Topic 5 DQ1-Bos
Why is it important for teachers to properly interpret student assessment data to adjust lesson plans, differentiate instruction, and improve student learning? Reflecting on your field experiences, do you feel student assessment data is currently being used to improve instruction? Provide specific examples.
at least 150 words; apa format; at least one in-text citation with reference page
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Final Project for english: Adaptation
Final Project about adaptation. This is my English project which is about adaptation. I have also attached all the instructions. my professor mentioned adapting to the topic from our course. The topic is
MURDERS IN THE RUE MORGUE
https://www.gutenberg.org/ebooks/2147?msg=welcome_…
this is the link for more information about this topic.
this is the topic that you’ll be going to adapt on. make sure to read the instructions.
I have attached all the instruction that my professor mentioned.
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Moon Project NATS 1740: Astronomy (online) TTN Observing Log (to be completed
Writing Assignment Help Moon Project NATS 1740: Astronomy (online)
TTN Observing Log
(to be completed in addition to the TTN landscape)
Date
Time
Detailed Drawing or Photo of the Moon
(only your own!)
Cardinal direction of the moon, Azimuth
(letters, and degrees);
Altitude of the moon
(height above the horizon, in degrees)
Weather conditions (clouds, temperature, etc.)
features of the moon visible (craters, etc); other objects nearby (stars, planets, etc)
1.
2.
3.
4.
Note: if you are not able to see the moon due to clouds or other obstructions, then it does not count as an ‘observation’. Try again on another day/time, if appropriate.
NTN Observing Log
(to be completed in addition to the NTN landscape)
Date
Time
Detailed Drawing or Photo of the Moon
(only your own!)
Cardinal direction of the moon, Azimuth
(letters, and degrees);
Altitude of the moon
(height above the horizon, in degrees)
Weather conditions (clouds, temperature, etc.)
features of the moon visible (craters, etc); other objects nearby (stars, planets, etc)
1.
2.
3.
4.
Note: if you are not able to see the moon due to clouds or other obstructions, then it does not count as an ‘observation’. Try again on another day/time, if appropriate.
1
peer review response including opinion like agree or disagree on their post
Osteoporosis, Calcium, vitamin D, and Bone Development
The relationship between osteoporosis, calcium, vitamin D and bone development is calcium is already good for your bones and helps ward off osteoporosis. The nutrient is essentially a building block of bone, and it helps maintain bone strength throughout your lifetime. But calcium can only reach its full bone-building potential if your body has enough vitamin D. Calcium and vitamin D work together to protect your bones, calcium helps build and maintain bones, while vitamin D helps your body effectively absorb calcium. So even if you’re taking in enough calcium, it could be going to waste if you’re deficient in vitamin D. Many women of all ages in the US do not get enough calcium in their diet. The vast majority of endocrinologists encourage their female patients to take supplemental calcium daily. Osteoporosis is a “silent” disease because you typically do not have symptoms, and you may not even know you have the disease until you break a bone. Osteoporosis is the major cause of fractures in postmenopausal women and in older men. Fractures can occur in any bone but happen most often in bones of the hip, vertebrae in the spine, and wrist. Osteoporosis is a bone disease that develops when bone mineral density and bone mass decreases, or when the quality or structure of bone changes. This can lead to a decrease in bone strength that can increase the risk of fractures (broken bones). However, you can take steps to help prevent the disease and fractures by drinking alcohol in moderation, quitting smoking, or not starting if you don’t smoke, staying physically active by participating in weight-bearing exercises such as walking, taking your medications, if prescribed, which can help prevent fractures in people who have osteoporosis. Eating a nutritious diet rich in calcium and vitamin D to help maintain good bone health.
Calcium and vitamin D utilization in the optimization of bone health is often overlooked by patients and health care providers. In addition, the optimal standard of care for osteoporosis should encompass adequate calcium and vitamin D intake. Dietary intake or supplementation with calcium and vitamin D will be reviewed, including recent recommendations for increased vitamin D intake. Compliance to calcium and vitamin D therapy is paramount for effective prevention of osteoporotic fractures. Since bone loss occurs without symptoms, osteoporosis is often considered a ‘silent disease’. As deterioration of bone tissue mounts and disruption of bone architecture occurs, the bone becomes so weak that a relatively minor bump or fall causes a fracture or vertebrae to collapse. The resulting fracture may lead to loss of mobility and independence, with 25% requiring long term care. Fractures caused by either osteoporosis or low bone mass can lead to chronic pain, disability, as well as psychological symptoms, including depression. A woman’s risk of hip fracture is equal to her combined risk of breast, uterine and ovarian cancer). Unfortunately, approximately 24% of patients with hip fractures over the age of 50 will die in the year following the fracture.
