The NLC Academics Skills Center and NLC Writing Lab (L240) is also available to assist with writing lab reports. Remember, The NLC Science Learning Center (P333) for learning resources and tutoring!

 

Three Formal Lab Reports (25 points each) on the following topics :

LR 1 – Lab 3: Carbon Chemistry- Exercise 3.2, Known and Unknown Testing

LR 2 – Lab 7: Enzymes- Exercise 7.3 A or B, Effect of Temperature or pH

LR 3 – Lab 9: Photosynthesis- Exercise 9.2, Necessity of Light

 

Each lab report will (must) consist of the following components for each activity:

Exercise # and Title of experiment

 

Introduction

 

Purpose

Identify the exercise objectives / questions to be answered by the activity and define any necessary terms. Include your hypothesis in this section.

 

Hypothesis

Should be worded as an “…if…….then….” statement based on the question your experiment was designed to answer. It should be easy to prove wrong. (Ex: “I expect that if yeast is given sugar, then more carbon dioxide will be produced.”)

 

Materials & Methods

Materials

What did you use to conduct the experiment? Include equipment, glassware, reagents etc. used.

Test Method

How is the experiment done?

Describe in detail how you set up the activity.

DO NOT COPY FROM THE LAB MANUAL.

 

Procedure / steps

Step by step instructions should be included in the Materials and Methods section.

 

Results

Observations

What happened during the exercise?

Data collected in neat table format.

Any graphs or photos of experimental results should be included here.

What were the results, what did you see?

Discuss your observations.

 

Discussion

 

Conclusion(s)

How do the observations answer the questions and objectives that have been identified in the purpose? Include a direct answer to your hypothesis. What was learned as a result of the lab exercise?

 

Errors / Suggestions

If your results are unexpected, identify any possible sources of errors and your suggestions to avoid errors and/or improve the experiment.

 

References

 

Any references used should be cited appropriately.

 

Exercises are to be completed accurately at the time specified by the instructor. Any points deducted will be determined by the instructor and the grading rubric. Absolutely no plagiarism will be tolerated . Everything must be in your original words, not copied from the book or another student. Reports should be written independently despite being conducted in a group. Any plagiarism will result in a Zero.

 
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Principle Of Diseases And Health

Assignment Guidelines:

  • This assignment must be in APA format.
  • The assignment should be in paragraph form using complete sentences and avoiding bullet points and numbered list.
  • Use a Level 1 heading to separate your sections (Page 47 of the APA Publication Manual).
  • Title and reference pages do not count toward the total word or page count.
  • At least one textbook source and two and outside sources must be referenced and cited in the paper.

Essays: (at least 300 words per prompt)

  1. Blood transfusions are sometimes required in healthcare. Based on what you know about blood anatomy discuss why a patient would need a transfusion of PRBC (packed red blood cells), plasma, or platelets. A patient with anemia has a pulse oximetry reading in the high 80’s, would this be an expected finding, explain?
  2. Mike, 29 years old, was admitted to a community hospital three days ago with weakness and hypotension after sustaining a spider bite while hiking in the woods. Mike has a large hematoma on his left arm where he was bite. He has no prior medical history, no drug allergies, and does not take medication. Mike started to experience moderate respiratory distress, and started oozing blood from his IV sites, nose, and catheter. He is mildly jaundice and his skin is cool. His vital signs include a heart rate of 110 beats per minute and regular blood pressure of 92/44, slightly labored respiratory rate of 22 breaths per minute, and a pulse oximetry reading of 91 percent. What would your initial diagnosis be, explain? What diagnostic test would you order and why? What would you expect the diagnostic test to show? What is the treatment option for the diagnosis?
  3. During natural disasters like hurricanes, when the community is living in shelters, why would there be a concern about a tuberculosis outbreak? What circumstances have led to the spread of drug-resistant tuberculosis? Mary, a nurse, skin test was positive for tuberculosis. Does this mean she has tuberculosis? Explain.
  4. Each year many people go to their family physician with a common cold, but think they have the influenza. Based on symptoms how can you tell if you have a common cold or influenza? What are the causes and treatments for Pneumonia? What is the best way to prevent influenza and pneumonia?
 
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Anatomy And Physiology 1( BIOL 2401)

Biol 2401
Case Study 3
Dr. Kelly Sexton
TIA OR STROKE?

 

You are a neurologist at a major urban hospital. A 63 year-old stroke victim is brought to you for your neurological assessment. This patient suffered a stroke after several occlusions of branches of one of the cerebral arteries. A series of cognitive, sensory and motor tests reveal the following signs and symptoms.

