Grade 7 Math Periodical Test - 1344 Words

Republic of the Philippines Department of Education Region III Division of Nueva Ecija PALAYAN CITY NATIONAL HIGH SCHOOL Atate, Palayan City First Periodical Test in Grade 7 Mathematics S.Y. 2013 – 2014 NAME: GRADE SEC: TEST I. MULTIPLE CHOICE. Read each statement carefully. Write the letter of the best answer for each item on the space provided before the number. 1. Which of the following does not describe a set? a. set is a well-defined group of objects | b. sets can be written in roster or rule method | c. set without any element is called empty set | d. none of them | 2. Given that A = {2, 4, 6, 8} and B = {3, 4, 5}; find A ∠©B. a. {2, 3, 4, 5, 6, 8} | | c.†¦show more content†¦a. additive inverse | | c. identity property | b. multiplicative inverse | d. closure property | 39. This property states that the sum or product of any two integers will result to another integer. a. additive inverse | | c. identity property | b. multiplicative inverse | d. closure property | 40. Martha gave P 200.00 to the vendor for 3 kilos of rice at P 24.75 per kilo and 2 cans of milk worth P 25.50. If there was any, how much was her change? a. P 100.25 | | c. P 84.25 | b. P 77.85 | d. P 78.75 | 41. A submarine cruises at a depth of 40 meters. Directly above it, an airplane flies at an altitude of 192 meters. How far apart are they? a. 232 meters | | c. -152 meters | b. -232 meters | d. 152 meters | 42. A little theatre has 15 rows of seats. Each row has 20 seats. What is the seating capacity of the theatre? a. 300 | | c. 35 | b. 5 | d. -35 | 43. Which of the following is the same as 37 ? a. 146 | | c. 14 | b. 921 | d. 6 | 44. Aries can type 65 words per minute, how many word can Aries type in 40 minutes? a. 105 words | | c. 260 words | b. 2600 words | d. 25 words | 45. Which of the following is not a rational number? a. 2 | | c. 121 | b. Ï€ | d. 121 | 46. The intersection of negative numbers and positive numbers is _____ a. zero | | c. empty set | b. integers | d. rational | 47. What is the value of the blockShow MoreRelatedSchool Improvement Plan7953 Words   |  32 Pages Division of Muntinlupa National Capital Region Division Region I. INTRODUCTION Soldier’s Hills Elementary School provides basic education to children in the pre-school, primary, and intermediate grade levels. It also caters to the instructional need of the hearing and visually impaired through SPED classes handled by well-trained Special Education teacher. It also currently gives basic training in computer operation through its non-formal educationRead MoreEssay on General Support for Class Size3084 Words   |  13 Pages(Student/Teacher Achievement Ratio) in Tennessee is â€Å"one of the most important educational investigations ever carried out (HEROS, 2001).† In 1985 the Tennessee passed the proper legislation to put into effect a four year class size study of students in grades K-3, using three million state dollars. The study chose a cross section of inner city, suburban and rural schools to participate as experimental and comparison groups. The groups were divided into classrooms with small enrollment (13-17 children)Read More P ublic Education: Funding based Upon Race Essay4879 Words   |  20 PagesCity’s students come from poor or low-income households. In the 1998-99 school year, 442,000 of the1,093,071 enrolled students came from families that received Aid to Families with Dependent Children. The year before, 73% of kindergarten to sixth grade students were eligible to participate in the free lunch program. Only 5% of students qualified in the state at large. As the following pages will show, funding inequalities intensify the challenges created by the large size and heterogeneous natureRead MoreA Nation at Risk2431 Words   |  10 Pagesdoses of English, math, science, social studies, and for the college-bound student, 2 years of a foreign language. The Department of Education released another document call A Nation Accountable, twenty-five years later. It states as of 2005 almost 65% of high school graduates were taking this recommended course work which was four times the amount of thos e in 1983. In the report, it discussed these alterations to include the states having had developed content standards and tests that report students’Read MoreDynamic Learning Program3987 Words   |  16 Pagesthe country, in 2002 the Bernidos developed and implemented the CVIF-Dynamic Learning Program (DLP) as a means to improve student performance.   