Nursing

Assignment: Prescription For D-amphetamine
Assignment: Prescription For D-amphetamine
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QUESTION 13
The PMHNP is meeting with the parents of an 8-year-old patient who is receiving an initial prescription for D-amphetamine. The PMHNP demonstrates appropriate prescribing practices when she prescribes the following dose:
A. The child will be prescribed 2.5 mg. B. The child will be prescribed a 10-mg tablet. C. The child’s dose will increase by 2.5 mg every other week. D. The child will take 10–40 mg, daily.
QUESTION 14
A patient is being prescribed bupropion and is concerned about the side effects. What will the PMHNP tell the patient regarding bupropion?
A. Weight gain is not unusual. B. Sedation may be common. C. It can cause cardiac arrhythmias. D. It may amplify fatigue.
QUESTION 15
Which patient will receive a lower dose of guanfacine?
A. Patient who has congestive heart failure B. Patient who has cerebrovascular disease C. Patient who is pregnant D. Patient with kidney disease
QUESTION 16
An 18-year-old female with a history of frequent headaches and a mood disorder is prescribed topiramate (Topamax), 25 mg by mouth daily. The PMHNP understands that this medication is effective in treating which condition(s) in this patient?
A. Migraines B. Bipolar disorder and depression C. Pregnancy-induced depression D. Upper back pain
QUESTION 17
The PMHNP is treating a patient for fibromyalgia and is considering prescribing milnacipran (Savella). When prescribing this medication, which action is the PMHNP likely to choose?
A. Monitor liver function every 6 months for a year and then yearly thereafter. B. Monitor monthly weight. C. Split the daily dose into two doses after the first day. D. Monitor for occult blood in the stool.
QUESTION 18
The PMHNP is assessing a patient she has been treating with the diagnosis of chronic pain. During the assessment, the patient states that he has recently been having trouble getting to sleep and staying asleep. Based on this information, what action is the PMHNP most likely to take?
A. Order hydroxyzine (Vistaril), 50 mg PRN or as needed B. Order zolpidem (Ambien), 5mg at bedtime C. Order melatonin, 5mg at bedtime D. Order quetiapine (Seroquel), 150 mg at bedtime

Cancer Of The Esophagus
Cancer Of The Esophagus
Question 11
A 60-year-old male is diagnosed with cancer of the esophagus. Which of the following factors most likely contributed to his disease?
a. Reflux esophagitis
b. Intestinal parasites
c. Ingestion of salty foods
d. Frequent use of antacids
Question 12
The primary complication of enterocolitis associated with Hirschsprung disease is related to which finding?
a. Fecal impaction
b. Pancreatic insufficiency
c. Hyperactive peristalsis
d. Ileal atresia
Question 13
The most common cause of chronic vascular insufficiency among the elderly is:
a. Anemia
b. Aneurysm
c. Lack of nutrition in gut lumen
d. Atherosclerosis
Question 14
The most common clinical manifestation of portal hypertension is _____ bleeding.
a. rectal
b. duodenal
c. esophageal
d. intestinal
Question 15
A 54-year-old male is diagnosed with peptic ulcer disease.This condition is most likely caused by:
a. Hereditary hormonal imbalances with high gastrin levels
b. Breaks in the mucosa and presence of corrosive secretions
c. Decreased vagal activity and vascular engorgement
d. Gastric erosions related to high ammonia levels and bile reflux
Question 16
The cardinal sign of pyloric stenosis caused by ulceration or tumors is:
a. Constipation
b. Diarrhea
c. Vomiting
d. Heartburn
Question 17
A 55-year-old male died in a motor vehicle accident. Autopsy revealed an enlarged liver caused by fatty infiltration, testicular atrophy, and mild jaundice secondary to cirrhosis. The most likely cause of his condition is:
a. Bacterial infection
b. Viral infection
c. Alcoholism
d. Drug overdose
Question 18
Manifestations associated with hepatic encephalopathy from chronic liver disease are the result of:
a. hyperbilirubinemia and jaundice.
b. fluid and electrolyte imbalances.
c. impaired ammonia metabolism.
d. decreased cerebral blood flow.