The patient has completely lost the perception of the somatic senses (somatosensation) from the right side of his jaw, face and tongue. There is only minor diminishment in somatosensation from his right hand and lower arm. However, even though the patient recognizes he has an object in his right hand by touch, he has almost no ability to identify objects by touch when they are hidden from sight. Sensation in his left arm, torso and both legs is unaffected.

The patient experiences flaccid paralysis in the muscles on the right side of his jaw and face. Movements of his right hand are hesitant and uncoordinated – he can no longer play piano or type with his right hand. He can no longer move his right ring finger at all. Activity and coordination of other muscle groups appears normal.

The patient understands written and spoken words and can read and write normally. However, his speech is labored and his enunciation is severely impaired.

1. What is a TIA? What is a stroke?

2. Name and discuss some pathological conditions that could have caused the stroke suffered by this patient?

3. Even though the death of neurons accompanies a stroke, a stroke patient may partially regain the cerebral function that was lost. This recovery is likely to involve the regeneration of neurons by cell division. True or false? Why or Why not?

4. What is somatosensation? This loss of somatosensation on the right side of the patient’s jaw, face and tongue indicates the loss of function in which lobe of the cerebrum? How did you arrive at this conclusion?

A. frontal B. parietal C. temporal D. occipital

5. How does one interpret touch? The loss of the ability to interpret the kind of object present in his right hand by touch alone indicates damage to what area of the patient’s cortex? How did you arrive at this conclusion?

A. primary somatosensory area B. somatosensory association area C. motor association area D. primary motor cortex E. premotor cortex

6. Loss of coordinated motor function (piano playing, typing) in the right hand indicates damage to what area of the patient’s cortex? How did you arrive at this conclusion?

A. primary somatosensory area B. somatosensory association area C. motor association area D. primary motor cortex E. premotor cortex

7. Inability to move the right side of the jaw and face and right ring finger indicates damage to what area of the patient’s cortex? How did you arrive at this conclusion?

A. primary sensory area B. sensory association area C. motor association area D. primary motor cortex E. premotor cortex

8. Discuss the function of Broca’s and Wernicke’s areas. The difficulties that the patient has with language indicate which area of the cerebrum was damaged by the stroke? How did you arrive at this conclusion?

A. Broca’s area B. Wernicke’s area C. Both D. Neither

9. Which hemisphere was damaged by the stroke? How did you arrive at this conclusion?

A. right B. left C. both were involved

10. Would speech have been affected if the stroke had occurred in the other hemisphere? Why or Why not?

11. Draw a map of the motor and sensory homunculi (either draw and scan or you can take a picture and then insert). From the somatosensory and motor disruptions described, label the areas responsible for sensation and motor control which have been afflicted?

12. From the location of the damaged areas of the cerebrum, which cerebral artery and its branches were involved in the stroke?

A. anterior cerebral B. middle cerebral C. posterior cerebral D. superior cerebellar

 

 
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Case Study 1

A Simple Plan: E.L. Trudeau, the Rabbit Island Experiment, and Tuberculosis Treatment

Part I The Rabbit Island Experiment

1. The data from the experiment Dr. Trudeau describes is shown below in Figure 1. Graphs like Figure 1 are called survival curves. Describe Figure 1 in your own words. Explain why the rabbits are emaciated in groups 1 and 2.

2. Develop an answer to each of Dr. Trudeau’s questions:

What results ensue when both bacillary infection and unhygienic surroundings are made to coexist in tuberculosis?

Are unhygienic surroundings when every known precaution has been taken to exclude the bacillus sufficient of themselves to bring about the disease?

Is bacillary infection invariably progressive in animals placed under the best conditions of environment attainable?

 

3. Do Dr. Trudeau’s results support the germ theory of infection? Why or why not?

4. What do the data suggest might be good environmental conditions for tuberculosis patients?

5. What might be the effect of crowding on effective exposure rate of individual animals to MTb? (Hint: Would you rather board an airplane for a 3-hour trip where 2 out of 300 passengers had the flu or board an airplane where 200 out of 300 passengers had the flu?)

6. What is the dependent variable in the Rabbit Island Experiment? Also, list all of the independent variables you can think of in the experiment.

7. Select any one of the independent variables you have listed above and design an experiment similar to Dr. Trudeau’s. State your experimental question, i.e., what are you trying to find out. Formulate a hypothesis. Then decide upon and write out a description of how you will manipulate your treatment groups.