On its first year of implementation, four (4) seniors of CVIF were able to pass the UP college admission test.   This number continued to rise until its 6th  year of implementation where 10% of CVIF’s graduating students were UPCAT passers.   Up until the present, CVIF maintains its track record of an average of 10% of its graduating students passing the UP entranceRead MoreExample of Hypothesis5164 Words   |  21 Pages.1-2 STATEMENT OF THE PROBLEM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 SIGNIFICANCE OF THE STUDY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 2 Review Of Related Literature FOREIGN LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 LOCAL LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.7-8 FOREIGN STUDIES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9-13 THEORETICAL FRAMEWORK†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.14-17 RESEARCH PARADIGM†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦18-19 DEFINITION OF TERMS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦20 3 Research Methodology RESEARCHRead MoreApa Style Lite for College Papers15275 Words   |  62 Pagesand rightly so. 4.3 Statistics 2.2 Block Spacing 5.1 Tables Table 1 APA Style Problems Areas Identified by Journal Editors Frequency Influence Problem Area Mean SD Mean SD References 3.23 1.07 2.27 1.39 Tables and figures 3.00 0.98 2.23 1.27 Math and statistics 2.81 0.99 2.31 1.32 4.2 Precise Numbers Note. Values are mean scores on a 5-point scale (1 = none, 5 = a lot); N = 210. Adapted from The Elements of (APA) Style: A Survey of Psychology Journal Editors, by B. W. Brewer et al.Read MoreMastering Graduate Studies 1e32499 Words   |  130 Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Professional Growth. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesindexes. ISBN-13: 978-0-13-283487-2 ISBN-10: 0-13-283487-1 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R62 2012 658.3—dc23 2011038674 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-283487-1 ISBN 13: 978-0-13-283487-2 Brief Contents Preface xxii 1 2 Introduction 1 What Is Organizational Behavior? 3 The Individual 2 3 4 5 6 7 8 Diversity in Organizations 39 Attitudes and Job Satisfaction 69 Emotions and Moods 97 Personality and Values 131 Perception and Individual Decision MakingRead MoreProject Mgmt296381 Words   |  1186 PagesConcepts to Text Topics Chapter 1 Modern Project Management Chapter 8 Scheduling resources and cost 1.2 Project defined 1.3 Project management defined 1.4 Projects and programs (.2) 2.1 The project life cycle (.2.3) App. G.1 The project manager App. G.7 Political and social environments F.1 Integration of project management processes [3.1] 6.5.2 Setting a schedule baseline [8.1.4] 6.5.3.1 Setting a resource schedule 6.5.2.4 Resource leveling 7.2 Setting a cost and time baseline schedule (1.3.5) [8.1

Nb Assessment Free Essays

Table 21-2 SUMMARY OF NEWBORN ASSESSMENT *MCH pages 479-473| NORMAL| ABNORMAL (POSSIBLE CAUSES)| NURSING CONSIDERATIONS| Initial AssessmentAssess for obvious problems first. If infant is stable and has no problems that require immediate attention, continue with complete assessment. | Vital Signs| TemperatureAxillary: 36. We will write a custom essay sample on Nb Assessment or any similar topic only for you Order Now 5– 37. 5 °C (97. 7 – 99. 5 °F). Axilla is preferred site. | Decreased (cold environment, hypoglycemia, infection, CNS problem). Increased (infection, environment to warm). | Decreased: Institute warming measures and check in 30 minutes. Check blood glucose. Increased: the excessive clothing. Check for dehydration. Decreased or increased: look for signs of infection. Check radiant warmer or incubator temperature setting. Check thermometer for accuracy if skin is warm or cool to touch. Report abnormal temperature to physician. | PulsesHeart rate 120 – 160 BPM. (100 sleeping, 180 crying). Rhythm regular. PMI at 3rd-4th intercostal space lateral to mid-clavicular line. Brachial, femoral, and pedal pulses present and equal bilaterally. | Tachycardia (respiratory problems, anemia, infection, cardiac conditions). Bradycardia (asphyxia, increased intracranial pressure). PMI to right (dextrocardia-heart situated to right of body, pneumothorax). Murmurs (normal or congenital heart defects). Dysrhythmias. Absent or unequal pulses (coarctation of the aorta). | Note