Question 11
A 60-year-old male is diagnosed with cancer of the esophagus. Which of the following factors most likely contributed to his disease?
a. Reflux esophagitis
b. Intestinal parasites
c. Ingestion of salty foods
d. Frequent use of antacids
Question 12
The primary complication of enterocolitis associated with Hirschsprung disease is related to which finding?
a. Fecal impaction
b. Pancreatic insufficiency
c. Hyperactive peristalsis
d. Ileal atresia
Question 13
The most common cause of chronic vascular insufficiency among the elderly is:
a. Anemia
b. Aneurysm
c. Lack of nutrition in gut lumen
d. Atherosclerosis
Question 14
The most common clinical manifestation of portal hypertension is _____ bleeding.
a. rectal
b. duodenal
c. esophageal
d. intestinal
Question 15
A 54-year-old male is diagnosed with peptic ulcer disease.This condition is most likely caused by:
a. Hereditary hormonal imbalances with high gastrin levels
b. Breaks in the mucosa and presence of corrosive secretions
c. Decreased vagal activity and vascular engorgement
d. Gastric erosions related to high ammonia levels and bile reflux
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Question 16
The cardinal sign of pyloric stenosis caused by ulceration or tumors is:
a. Constipation
b. Diarrhea
c. Vomiting
d. Heartburn
Question 17
A 55-year-old male died in a motor vehicle accident. Autopsy revealed an enlarged liver caused by fatty infiltration, testicular atrophy, and mild jaundice secondary to cirrhosis. The most likely cause of his condition is:
a. Bacterial infection
b. Viral infection
c. Alcoholism
d. Drug overdose
Question 18
Manifestations associated with hepatic encephalopathy from chronic liver disease are the result of:
a. hyperbilirubinemia and jaundice.
b. fluid and electrolyte imbalances.
c. impaired ammonia metabolism.
d. decreased cerebral blood flow.

Assignment: Nurse/Patient Empowerment
Assignment: Nurse/Patient Empowerment
Introduction
As a registered nurse, you have the power to influence change in patient outcomes. An important aspect of influencing change is identifying areas that need improvement. This is done primarily through measurement of data. There are several different measures to gather data within organizations as well as on a national scale. Some of these measurements include core measures, standards, best practices, evidence-based practices, and the National Database of Nursing Quality Indicators (NDNQI). These support mechanisms have also been discussed as a means for helping nurses to deliver quality care and improve patient safety. Each measurement essentially focuses on providing care that is safe, effective, patient-centered, timely, efficient, and equitable.
Although there are several different measurements, NDNQI data is used in the process of attaining Magnet Recognition. Magnet Recognition is the highest honor a health care organization can receive for nursing excellence and high-quality patient care. The nurse-specific measures presented in the NDNQI help inform nursing staffs and their organizations of areas where nursing practices can be improved and where nursing practice efforts are producing positive clinical outcomes. Nurses must be directly involved in developing and implementing action plans based on the data presented by the NDNQI.
This week, you will explore the importance of nurse empowerment in effecting change and how action plans are created based on the results of the NDNQI as presented on a dashboard. You will also consider how nurses advocate for patients’ rights, even when that means supporting a patient whose personal choices may have negative health outcomes.
Learning Objectives
Students will:
Evaluate strategies to empower both the nurse and the patient to improve quality of care
Analyze the use of National Database of Nursing Quality Indictors for nurse empowerment in practice
Analyze nurse empowerment in relation to use of quality improvement data for practice
Analyze practice experiences for patient or nurse empowerment
Analyze quality improvement dashboards for nursing plans
Assignment: Nurse/Patient Empowerment
Note: The Assignment related to these Learning Objectives is introduced this week and submitted in Week 5.
Photo Credit: [Eva Katalin Kondoros]/[iStock / Getty Images Plus]/Getty Images
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Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Brown, D. S., Aydin, C. E., & Donaldson, N. (2008). Quartile dashboards: Translating large data sets into performance improvement priorities. Journal of Healthcare Quality, 30(6), 18–30. doi: 10.1111/j.1945-1474.2008.tb01166.x
Note: You will access this article from the Walden Library databases.