8. We respect Dr. Trudeau and all those earlier scientists who did the best they could within the contemporary understanding of the problem they addressed and utilizing the materials and technology they had at hand. Modern-day biologists like to talk about resistance/susceptibility genes and patterns of inheritance, rather than family blood. They think about infectious disease in terms of microbes and pathogenicity, rather than speaking of bad humors. They have identified vitamins and other nutrients that are abundant in some foodstuff s and lacking in other that are essential for optimal immune function. Without the benefit of such modern formulations, Dr. Trudeau, by a disciplined application of scientific curiosity and careful, clever methodology, shed light on each of these concerns, light that helped to illuminate the minds of scientists who came after. Still, a look at his original paper leaves us wondering, were the rabbits genetically identical? Probably not! Why? Were they all of the same sex and age? Couldn’t he have given the animals kept on short rations just a smaller amount of the same varieties of food available to the animals fed abundantly—after all, there might be some important nutrient missing in potatoes. In light of the title of the paper, why not measure bacterial numbers in the rabbits on post mortem rather than just survival time? (In a subsequent paper, he did exactly that.) Once you start critiquing an experiment from 100 years ago, or 10 years ago, or sometimes even last year, it’s hard to stop. Can you think of anything else you would have changed about the Rabbit Island Experiment?

9. Suppose you were the Mayor of New York City in the 1890s/early 1900s and were convinced by Dr. Trudeau’s experiments that in your city a transmissible bacterium was causing tuberculosis and that poor living conditions and inadequate diet were adversely affecting the ability of hundreds of people to fight the infection. What sort of public policies might you try to enact in order to combat the public health menace? What obstacles might you encounter?

Part II – Tuberculosis in Social Context

1. The curve shown in Figure 2 has three parts, from 1700–1800, 1800 to approx. 1955, and 1955 to approximately 1985. The data used to produce the curve are from Western Europe, but a similar one could be expected for the United States. Write a sentence telling why each part of the curve looks the way it does. In looking just at this graph, what would you predict about the death rate from TB in 2000 and 2005?

2. Tuberculosis causes nearly 2 million deaths worldwide each year. Between 1985 and 1992, cases of TB in the United States increased by 20 percent, as shown in Figure 3. Write a paragraph suggesting a few reasons why this resurgence of TB might have occurred in the United States

3. The resurgence lasted until approximately 1992, then, in the United States, it began to abate. In 2005 the TB case rate in the U.S. was 4.8 per 100,000, as the U.S. medical community brought the epidemic under control (Centers for Disease Control & Prevention, National Prevention Information Network, n.d.). However, in U.S. prisons and all over the world TB remains a serious health problem. In the U.S., zero tolerance drug laws have resulted in a burgeoning incarcerated population, which constitutes a significant reservoir of disease, with a far higher incidence rate than the general population. In New York prisons, the incidence rate of TB is 156.0/100,000compared to the rate of 10.4/100,000 in the general population (U.S. Agency for International Development, 2009). Considering all you have learned in Parts I and II, discuss why these rates may be so much higher in prison.

4. All of the following factors are important in causing the worldwide resurgence of tuberculosis: (a) emergence of strains that are resistant to one or more of the available antibiotics effective against MTb; (b) incomplete or inadequate understanding by scientists of the details of the host/pathogen interaction in MTb infection; (c) lack of a universally-accepted vaccine; (d) lack of financial support for science and for public health initiatives in developing countries; (e) famine; (f) geopolitical instability in the developing world; and (g) inadequate public awareness of public health issues. If you were a billionaire philanthropist like Warren Buffet or Bill Gates, where would you focus your efforts against tuberculosis?

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Module 6 ICD 10 PCS Coding Assignment

M132 Module 06 Coding Assignment

 

1. Case Study #1

 

PREOPERATIVE DIAGNOSIS: Carcinoma of the right breast, status post neoadjuvant chemotherapy.

 

POSTOPERATIVE DIAGNOSIS: Carcinoma of the right breast, status post neoadjuvant chemotherapy.

 

PROCEDURE PERFORMED: Right modified radical mastectomy, left prophylactic mastectomy

 

PREOPERATIVE HISTORY: The patient is an unfortunate 37-year-old woman who had a pregnancy associated breast cancer of the right breast with extensive involvement of the breast, clinically a stage III breast cancer. She underwent neoadjuvant chemotherapy with a complete clinical response to therapy with no residual palpable tumor in the breast and no palpable adenopathy. She has elected to undergo a bilateral mastectomy. She will have reconstructive surgery at a later time.