location of murmurs. Refer abnormal rates, rhythms and sounds, pulses. | RespirationsRate 30 -60 (AVG 40 -49) BrPM. Respirations irregular, shallow, unlabored. Chest movements symmetric. Breath sounds present and clear bilaterally. | Tachypnea, especially after the first hour (respiratory distress). Slow respirations (maternal medications). Nasal flaring (respiratory distress). Grunting (respiratory distress syndrome). Gasping (respiratory depression). Periods of apnea more than 20 seconds or with change in heart rate or color (respiratory depression, sepsis, cold stress). Asymmetry or decreased chest expansion (pneumothorax). Intercostal, xiphoid, supraclavicular retractions or see-saw (paradoxical) respirations (respiratory distress). Moist, coarse breath sounds (crackles, rhonchi) (fluid in the lungs). Bowel sounds in chest (diaphragmatic hernia). | Mild variations require continued monitoring and usually clear early hours after birth. If persistent or more than mild, suction, give oxygen, call physician, and initiate more intensive care. Blood Pressure Varies with age, weight, activity, and gestational age. Average systolic 65-95 mm Hg, average diastolic 30-60 mm Hg. | Hypotension (hypovolemia, shock, sepsis). BP 20 mm Hg or higher in arms than legs (coarctation of the aorta). | Refer abnormal blood pressures. Prepare for intensive care and very low. | Measurements| Weight2500-4000 g (5 lbs. 8 oz. to 8 lbs. 13 oz. ). Weight loss up to 10% in early days. | High (low gestational age LGA, maternal diabetes). Low (small for gestational age SGA, preterm, multifetal pregnancy, medical conditions and mother that affected fetal growth). Weight loss above 10% (dehydration, feeding problems). | Determine causeMonitor for complications common to cause. | Length48-53 cm (19-21 inches)| Below normal (SGA, congenital dwarfism). Above normal (LGA, maternal diabetes). | Determine causeMonitor for complications common to cause. | Head Circumference32-38 cm (12. 5-15 inches). Head and neck are approximately ? of infants body surface. | Small (SGA, microcephaly, anencephaly-absence of large part of brain or skull). Large (LGA, hydrocephalus, increased intracranial pressure). | Determine causeMonitor for complications common to cause. | Chest Circumference30-36 cm (12-14 inches). Is 2 cm less than head circumference. | Large (LGA). Small (SGA). | Determine causeMonitor for complications common to cause. | Posture Flexed extremities move freely, resist extension, return quickly to flexed state. Hands usually clenched. Movements symmetric. Slight tremors on crying. Breech: extended, stiff legs. â€Å"Molds† body to caretaker’s body when held, responds by quieting when needs met. | Limp, flaccid, floppy, or rigid extremities (preterm, hypoxia, medications, CNS trauma). Hypertonic (neonatal abstinence syndrome, CNS injury). Jitteriness or tremors (low glucose for calcium level). Opisthotonos- extreme hyperextension of body, seizures, stiff when held (CNS injury). | Seek cause, refer abnormalities. | CryLusty, strong. | High-pitched (increased intracranial pressure). Week, absent, irritable, cat-like â€Å"mewing† (neurologic problems). Hoarse or crowing (laryngeal irritation). | Observe for changes in report abnormalities. | Skincolor pink or tan with acrocyanosis (cyanotic discoloration of extremities). Vernix caseosa in creases. Small amounts of lanugo (fine,soft downy hair) over shoulders, sides of face, forehead, upper back. Skin turgor good with quick recoil. Some cracking and peeling of skin. Normal variations: Milia (tiny white bumps). Skin tags. Erythema toxicum (flea bite† rash). Puncture on scalp (from electrode). Mongolian spots. | Color: cyanosis of mouth and central areas (hypoxia). Facial bruising (nuchal cord). Pallor (anemia, hypoxia). Gray (hypoxia, hypotension). Red, sticky, transparent skin (very preterm). Greenish brown discoloration of skin, nails, cord (possible fetal compromise, postterm). Harlequin color (normal transient autonomic imbalance). Mottling (normal or cold stress, hypovolemia, sepsis). Jaundice (pathologic if first 24h). Yellow vernix (blood incompatibilities). Thick vernix (preterm). Delivery Marks: bruises on body (pressure), scalp (vacuum extractor), or face (cord around neck). Petechiae (pressure, low platelet count, infection). Forceps marks. Birthmarks: Mongolian spots. Nevus simplex (salmon patch,† stork bite†). Nevus flammeus (port-wine stain). Nevus vasculosus (strawberry hemangioma). Cafe au lait spots (6+) larger than 0. 