Typically, references should be within five to seven years of publication. However, this publication is considered a classical research reference pertaining to quality improvement and the use of data sets.
Cole, C., Wellard, S., & Mummery, J. (2014). Problematising autonomy and advocacy in nursing. Nursing Ethics, 21(5), 576–582. doi: 10.1177/0969733013511362
Note: You will access this article from the Walden Library databases.
Garrard, L., Boyle, D. K., Simon, M., Dunton, N., & Gajewski, B. (2016). Reliability and validity of the NDNQI® injury falls measure. Western Journal of Nursing Research, 38(1), 111–128. doi: 10.1177/019394591454281
Note: You will access this article from the Walden Library databases.
Giancarlo, C., Comparcini, D., & Simonetti, V. (2014). Workplace empowerment and nurses’ job satisfaction: A systematic literature review. Journal of Nursing Management, 22(7), 855–871. doi: 10.1111/jonm.12028
Note: You will access this article from the Walden Library databases.
Guglielmi, C. L., Stratton, M., Healy, G. B., Shapiro, D., Duffy, W. J., Dean, B. L., & Groah, L. K. (2014). The growing role of patient engagement: Relationship-based care in a changing health care system. AORN, 99(4), 517–528. doi: 10.1016/j.aorn.2014.02.007
Note: You will access this article from the Walden Library databases.
Rock, M. J., & Hoebeke, R. (2014). Informed consent: Whose duty to inform? MEDSURG Nursing, 23(3), 189–194. Retrieved from http://web.b.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=9&sid=273f009b-d8f5-4cd8-8f01-0973c944bcf7%40sessionmgr104&hid=107
Note: You will access this article from the Walden Library databases.
American Hospital Association. (2003). The patient care partnership: Understanding expectations, rights and responsibilities. Retrieved from http://www.aha.org/content/00-10/pcp_english_030730.pdf
Read through this document created by the American Hospital Association. This document was created for inpatient hospital stays. However, it is applicable to other practice settings as well.
Montalvo, I. (2007). The national database of nursing quality indicators. The Online Journal of Issues in Nursing, 12(3). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html
Institute for Healthcare Improvement. (2016). Retrieved from http://www.ihi.org/Pages/default.aspx
The IHI offers numerous resources for improving nursing practice and patient care. Explore a variety of topics and examine some of the resources available.
National Quality Forum. (2016b). Retrieved from http://www.qualityforum.org/Home.aspx
The National Quality Forum (NQF) strives to improve patient safety and reduce medical errors. Explore the NQF’s endorsed standards and consider how they apply to nursing practice.
Document: Dashboard Directions (Word document)
Document: Sample Dashboard (Excel spreadsheet)
Required Media
Laureate Education. (Producer). (2009a). Topics in clinical nursing: Accountability and nursing practice [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 15 minutes.

Diagnosed With Primary Polycythemia Assignment
Diagnosed With Primary Polycythemia Assignment
Question 8
A 53-year-old man presents with inability to concentrate, itching in his fingers and toes, elevated blood pressure, and unexplained weight loss. He is diagnosed with primary polycythemia. What will be the primary goal of his treatment?
Answers:
A. To increase the amount of oxygen distributed by his red blood cells
B. To reduce the viscosity of his blood
C. To reduce the mean size of his red cells
D. To control his hypertension
Question 9
During a late night study session, a pathophysiology student reaches out to turn the page of her textbook. Which of the following components of her nervous system contains the highest level of control of her arm and hand action?
Answers:
A. Thalamus
B. Cerebellum
C. Frontal lobe
D. Basal ganglia
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Question 10
The family members of an elderly patient are wondering why his “blood counts” are not rising after his last GI bleed. They state, “He has always bounced back after one of these episodes, but this time it isn’t happening. Do you know why?” The nurse will respond based on which of the following pathophysiological principles?
Answers:
A. “Don’t worry about it. We can always give him more blood.”
B. “Due to stress, the red blood cells of older adults are not replaced as promptly as younger people.”
C. “Everything slows down when you get older. You just have to wait and see what happens.”
D. “The doctor may start looking for another cause of his anemia, maybe cancer of the bone.”
Question 11
A 44-year-old female patient presents to the emergency department with abnormal bleeding and abdominal pain that is later attributed to gallbladder disease. Which of the following diagnoses would the medical team be most justified in suspecting as a cause of the patient’s bleeding?