 

OPERATIVE NOTE: The patient was taken to the operating room. General anesthesia was induced. A Foley catheter was inserted. Her arms were placed on pads. Her legs were placed on pads. Bear hugger was applied and her entire upper torso was sterilely prepped and draped in usual fashion. Symmetric skin sparing mastectomies were planned incorporating the nipple-areolar complex on both sides. We began on the left side. An elliptical incision was made incorporating the nipple-areolar complex, carried down through the skin into the subcutaneous tissue. Flaps were raised circumferentially from the superior aspect to the clavicle, medially to the midline, inferiorly to the inframammary, fold and laterally out to the latissimus dorsi. The breast was then removed from the pectoralis major muscle incorporating the fascia, reflected laterally and truncated. It was marked for orientation, weighed and sent to pathology. Hemostasis was achieved where necessary using electrocautery. There was no evidence of bleeding at the end of the case. Moist laps were placed under the flaps and we moved to the right breast. Again, an elliptical incision was created incorporating the nipple-areolar complex and a little more skin laterally in that breast because the breast was a larger breast on that side. Flaps again were raised from superior infraclavicular and a portion of the breast circumferentially to the midline and subsequently to the inframammary fold and subsequently out to the latissimus dorsi muscle. The breast was removed from the pectoralis major muscle incorporating the fascia, reflected laterally. The clavipectoral fascia was opened and a level I and level II axillary lymph node dissection was performed on both sides, sparing the long thoracic and the thoracodorsal neurovascular bundle, as well as at least 1 intercostal brachial cutaneous nerves. The axillary lymph nodes will be examined for metastasis. There was no palpable adenopathy in level III. The breast and axilla were marked for orientation, weighed and sent to pathology. Irrigation was performed. Hemostasis was achieved where necessary using some Surgiclips and electrocautery. There was no evidence of bleeding at the end of the case.

 

ICD-10-PCS Code: Click here to enter text.

 

2. Case Study #2

 

PREOPERATIVE DIAGNOSIS: Open wound left lower extremity status post fasciotomies of the left lower extremity for compartment syndrome status post external fixator for left tibial plateau fracture.

 

POSTOPERATIVE DIAGNOSIS: Open wound left lower extremity status post fasciotomies of the left lower extremity for compartment syndrome status post external fixator for left tibial plateau fracture.

 

PROCEDURE PERFORMED: Irrigation and debridement of the left lower extremity down to muscle with primary wound closure of the medial and lateral wounds, both greater than 10 cm each.

 

ANESTHESIA TYPE: General.

 

ESTIMATED BLOOD LOSS: Less than 10 mL.

 

COMPLICATIONS: None.

 

INDICATIONS FOR SURGERY: The patient is a 59-year-old male with the above diagnosis. The patient had initial application of external fixator and fasciotomies performed by my partner, on November 23rd. The patient had open wounds, initially had application of a wound VAC with the intent to bring him back to the operating room for repeat I and D, possible ORIF, possible wound closure. Preoperatively, the patient’s leg was and he had too much soft tissue swelling. He did not have a positive wrinkle sign so the soft tissues were too swollen to proceed with definitive fixation, so the decision for maintaining the fixator and just doing irrigation and debridement along with possible wound closure was made at that time. Risks and benefits were explained to the patient. He made an informed decision to proceed with the above procedure.

 

PROCEDURE: The patient seen preoperatively. The left lower extremity was marked. He was brought in the operating room, placed on the operating table, given a general anesthetic. The left lower extremity was then thoroughly prepped and draped in standard orthopedic fashion. Once that was done, universal protocol of a time-out was taken to confirm that the left lower extremity was the correct operative site. Once that was done, 3 liters of lactated Ringer’s laced with bacitracin was used for both medial and lateral wounds. Any nonviable or necrotic tissue was debrided down. Majority of the muscle seemed healthy, was contractile with electrocautery. There was not an excessive amount of bleeding so the wounds were closed primarily. Both medial and lateral wounds with interrupted subcutaneous 2-0 Vicryl for the subcutaneous layer and a running 4-0 V-Loc for the skin. Wounds were then dressed with Steri-Strips, Xeroform, 4 x 4’s and Ace wrap. Xeroform was also placed around the pin sites for the external fixator which was also prepped out from the procedure. The patient was also noted to have some fracture blisters and several abrasions to the skin. Once the leg was dressed, the patient was extubated and

transferred to postanesthesia recovery unit in stable condition. All sponge and sharp counts were correct.