5cm in size (neurofibromatosis). Other: excessive lanugo (preterm). Excessive peeling, cracking (postterm). Pustules or other rashes (infection). â€Å"Tenting† of skin (dehydration). | Differentiate patient bruising from cyanosis. Central cyanosis requires suction, oxygen and further treatment. Refer jaundice in first 24 hours or more extensive than expected for age. Watch for respiratory problems in infants with meconium staining. Look for signs and complications of preterm or postterm birth. Record location, size, shape, color, type of rashes and marks. Differentiate Mongolian spots from bruises. Check for facial movement with forceps marks. Watch for jaundice with bruising. Point out and explain normal skin variations to parents. | Head Sutures palpable with small separation between each. Anterior fontanel diamond shaped, 4-5 cm, soft and flat. Many bulge slightly with crying. Posterior fontanel triangular, 0. 5-1 cm. Hair silky and soft with individual hair strands. Normal variations: overriding sutures (molding). Caput succedaneum or cephalohematoma (pressure during birth). | Head large (hydrocephalus, increased intracranial pressure) or small (microcephaly). Widely separated sutures (hydrocephalus) or hard, ridged area at sutures (craniosynostosis- birth defect that causes one or more sutures on a baby’s head to close earlier than normal). Anterior fontanel depressed (dehydration, molding), full or bulging at rest (increased intracranial pressure). Woolly, bunchy hair (preterm). Unusual hair growth (genetic abnormalities). | Seek cause of variations. Observe for signs of dehydration with depressed fontanel; increased intracranial pressure with bulging of fontanel and wide separation of sutures. Refer for treatment. Differentiate Caput succedaneum from cephalohematoma, and reassure parents of normal outcome. Observe for jaundice with cephalohematoma. | Ears Ears well-formed and complete. Area where upper ear meets head even with imaginary line drawn from outer canthus of eye. Startle response to loud noises. Alerts to high-pitched voices. | Low set ears (chromosomal disorders). Skin tags, pre-auricular sinuses, dimples (may be associated with kidney or other abnormalities). No response to sound (deafness). | Check voiding if ears abnormal Look for signs of chromosomal abnormality if position abnormal. Refer for evaluation if no response to sound. | FaceSymmetric and appearance and movement. Parts proportional and appropriately placed. | Asymmetry (pressure imposition in utero). Drooping of mouth or one side of face,† one-sided cry† (facial nerve injury). Abnormal appearance (chromosomal abnormalities). | Seek cause of variations. Check delivery history for possible cause of injury to facial nerve. | Eyes Symmetric. Eyes clear. Transient strabismus. Scant or absent tears. Pupils equal, react to light. Alerts to interesting sights. Doll’s eye sign- reflex movement of the eyes in the opposite direction to that which the head is moved, the eyes being lowered as the head is raised, and the reverse (Cantelli sign); an indication of functional integrity of the brainstem tegmental pathways and cranial nerves involved in eye movement. Red reflex present- reddish-orange reflection of light from the  eye’s  retina. May have subconjunctival hemorrhage or edema of eyelids from pressure during birth. | Inflammation or drainage (chemical or infectious conjunctivitis). Constant tearing (plugged lacrimal duct). Unequal pupils. Failure to follow objects (blindness). White areas over pupils (cataracts). Setting sun sign- downward deviation of the eyes so that each iris appears to â€Å"set† beneath the lower lid, with white sclera exposed between it and the upper lid; indicative of increased intracranial pressure or irritation of the brain stem. (hydrocephalus). Yellow sclera (jaundice). Blue sclera (osteogenesis imperfecta- condition causing extremely fragile bones). | Clean and monitor any drainage; seek cause. Reassure parents that subconjunctival hemorrhage and edema will clear. Refer other abnormalities. NoseBoth nostrils open to air flow. May have slight flattening from pressure during birth. | Blockage of one or both nasal passages (choanal atresia). Malformations (congenital conditions). Flaring, mucus (respiratory distress). | Observe for respiratory distress. Report malformations. | Mouth