Answers:
A. Hemophilia B
B. Vitamin K deficiency
C. Excess calcium
D. Idiopathic immune thrombocytopenic purpura (ITP)
Question 12
Your ESRD patient is receiving 2 units of packed red blood cells for anemia (Hgb of 8.2). Twenty minutes into the first transfusion, the nurse observes the patient has a flushed face, hives over upper body trunk, and is complaining of pain in lower back. His vital signs include pulse rate of 110 and BP drop to 95/56.What is the nurse’s priority action? Answers:
A. Recheck the type of blood infusing with the chart documentation of patient’s blood type. B. Discontinue the transfusion and begin an infusion of normal saline.
C. Slow the rate of the blood infusion to 50 mL/hour.
D. Document the assessment as the only action.
Question 13
A 5th grade elementary student asks the school nurse how much blood is in an entire body. The nurse should respond that the average grown-up adult has
Answers:
A. 2 to 4 cups of blood in his or her body.
B. 5 to 6 L of blood throughout his or her body.
C. 3 pints of blood in total.
D. 3 to 4 quarts of blood in his or her body.

Discussion: Psychotic Aggression
Discussion: Psychotic Aggression
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QUESTION 1
What will the PMHNP most likely prescribe to a patient with psychotic aggression who needs to manage the top-down cortical control and the excessive drive from striatal hyperactivity?
A. Stimulants B. Antidepressants C. Antipsychotics D. SSRIs
QUESTION 2
The PMHNP is selecting a medication treatment option for a patient who is exhibiting psychotic behaviors with poor impulse control and aggression. Of the available treatments, which can help temper some of the adverse effects or symptoms that are normally caused by D2 antagonism?
A. First-generation, conventional antipsychotics B. First-generation, atypical antipsychotics C. Second-generation, conventional antipsychotics D. Second-generation, atypical antipsychotics
QUESTION 3
The PMHNP is discussing dopamine D2 receptor occupancy and its association with aggressive behaviors in patients with the student. Why does the PMHNP prescribe a standard dose of atypical antipsychotics?
A. The doses are based on achieving 100% D2 receptor occupancy. B. The doses are based on achieving a minimum of 80% D2 receptor occupancy. C. The doses are based on achieving 60% D2 receptor occupancy. D. None of the above.
QUESTION 4
Why does the PMHNP avoid prescribing clozapine (Clozaril) as a first-line treatment to the patient with psychosis and aggression?
A. There is too high a risk of serious adverse side effects. B. It can exaggerate the psychotic symptoms. C. Clozapine (Clozaril) should not be used as high-dose monotherapy. D. There is no documentation that clozapine (Clozaril) is effective for patients who are violent.
QUESTION 5
The PMHNP is caring for a patient on risperidone (Risperdal). Which action made by the PMHNP exhibits proper care for this patient?
A. Explaining to the patient that there are no risks of EPS B. Prescribing the patient 12 mg/dail C. Titrating the dose by increasing it every 5–7 days D. Writing a prescription for a higher dose of oral risperidone (Risperdal) to achieve high D2 receptor occupancy
QUESTION 6
The PMHNP wants to prescribe Mr. Barber a mood stabilizer that will target aggressive and impulsive symptoms by decreasing dopaminergic neurotransmission. Which mood stabilizer will the PMHNP select? A. Lithium (Lithane) B. Phenytoin (Dilantin) C. Valproate (Depakote) D. Topiramate (Topamax)
QUESTION 7
The parents of a 7-year-old patient with ADHD are concerned about the effects of stimulants on their child. The parents prefer to start pharmacological treatment with a non-stimulant. Which medication will the PMHNP will most likely prescribe?
A. Strattera B. Concerta C. Daytrana D. Adderall
QUESTION 8
8 The PMHNP understands that slow-dose extended release stimulants are most appropriate for which patient with ADHD?
A. 8-year-old patient B. 24-year-old patient C. 55-year-old patient D. 82-year-old patient
QUESTION 9
A patient is prescribed D-methylphenidate, 10-mg extended-release capsules. What should the PMHNP include when discussing the side effects with the patient?