 

The patient received pre and will receive postoperative antibiotics. He is nonweightbearing. He will be placed back on his anticoagulant treatment most likely Lovenox for DVT prophylaxis and he will be discharged at the discretion of Trauma Service to follow up in the office for reevaluation and determine when definitive fixation will be performed.

 

ICD-10-PCS code: Click here to enter text.

 

 

 

3. Case Study #3

 

Do not code the X-ray or fluoroscopic guidance for this case.

 

PREOPERATIVE DIAGNOSIS:

1. Comminuted right femur fracture secondary to multiple gunshot wounds.

2. Status post multiple gunshot wounds with open wounds, right thigh.

 

POSTOPERATIVE DIAGNOSIS:

1. Comminuted right femur fracture secondary to multiple gunshot wounds.

2. Status post multiple gunshot wounds with open wounds, right thigh.

 

PRINCIPAL PROCEDURE PERFORMED:

1. Irrigation/and excisional debridement with primary closure of multiple gunshot wounds, right thigh, encompassing two wounds measuring 2 cm, one wound measuring 3 cm, one wound measuring 4 cm, one wound measuring 6 cm.

2. Open reduction/internal fixation/trochanteric femoral intramedullary nailing, right comminuted femur fracture, with Stryker GTN femoral intramedullary nail.

3. Use of x-ray/fluoroscopic guidance and interpretation.

 

ANESTHESIA: General.

 

The patient is a 25-year-old gentleman status post multiple gunshot wounds. He was brought to the Medical Center as a code yellow multi-trauma patient. He was emergently taken to the operating room last night for exploratory laparotomy. At that juncture, his gunshot wounds to his right thigh were irrigated and packed per the trauma service. He has been cleared for surgical stabilization of his comminuted right femur fracture. X-rays have shown him to have a comminuted midshaft femur fracture secondary to his multiple gunshots. At this juncture, it was elected to bring him to the operating room for surgical stabilization of his fracture, irrigation/debridement of his gunshot wounds, with primary closures of the open wounds. Preoperative consent was obtained from the patient’s mother. The patient has been cleared for surgical intervention per the trauma service.

 

The patient was brought to the operating room from the surgical intensive care unit. He was intubated and sedated. He was transferred onto the fracture table in the supine position. After the establishment of adequate general anesthesia, his right lower extremity underwent an initial irrigation, debridement and closure. The patient was placed on the fracture table and then his right lower extremity was prepped and draped in the usual normal sterile fashion. He did receive preoperative antibiotics. After adequate prepping and draping, his gunshot wounds noted to be five, two of them encompassing approximately 2 cm in length, one measuring 3 cm in length, one measuring 4 cm in length, and the fifth measuring 6 cm in length. All wounds were thoroughly debrided, this encompassing sharp dissection with a scalpel for the skin, subcutaneous tissues muscle and deep tissue. The posterior large wound also had several small bony fragments secondary to the marked comminution of his fracture. These dysvascular fragments with no soft tissue attachment were removed. The wounds were then copiously irrigated with pulsatile lavage. Three liters of pulsatile lavage antibiotic solution were initially irrigated through all the gunshot wounds, followed by an additional 3 liters of normal saline. Status post this, the skin edges were again sharply debrided; the tissue including muscle and subcutaneous tissue were also removed.

 

The wounds were then closed in layers. The subcutaneous tissues were then reapproximated using 2-0 Vicryl in an interrupted suture ligature fashion. The skin edges were then reapproximated using 2-0 nylon in an interrupted suture ligature fashion. Status post this, the patient was maintained on the fracture table and a gentle reduction of the patient’s comminuted fracture was accomplished, this using the fracture table and C-arm fluoroscopic guidance. Approximate measurements of the patient’s lower extremities were also obtained using the external ruler from the Stryker GTN trochanteric nail system. Measurements were approximately taken of the left femur and the right two approximate limb lengths. Status post, this reduction was maintained and the patient’s right hip and lower extremity were prepped and draped in usual normal sterile fashion. He again did receive preoperative antibiotics.

 

After adequate prepping and draping, the planned incision was mapped out using C-arm fluoroscopic guidance, this extending from the tip of the trochanter cephalad. The use of x-ray/fluoroscopic guidance was a medical necessity for this procedure, this in an effort to visualize the femur, visualize the reduction and maintain the reduction. The placement of the intramedullary nail necessitated the use of x-ray/fluoroscopic guidance in addition to the locking of the nail. The images were visualized and interpreted by myself. After adequate prepping and draping, the nail insertion wound was taken down clean and sharply through skin and subcutaneous tissues. Dissection down to fascia was accomplished and the fascia incised in line with the skin incision.