Mouth, gums, tongue pink. Tongue normal in size and movement. Lips and palate intact. Su cking pads. Sucking, rooting, swallowing, gag reflexes present. Normal variations: precocious teeth, Epstein’s pearls-Multiple small white epithelial inclusion cysts found in the midline of the palate in most newborns. Cyanosis (hypoxia). White patches on cheek or tongue (candidiasis). Protruding tongue (Down syndrome). Diminished movement of tongue, drooping mouth (facial nerve paralysis). Cleft lip, palate or both. Absent or weak reflexes (preterm, neurologic problem). Excessive drooling (tracheoesophageal atresia). | Oxygen for cyanosis. Expect loose teeth to be removed. Obtain order for antifungal medication for candidiasis. Check mother for vaginal or breast infection. Refer anomalies. | Feeding Good suck/swallow coordination. Retains feedings. | Poorly coordinated suck and swallow (prematurity). Duskiness or cyanosis during feeding (cardiac defects). Choking, gagging, excessive drooling (tracheoesophageal fistula, esophageal atresia). | Feed slowly. Stop frequently if difficulty occurs. Suction and stimulate if necessary. Refer infants with continued difficulty. | Neck/Clavicles Short neck turns head easily side to side. Infant raises head when prone. Clavicles intact. | Weakness, contractures, or ridgidity (muscle abnormalities). Webbing of neck, large fat pad at back of neck (chromosomal disorders). Crepitus, lump, or crying when clavicle or other bones palpated, diminished or absent arm movement (fractures). Fracture of clavicle more frequent in large infants with shoulder dystocia at birth. Immobilize arm. Look for other injuries. Refer abnormalities. | Chest Cylinder shape. Xiphoid process may be prominent. Symmetric. Nipples present and located properly. May have engorgement, white nipple discharge (maternal hormone withdrawal). | Asymmetry (diaphragmatic hernia, pneum othorax). Supernumerary nipples. Redness (infection). | Report abnormalities. | Abdomen Rounded, soft. Bowel sounds present within first hour after birth. Liver palpable 1-2cm below right costal margin. Skin intact. 3 vessels in cord. Clamp tight and cord drying. Meconium passed within 12-48hr. Urine generally passed within 12-24h. Normal variation: â€Å"Brick dust† staining of diaper (uric acid crystals). | Sunken abdomen (diaphragmatic hernia). Distended abdomen or loops of bowel visible (obstruction, infection, and large organs). Absent bowel sounds after first hour (paralytic ileus). Masses palpated (kidney tumors, distended bladder). Enlarged liver (infection, heart failure, hemolytic disease). Abdominal wall defects (umbilical or inguinal hernia, omphalocele, gastroschisis, exstrophy of bladder). Two vessels in cord (other anomalies). Bleeding (loose clamp). Redness, drainage from cord (infection). No passage of meconium (imperforate anus, obstruction). Lack of urinary output (kidney anomalies) or inadequate amounts (dehydration). | Refer abnormalities. Assess for other anomalies if only two vessels in cord. Tighten or replace loose cord clamp. If stool and urine output abnormal, look for missed recording, increase feedings, report. | Genitals| Female Labia majora dark, cover clitoris and labia minora. Small amount of white mucus vaginal discharge. Urinary meatus and vagina present. Normal variations: Vaginal bleeding (pseudomenstruation). Hymenal tags. | Clitoris and labia minora larger than labia majora (preterm). Large clitoris (ambiguous genitalia). Edematous labia (breech birth). | Check gestational age for immature genitalia. Refer anomalies. | Male Testes within scrotal sac, rugae on scrotum, prepuce nonretractable. Meatus at tip of penis. | Testes in inguinal canal or abdomen (preterm, cryptorchidism). Lack of rugae on scrotum (preterm). Edema of scrotum (pressure in breech birth). Enlarged scrotal sac (hydrocele). Small penis, scrotum (preterm, ambiguous genitalia). Empty scrotal sac (cryptorchidism). Urinary meatus located on upper side of penis (epispadias), underside of penis (hypospadias, or perineum. Ventral curvature of the penis (chordee). | Check gestational age for immature genitalia. Refer anomalies. Explain to parents why no circumcision can be performed with abnormal placement of meatus. | Extremities| Upper and Lower ExtremitiesEqual and bilateral movement of extremities, Correct number and formation of fingers and toes. Nails to ends of digits or slightly beyond. Felxion, good