A. The formulation can have delayed actions when taken with food. B. Sedation can be a common side effect of the drug. C. The medication can affect your blood pressure. D. This drug does not cause any dependency.
QUESTION 10
The PMHNP is teaching parents about their child’s new prescription for Ritalin. What will the PMHNP include in the teaching?
A. The second dose should be taken at lunch. B. There are no risks for insomnia. C. There is only one daily dose, to be taken in the morning. D. There will be continued effects into the evening.
QUESTION 11
A young patient is prescribed Vyvanse. During the follow-up appointment, which comment made by the patient makes the PMHNP think that the dosing is being done incorrectly?
A. “I take my pill at breakfast.” B. “I am unable to fall asleep at night.” C. “I feel okay all day long.” D. “I am not taking my pill at lunch.”
QUESTION 12
A 14-year-old patient is prescribed Strattera and asks when the medicine should be taken. What does the PMHNP understand regarding the drug’s dosing profile?
A. The patient should take the medication at lunch. B. The patient will have one or two doses a day. C. The patient will take a pill every 17 hours. D. The dosing should be done in the morning and at night.

Own Gender-based Beliefs
Own Gender-based Beliefs
Gender has wide-ranging effects on career counseling—from influencing people’s career choices to institutionalized discrimination that has resulted in disparities in salary, prestige, and benefits for men and women. Family life is also significant in how it supports or limits the opportunities and priorities that individuals may have with regard to career options.
Counselors need to examine and reflect on their own gender-based beliefs, attitudes, and behaviors, while also being conscious of how gender may be influencing their clients’ choices. They also need to be conscious of how their own ideas about the role of family and the meaning of work-life balance may influence their approach to counseling clients.
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To prepare for this assignment:
· Review the week’s Learning Resources. Focus on the case examples of Maria and Richard, on pp. 515–517.
· Think about the similarities and differences in the daily lives of Maria and Richard and the role that gender expectations, bias, and discrimination, as well as the role that family life, may play in each scenario.
· Reflect on how a counselor might engage in a holistic approach to career counseling with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94-95), or Positive Uncertainty (pp. 96–99).Consider how a counselor would honor each individual’s unique needs while also being conscious of how expectations, bias, and/or discrimination related to gender and family life may influence them.
The assignment: (1–2 pages)
· Explain how you would work with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).
· Analyze each case (Maria’s and Richard’s) in terms of the influence of gender and family life on their career decisions and development.
Gender has wide-ranging effects on career counseling—from influencing people’s career choices to institutionalized discrimination that has resulted in disparities in salary, prestige, and benefits for men and women. Family life is also significant in how it supports or limits the opportunities and priorities that individuals may have with regard to career options.
Counselors need to examine and reflect on their own gender-based beliefs, attitudes, and behaviors, while also being conscious of how gender may be influencing their clients’ choices. They also need to be conscious of how their own ideas about the role of family and the meaning of work-life balance may influence their approach to counseling clients.
To prepare for this assignment:
· Review the week’s Learning Resources. Focus on the case examples of Maria and Richard, on pp. 515–517.
· Think about the similarities and differences in the daily lives of Maria and Richard and the role that gender expectations, bias, and discrimination, as well as the role that family life, may play in each scenario.
· Reflect on how a counselor might engage in a holistic approach to career counseling with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94-95), or Positive Uncertainty (pp. 96–99).Consider how a counselor would honor each individual’s unique needs while also being conscious of how expectations, bias, and/or discrimination related to gender and family life may influence them.
The assignment: (1–2 pages)
· Explain how you would work with Maria and Richard using one of the following holistic approaches: Self-Efficacy Beliefs (p. 92), Learned Optimism (pp. 93–94), Planned Happenstance (pp. 94–95), or Positive Uncertainty (pp. 96–99).
· Analyze each case (Maria’s and Richard’s) in terms of the influence of gender and family life on their career decisions and development.

Walden’s Dissertation Prospectus Guide.