 

It should be noted that after we had the irrigated and debrided the patient’s gunshots with closures, the patient’s right lower extremity was reprepped and draped with new drapes in a sterile fashion. Dissection down to the fascia was accomplished and the fascia then incised in line with the skin incision. Dissection down to the tip of the trochanter was accomplished. A smooth Kirschner wire was initially utilized and the planned insertion point for a trochanteric nail was accomplished, this placed in the tip of the trochanter and verified to be in good position in the AP, lateral and oblique planes. This was then overreamed using a triple reamer. The guidewire was then placed into this and utilizing the fracture reduction tool, the guidewire was manipulated across the fracture region to the distal aspect of the femur. Intraoperative x-rays again revealed good alignment in the AP, lateral and oblique planes. Sequential reaming was then begun using a 9-mm reamer progressing by 1-mm increments through 14 mm. There was noted to be good positioning of the reamer. The appropriate measurements were taken at this juncture, and the definitive Stryker GTN trochanteric femoral nail was opened. It was then placed onto the inserter, the appropriate amount of rotation dialed in. this placed over the guidewire and then impacted into position. Intraoperative x-rays again revealed good alignment in the AP, lateral and oblique planes. Maintenance of reduction was accomplished.

 

The guidewire was then removed at this juncture. The nail was locked statically, the external alignment jig utilized for the proximal locking screws, one screw placed transversely with the additional screw placed obliquely. Both screws were found to have excellent bite and fixation. They were verified to be within the intramedullary nail. The distal aspect of the nail was then locked. Using the Cole radiolucent drill and the “perfect circle technique,” both locking screws were placed distally in a static mode. Intraoperative x-rays then revealed good alignment in the AP, lateral and oblique planes. Verification that these screws were in the intramedullary nail were accomplished.

 

All wounds were copiously irrigated with antibiotic solution and suction dried. Hemostasis obtained throughout using Bovie electrocautery. The patient’s deep fascia in the nail insertion was reapproximated using #1 Vicryl in an interrupted suture ligature fashion. All subcutaneous tissues, including the percutaneous screw insertion wounds, were reapproximated using 2-0 Vicryl in an interrupted suture ligature fashion, the skin edges reapproximated using staples. Sterile dressings were placed to all wounds, including the gunshot wounds, with sterile Adaptic gauze, sterile 4×4’s, sterile ABDs, sterile Webril. A Tegaderm was placed on the proximal aspect with Webril and an Ace wrap to the lower extremity as a whole. The patient was transferred back to the surgical intensive care unit in stable condition, having tolerated the procedure well.

 

Components utilized in this procedure were the Stryker GTN trochanteric femoral intramedullary nail, 13 x 420, with two proximal and two distal locking screws.

 

 

ICD-10-PCS code: Click here to enter text.

 
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Biology Lab

Name:______________________ Date: _______

Lab Section:___________

Pre-lab 1- Myths in Science (10 pts)

Read the introduction and “myths” 1, 2, 3, 5, 6, 8, & 9 in the article, The Principle Elements of the Nature of Science: Dispelling the Myths, by W.F. McComas (Posted on Blackboard in the lab folder). Complete the questions below and turn this page in at the beginning of lab.

PLEASE ALWAYS WEAR CLOSED TOED SHOES AND PANTS TO LAB!

1) Explain what the author means when he says that there is no well-accepted theory of gravity.

 

Answer

 

A scientific law or scientific principle is a concise verbal or mathematical statement of a relation that expresses a fundamental principle of science, like Newton’s law of universal gravitation. A scientific law must always apply under the same conditions, and implies a causal relationship between its elements. A law differs from a scientific theory in that it does not posit a mechanism or explanation of phenomena: it is merely a distillation of the results of repeated observation. As such, a law limited in applicability to circumstances resembling those already observed, and is often found to be false when extrapolated.

 

2) Compare the difference between the application of laws in biology versus the physical sciences.

Answer

 

The main difference is that Biology deals with living organisms, but the ramifications of this fact go beyond just the subject matter, because it also affects the nature of the scientific methods employed by biologists.