muscle tone. | Crepitus, redness, lumps, swelling (fracture). Diminished or absent movement, especially during Moro reflex (fracture, nerve injury, paralysis). Polydactyly (extra digits). Syndactyly (webbing) Fused or absent digits. Poor muscle tone (preterm, neurologic injury, hypoglycemia, and hypoxia). | Refer all anomalies, look for others. | Upper ExtremitiesTwo transverse palm creases. | Simian crease (normal or Down syndrome). Diminished movement (injury). Diminished movement of arm with extension and forearm prone (Erb-Duchenne paralysis). | Refer all anomalies, look for others. | Lower Extremities Legs equal in length, abduct equally, gluteal and thigh creases and knee height equal, no hip â€Å"clunk†. Normal position of feet. | Ortolani and Barlow tests abnormal, unequal leg length, unequal thigh or gluteal creases (developmental dysplasia of the hip). Malposition of feet (position in utero, talipes equinovarus). | Refer all anomalies, look for others. Check malpositioned feet to see if they can be gently manipulated back to normal position. | BackNo openings observed or felt in vertebral column. Anus patent. Sphincter tightly closed. | Failure of one or more vertebrae to close (spina bifida), with or without sac with spinal fluid and meninges (meningocele) or spinal fluid, meninges, and cord (myelomeningocele), enclosed. Tuft of hair over spina bifida occulta. Pilondial dimple or sinus. Imperforate anus. | Refer abnormalities. Observe for movement below level of defect. If sac, cover with sterile dressing wet with sterile saline. Protect from injury. | Reflexes See table 21-3. | Absent, asymmetric or weak reflexes. | Observe for signs of fractures, nerve injury, or injury to CNS. | TABLE 21-3 SUMMARY OF NEONATAL REFLEXES *MCH page 493| REFLEX| METHOD OF TESTING| EXPECTED RESPONSE| ABNORMAL RESPONSE/POSSIBLE CAUSE| TIME REFLEX DISAPPEARS| Babinski| Stroke lateral sole of foot from heel to across base of toes. | Toes flare with dorsiflexion of the big toe. | No response. Bilateral: CNS deficit. Unilateral; local nerve injury. 8-9 mos| Gallant (trunk incurvation)| With infant prone, lightly stroke along the side of the vertebral column. | Entire trunk flexes toward side stimulated. | No response: CNS deficit. | 4 mos| Grasp reflex (palmar and plantar)| Press finger against of infant’s fingers or toes. | Fingers curl tightly; toes curl forward. | Weak or absent: neurologic deficit or muscle injury. | Pa lmar grasp: 2-3 mos. Plantar grasp: 8-9 mos| Moro| Let infant’s head drop back approx. 30?. | Sharp extension and abduction of arms followed by flexion and adduction to â€Å"embrace† position. | Absent: CNS dysfunction. Assymetry: brachial plexus injury, paralysis, or fractured bone of extremity. Exaggerated: maternal drug use. | 5-6 mos| Rooting| Touch or stroke from side of mouth toward cheek. | Infant turns head to side touched. Difficult to illicit if infant is sleeping or just fed. | Weak or absent: prematurity, neurologic deficit, depression from maternal drug use. | 3-4 mos| Stepping| Hold infant so feet touch solid surface. | Infant lifts alternate feet as if walking. | Asymmetry: fracture of extremity, neurologic deficit. | 3-4 mos| Sucking| Place nipple or gloved finger in mouth, rub against palate. | Infant begins to suck. May be weak if recently fed. | Weak or absent: prematurity, neurologic deficit, maternal drug use. | 1 yr| Swallowing| Place fluid on the back of the tongue. | Infant swallows fluid. Should be coordinated with sucking. | Coughing, gagging, choking, cyanosis: tracheoesophageal fistula, esophageal fistula, esophageal atresia, neurologic deficit. | Present throughout life. | Tonic neck reflex| Gently turn head to one side while infant is supine. | Infant extends extremities on side to which head is turned, with flexion on opposite side. | Prolonged period in position: neurologic deficit. | May be weak at birth; disappears at 4 mos| How to cite Nb Assessment, Essay examples

Communication and Interpersonal Skills