Bone disintegration, the terms osteoporosis and ossification are often used synonymously to indicate the process of bone formation. Parts of the skeleton form during the first few weeks after conception. Bone development continues throughout adulthood. Even after adult stature is attained, bone development continues for repair of fractures and for remodeling to meet changing lifestyles. Osteoblasts, osteocytes, and osteoclasts are the three cells type involved in the development, growth and remodeling of bones. Osteoblasts are bone-forming cells, osteocytes are mature bone cells and osteoclasts break down and reabsorb bone.
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pulse rate and blood pressure Top of Form Report your observations for
pulse rate and blood pressure
Top of Form
Report your observations for the Pulse Rate and Blood Pressure lab exercise in this assignment. You should use the data recorded in the tables in Part B and C of the Lab Report.
It would be interesting but is optional to write down any relevant information about your test subject, such as their age, smoker/non-smoker, and athletic or sedentary life style. No names or identifying information please.
(1) When a pulse is palpated and counted, which pressure (systolic or diastolic) is occurring at that moment? Why do you say this?
(2) Using your stethoscope from the cardiac cycle lab exercise, listen while you palpate the pulse. Does the pulse occur before the lubb (S1), during the lubb (S1), between lubb and dupp, or during the dupp (S2) sound?
(3) Which heart valves are closing during the lubb sound (S1)? What part of the heart is contracting (atria or ventricles)?
(4) Which heart valves are closing during the dupp sound (S2)? What part of the heart is contracting (atria or ventricles)?
(5) When do systolic pressure and diastolic pressure occur relative to these heart sounds?
(6) Look back to your answers for the first two questions. Did you say systolic or diastolic pressure? Are you feeling the pulse at or shortly after the time when you hear valves closing? Which valves are closing (or have just closed) when you feel the pulse?
(7) Report the pulse characteristics (regular or irregular, strong or weak, hard or soft) and pulse rate (in beats/minute) for your test subject when they are:
(a) sitting
(b) lying down
(c) 5 minutes after lying down
(d) standing
(e) 5 minutes after standing
(f) immediately after exercise
(g) 5 minutes after exercise.
(8) How did body position affect pulse rate and characteristics? In other words, did you observe different results while sitting, lying down or standing?
(9) Did exercise have an effect on the characteristics and rates of the pulse?
(10)When 5 minutes have passed after exercising, did the pulse return to levels similar to what you observed in more relaxed postures earlier?
(11) Report two blood pressure measurements on the right arm, and then give the average value of these two measurements.
first measurement on right arm
second measurement on right arm
average measurement
(12) Were both readings on the right arm identical or was there some variation?
(13) Report two blood pressure measurements on the left arm, and then give the average value of these two measurements.
first measurement on left arm
second measurement on left arm
average measurement
(14) Were both readings on the left arm identical or was there variation in the numbers?
(15) Complete this table with information from the previous two questions. How did the average for the different arms compare?
average measurement on right arm
average measurement on left arm
(16) What was the blood pressure measurement when your subject raised their arm so that the measurement was NOT at heart level? (Note: this is NOT an accurate way to measure BP clinically! This is an experiment in a class.) How did it compare to the measurements with arm relaxed and the cuff at the level of the heart?
(17) What did you write down as a prediction if the cuff measured blood pressure when it is lower than the heart? Did you predict there would be a change in your blood pressure measurement? higher or lower? What was your thought?
(18) How did you have your subject arrange themself to put the blood pressure cuff lower than their heart? What did you record for the blood pressure? Did it confirm or refute your prediction?
(19) Report your results when you measure the blood pressure of your test subject:
(a) 3-5 minutes after lying down
(b) 3-5 minutes after standing
(c) after 3 minutes of moderate exercise
(d) 3-5 minutes after finishing the exercise
(20) Did their body position (sitting, lying down or standing just before measurement) have an effect on blood pressure? What was the effect?
(21) Did exercise have an effect on blood pressure? Describe the effect.
(22) For these experimental conditions, how would you summarize any correlations between pulse rate and blood pressure? In other words, how did body position affect both pulse rate and blood pressure? How did exercise affect both pulse rate and blood pressure?
(23) Write a hypothesis for what will happen to the blood pressure of your test subject when they cross their legs at the ankles.
(24) Write another hypothesis for what will happen when they cross their legs at the knees.
(25) Write a hypothesis for what will happen when they have had a cup of coffee.
(26) Write a hypothesis for how meditation or slow breathing and visualization will change blood pressure.
(27) Report your results when you measure the blood pressure of your test subject, and then note if blood pressure increased or decreased significantly in the last column by comparing to your results in the answer to question 15.
(a) legs crossed at their ankles
(b) legs crossed at their knees
(c) 10 minutes after drinking a cup of caffeinated coffee
(d) meditation, or slow breathing and visualization
(28) Did any changes in blood pressure support or refute your different hypotheses? Were there significant changes?
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