Understanding Organisms: One approach to understanding a phenomenon is to reduce it to its fundamental aspects, and, by understanding each component, you can gain some appreciation of the overall process. This approach, often referred to as reductionism, is useful, especially in the physical sciences, where, for example, a knowledge of the behavior of individual atoms allows you to predict the dynamics of a reaction system. However, the hierarchical organization of biological systems makes it impossible to understand all aspects of even a single organism by studying each of its components. Furthermore, there are certain biological processes, like Natural Selection, which cannot be predicted based on only a knowledge of Physics and Chemistry. In other words, the entire range of material phenomena are to be found in biological systems, whereas Physics and Chemistry only deal with a subset of these phenomena.

 

3) Explain what is meant by “generalizing” versus “explanatory” when applied to hypotheses.

 

Answer

 

Hypothesis simply means an educated guess. The reality of hypothesis can be complex. Explanatory hypothesis often referred as Trial Theory, is where hypothesis relates to an idea that may become a theory with more evidence and agreement from scientists. In other words, the trial hypothesis or idea is not yet validated, but if it is it becomes a scientific theory. While

Generalizing hypothesis or trial law is where hypothesis relates to an idea that may become a law with more evidence and agreement from scientists. In other words, the trial hypothesis or idea is not yet validated, but if it is it becomes a scientific law.

 

 

4) Explain the problem of induction in your own words and provide an example to illustrate this problem.

Answer

 

The problem of induction is the philosophical question of whether inductive reasoning leads to knowledge understood in the classic philosophical sense, since it focuses on the alleged lack of justification for either:

Generalizing about the properties of a class of objects based on some number of observations of particular instances of that class (for example, the inference that “all swans we have seen are white, and therefore all swans are white”, before the discovery of black swans) or

Presupposing that a sequence of events in the future will occur as it always has in the past (for example, the laws of physics will hold as they have always been observed to hold).

 

 

 

5) In your own words, explain why a scientist should never say that their hypothesis is “proven true”?

Answer

 

Well since a hypothesis is an educated guess it only come from what you think. It’s almost like an opinion. Example. If someone doesn’t like a movie but you say it’s the best, you can’t prove it to somebody else because it all depends on their opinion. Or another way to explain it is if you were talking to the person who didn’t like the movie you can’t prove it to them that it was good because that person has another opinion and thinks the opposite.

 

6) What does it mean for something to be falsifiable? Provide an example of a falsifiable hypothesis and a non-falsifiable hypothesis.

Answer

 

A statement is called falsifiable if it is possible to conceive an observation or an argument which proves the statement in question to be false. In this sense, falsify is synonymous with nullify, meaning not “to commit fraud” but “show to be false”.

 

For example, Newton’s Theory of Gravity was accepted as truth for centuries, because objects do not randomly float away from the earth. It appeared to fit the figures obtained by experimentation and research, but was always subject to testing.

 

However, Einstein’s theory makes falsifiable predictions that are different from predictions made by Newton’s theory, for example concerning the precession of the orbit of Mercury, and gravitational lensing of light. In non-extreme situations Einstein’s and Newton’s theories make the same predictions, so they are both correct. But Einstein’s theory holds true in a superset of the conditions in which Newton’s theory holds, so according to the principle of Occam’s Razor, Einstein’s theory is preferred. On the other hand, Newtonian calculations are simpler, so Newton’s theory is useful for almost any engineering project, including some space projects. But for GPS we need Einstein’s theory.

 

 

7) Consider the first chapter reading from the text book, give an example of a scientist(s) failure to be objective when drawing conclusions from their data in that reading.

 

Answer

 

Steven Jay Gould pointed out in science textbook “The Case of the Creeping Fox Terrier Clone (1988)”

The “fox terrier” refers to the classic comparison used to express the size of the dawn horse, tiny precursor to the modern horse. This comparison was unfortunate because of two reasons. Not only was this horse ancestor much bigger than a fox terrier, but the fox terrier breed of dog is virtually unknown to American students.

The major criticism leveled by Gould is that once this comparison took hold, no one bothered checking its validity or utility. Through time, one author after another simply repeated the inept comparison and continued a tradition making many science texts virtual clones of each other on this and countless other points.