Question: Discuss about the Communication and Interpersonal Skills. Answer: Introduction The film takes place in hospital contest, with the main character as Vivian Bearing. Vivian is an English professor who has been diagnosed with stage four ovarian cancers. The role taken by Vivian is that of a professor with no social attachments or family, the only thing that motivates her here career in 17th century English poetry. This paper will specifically review the movie based on the grounds of communication in nursing (Balzer-Riley, 2013). The movie starts with Doctor Kelekian orienting Vivian concerning the kind of illness she is suffering. The doctor is seen to thoroughly explain the situation to the patient as well as explain the available way forward. The doctor also gives the patient a chance to ask the questions. Moreover, as the doctor continues to explain, he pauses to listen to the patients definition of the word insidious and does not put a fight to correct the definition but rather focuses on the primary goal of delivering the information (Cancer nursing practice, 2010). Finally, the doctor is seen to acknowledge the patient's occupation and gives advice that it will be impossible for the patient to work once the treatment starts. This step is known as the orientation procedure, and it is crucial as it helps inform the patient on issues regarding health as well as develops trust. Susie Monahan, the nurse in charge of taking care of Viviane, informs the patient of her dilapidated condition and also tells her that the doctors have failed to manage the illness and that regardless of all that information she can still have an option of resuscitation once her heart stops. Though the two doctors attending to Vivian hide the information that the illness is gaining more ground, the patient can gather that information from their behavior and expressions (Cancer nursing practice, 2010). Moreover, Suzie continues to show empathy to the patient, through constant communication as well as sharing her life stories which increase hope to the patient. We also notice effective communication from Viviane who despite having a similar interview with another doctor continues to provide the same information to the intern doctor who used to e her student at the University (Journals.rcni.com, 2017). The doctor notices Vivian's urge to question him on his decision to pursue a career on cancer treatment, through her facial expressions. Though the patient does not ask the exact question, the doctor can understand her and push for the discussion, as he can interpret the facial expressions as well as the body movements. Suzie comes to the patient's aid once she realizes that the patients are in agonizing pain, though the patient does not utter any word, the doctor recommends morphine to the patient to relief the pain. This shows that the doctor and the nurse can recognize the non-verbal communication by the patient. Non-effective communication in the movie On the other hand, ineffective communication is seen during tests where the doctor does not explain the procedure before engaging the patient to the tests; the doctor is also seen leaving for tea break right after the patient arrives. The patient is left to interpret for herself that the doctor has left for tea (Southeastern University, 2017). Moreover, ineffective communication is noticed when doctor kelekian brings around interns during morning rounds to learn through the patient Vivian. Though the doctor had earlier highlighted that the patient would help to increase the doctors knowledge, he did not outline the procedure on how this would take place. In the movie, we see the intern who is a former student humiliates the patient on one of the tests that happened on a Friday (Hein, 2010). At the beginning of the movie, the way doctor Kelekian is advising the patient seems to contain a lot of medical jargon that limits the understanding of the main message; this is evident when Viviane is caught floating on the conversation, and her mind wanders off. Proper communication requires that one use a language that both parties can comprehend to ensure equal participation in the conversation (Kron, 2012). Moreover, the way that doctor Kelekian presents the way ahead and provides a form to Vivian to sign seems rather like the doctor is making choices for the patient, about Vivian's facial expressions. The event shows that the doctor is more concerned with proving his experimental tests rather than minding about the patient's well-being. This is also replicated when young doctor declines to lower the aggressive medication that is being given to Vivian for the treatment of cancer (Moore, 2012). The first time Vivian is admitted in the hospital, the first nurse to deliver a jug of water does not talk to her. It is the expectation of the patient that a nurse asks the