 

 

 

 

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Edited 8/26/15 Biology 111 Lab Page

 
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IL-9: Snow & Avalanche Forecasting

1.2 – Case Study

Case studies are accident accounts that can provide valuable insight into how people make decisions that lead to accidents. Read the following case study (or one supplied by the instructor) and consider how the components of the AIARE DMF apply to the decisions that were made. These are not “Darwin Award” candidates. They are regular backcountry recreationists who’s decisions led to unwanted consequences. Note that while this incident affected recreational backcountry users, professionals have made similar mistakes. This story underscores the fact that all humans are capable of making poor decisions. Following the case study there is an exercise to complete. While reading, make a note of any factors outlined in the DMF that in retrospect could have alerted the group about the risk to which they were exposing themselves. How could the team have created and chosen better options for the day? How could they have increased their margin of safety and still accomplished their goals?

ACCIDENT REPORT: OHIO PASS, COLORADO

Date: February 25, 2001 Location: East Bowl in the Anthracite Range, 7 miles west of Crested Butte, CO. The account below is condensed from a report written by Dale Atkins, who investigated the accident for the CAIC: The day dawned clear and cold after a 10” snowfall the day before. A group of 5 friends – two men and three women – met at the Kebler Pass trailhead and snowmobiled into the Anthracite Range, approximately 7 miles from Crested Butte, for a day of powder skiing in the backcountry. All of the group were experienced backcountry travellers familiar with the terrain, most having lived and skied in the area for 15 plus years. One member of the party was former ski patroller. Everyone had formal avalanche training and carried a transceiver, shovel and probe.

The public avalanche bulletin that day reported a danger level of “moderate with pockets of considerable at or near treeline.” The bulletin also noted that backcountry skiers in the Crested Butte area had reported triggering avalanches recently but had no information about where or when the avalanches had occurred. That day, the group left early and did not access the bulletin. The day was going well as the group skied laps on 30+ degree slopes in treed and open runs generally on northern facing aspects. The snow was perfect and they experienced no cracking and saw no avalanches. There were two other groups skiing in the same area.

On their last run they decided to ski “East Bowl” one of the available routes down to the snowmobiles. East Bowl, as the name implies, faces east and is a mix of treed and open slopes with a variety of terrain features such as convexities, wind rolls, small cliffs and many small trees. In general it is steeper than the terrain the group had been skiing that day with slope angles between 25-45 degrees. At the top, the group saw two ski tracks leading into the bowl. All was progressing fine when part way down the group split up into one group of 2 and one group of 3 with the plan to meet on a shelf in the trees above the last pitch. The group of 2 (Mitch and Sue) split up with Mitch skiing to the bottom beyond the meeting point and the other, Sue, meeting the group of 3, above the last pitch, insight of the snowmobiles at the bottom. The group had voice contact with Mitch at the bottom of the run a short distance away and Sue decided to traverse over to where he had skied down. On the traverse to the slope that Mitch had descended she intersected with a steep rollover, triggered and was caught in an avalanche. Sue remained on the surface but sustained a fatal head injury and died at the scene. Crested Butte lost a cherished member of the community that day.

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External Forces And Their Impact On Health Care

External Forces and Their Impact On Health Care

 

Health care quality and safety are not solely dependent on the actions of individual providers and institutions. A host of external forces exert a profound influence on what happens within any single organization or the behavior of any individual provider. These external forces include accreditation bodies, regulators, legislatures, insurers, and many other entities. Sociopolitical forces, including the economy and public opinion, also play a role in how and how well health care is provided.

 

To prepare for this Discussion Question:

 

· Review this week’s Learning Resources.

 

· Choose a specific example of an external force that influences health care and safety, as discussed in Chapter 2 of your Course Text.

 

Then, analyze how it influences health care quality management. (The external force can have minimal or extensive impact on quality.) Finally, evaluate whether the impact on health care is positive or negative, providing evidence to support your position.

 

 

PAPER

 

Pay-for-Performance

 

The predominant model for the delivery of health care in the United States and other parts of the world is fee-for-service. A new model gaining in popularity is known as pay-for-performance, or P4P. In the P4P model, providers are paid for how well they provide care, not how much care they provide. There are rewards for high quality, efficient and effective care and penalties for wastefulness and medical errors. Whether or not P4P can raise the standards of care and/or lower its cost is a matter of some disagreement.

 

To prepare for this Application Assignment:

 

Review the Learning Resources for this week that discuss pay-for for-performance.

Find two additional reputable sources (i.e., news sources, accreditation and health care agencies, peer-reviewed journal articles, etc.) that address the challenges of adopting a pay-for-performance approach for ensuring quality and safety in health care.

 

To complete this Application Assignment, write a 3-page paper that addresses the following:

Summarize and analyze the challenges discussed in the two sources you selected.

Select the two most significant challenges to the successful adoption of a P4P approach, and explain why.

 
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