patient how he/she is feeling but in this case, the first greetings are from Vivian rather than the nurse who ought to nurse the patient. The doctors also fail to inform the patient concerning her health progress. This portrays the way effective communication is lacking from the top-level doctors (Nursing, 2008). Knowledge gaps in my nursing career On watching the movie WIT,' I have realized that there are several areas in my nursing career that need to make changes as well as improve on others. Such areas include Listening skills; compared to the nurse attending to Viviane I have realized that Suzie is more of a good listener than a nurse. Her listening seems to be intent and thorough making sure all the details have been taken in before giving a response. Likewise, it is good that I improve my way of listening to patients concerns rather than striving to offer solutions. This will reduce the number of errors that I commit hence increasing the chances of patients survival (Hein, 2010). Communication skills, after watching the movie I have noticed that I rarely address the issues head on, I usually give statements that cut at the edges of the main message and leave the rest for the patient to read between the lines. At the introductory part, the doctor orienting Vivian is seen to be straightforward with the actual situation and so is Suzie when she tells Vivian that the illness is out of hands. Such kind of communication skills requires experience as well as a lot of confidence (Reeves, 2015). Also, I have observed the nursing practice where Vivian is hospitalized requires that every patient is moved by a wheelchair. This is emphasized when the doctor examining Vivian, insists that it is not allowed for the patient to move on their feet. The current information and knowledge that I have do not recognize the use of the wheelchair to move patients around. Suzie, the nurse, taking care of Vivian respects her patients wish and even fights for it long after the patient is dead. She stops the medical team resuscitating her arguing that she chose not to be resuscitated (Siviter, 2009). This has taught me to respect the patients wishes whether alive or long gone This has taught me on how to communicate to patients, regarding passing painful information. The way Susie engages with Vivian as she briefs her about the failed efforts by the doctors makes the message seem less stressful. The above skills are very fundamental to my nursing career. To ensure that I develop the skills, I have a plan to enroll at a professional nursing organization. According to my investigations, I found out that, I will manage to acquire the following upon enrolment, Keep my nursing knowledge as well as maintain my proficiency. The organization will assist in sharing of information among nurses, as we will be able to create nursing communities. The organization will be able to provide webinars, conferences, and seminars that will help improve on these skills. The other way to improve on these skills is to continue my education to the next level. Conclusion Based on the outcomes in the movie, there is a lot to learn for nurses as well as the other medical practitioners. Apart from the selfish behavior by the doctors to use Vivian as a genie pig to test their medications, doctors should also improve their communication and deliver the much-needed information to the patient. The movie has also shown clearly the role of a nurse which is to protect and take care of the patient. However, the focus was on communication effectiveness that aimed at educating the viewers. The constant dialogue that the patient kept engaging with the viewers is more informative of the situations happening in the movie; hence, helps keep the viewer on the loop. References A plan for implementation of the standards of nursing practice. (2014). 1st ed. Kansas City, Mo.: The Association. Balzer-Riley, J. (2013).Communication in nursing. 1st ed. Cancer nursing practice. (2010).Cancer Nursing Practice, 9(10), pp.8-8. https://journals.rcni.com/doi/pdfplus/10.7748/ns.29.14.53.e9355 [Accessed 19 Mar. 2017]. Southeastern University. (2017).Effective Communication in Nursing: Theory Best Practices. [online] Available at: https://online.seu.edu/effective-communication-in-nursing/ [Accessed 19 Mar. 2017]. Hein, E. (2010).Communication in nursing practice. 1st ed. Little, Brown. Kron, T. 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