Walden’s Dissertation Prospectus Guide.
Explain the role of the premisean explanation of how completing a dissertation fits into your program of study, identifying at least two potential benefits of completing your dissertation. , prospectus, and proposal in your dissertation. Finally, list one question you would like to have answered about the guidelines in Walden’s Dissertation Prospectus Guide.
Walden University
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Dissertation Guidebook
For internal use only. Walden University Academic Offices 100 Washington Avenue South, Suite 900 Minneapolis, MN 55401 1-800-WALDENU (1-800-925-3368) Walden University is accredited by The Higher Learning Commission and a member of the North Central Association, www.ncahlc.org. Walden University is a registered trademark of Walden University, LLC. © 2014 Walden University, LLC.
Dissertation Guidebook (May 2014) Page 2
Contents Introduction ……………………………………………………………………………………………………………………. 5
The Walden University Dissertation Statement ……………………………………………………………….. 5 How This Guidebook Is Organized ………………………………………………………………………………… 6
Part 1. The Dissertation Process ……………………………………………………………………………………….. 8 Process Overview ………………………………………………………………………………………………………… 8 Beginning the Process ………………………………………………………………………………………………… 10 Dissertation Premise …………………………………………………………………………………………………… 10 Dissertation Supervisory Committee ……………………………………………………………………………. 11 Dissertation Prospectus ………………………………………………………………………………………………. 12 Registering for Dissertation Credits ……………………………………………………………………………… 12 Developing the Proposal …………………………………………………………………………………………….. 13 Gaining URR Approval of the Proposal ……………………………………………………………………….. 15 Proposal Oral Presentation ………………………………………………………………………………………….. 16 Getting Approval for Research…………………………………………………………………………………….. 17 Completing the Dissertation ………………………………………………………………………………………… 18 Gaining URR Approval of the Dissertation …………………………………………………………………… 21 Form and Style Review ………………………………………………………………………………………………. 22 Dissertation Oral Defense …………………………………………………………………………………………… 23 Final Approval and Submission …………………………………………………………………………………… 24 Academic Integrity and Plagiarism ………………………………………………………………………………. 26
Part 2. Style: APA and Walden University ……………………………………………………………………….. 27 Overall Structure ……………………………………………………………………………………………………….. 27 Abstract ……………………………………………………………………………………………………………………. 27 Appendices ……………………………………………………………………………………………………………….. 29 Curriculum Vitae ……………………………………………………………………………………………………….. 29 Definitions of Terms and Glossaries …………………………………………………………………………….. 29 Copyrights and Permission To Use ………………………………………………………………………………. 30 Crediting Sources ………………………………………………………………………………………………………. 31 Footnotes ………………………………………………………………………………………………………………….. 34 Point of View ……………………………………………………………………………………………………………. 34 Verb Tense ……………………………………………………………………………………………………………….. 34 Inclusive Language ……………………………………………………………………………………………………. 35 Type …………………………………………………………………………………………………………………………. 36 Line Spacing ……………………………………………………………………………………………………………… 36 Margins and Page Numbers ………………………………………………………………………………………… 37 Headings …………………………………………………………………………………………………………………… 38 Lists: Seriation …………………………………………………………………………………………………………… 38 Tables and Figures …………………………………………………………………………………………………….. 40 Numbers and Percentages …………………………………………………………………………………………… 41 Abbreviations ……………………………………………………………………………………………………………. 41 Spelling, Grammar, and Punctuation ……………………………………………………………………………. 42 Capitalization ……………………………………………………………………………………………………………. 44
Dissertation Guidebook (May 2014) Page 3
Sample Pages …………………………………………………………………………………………………………….. 46
Part 3: Frequently Asked Questions ………………………………………………………………………………… 51 Questions About the Dissertation Process …………………………………………………………………….. 51 Questions About Form and Style …………………………………………………………………………………. 52
Dissertation Guidebook (May 2014) Page 4
Introduction The final phase of study for Walden University doctoral students is completion of a dissertation, which begins with the preparation of a dissertation premise and ends with approval of the final dissertation. Walden does not favor any particular research approach or methodology, but does require that a dissertation reflect a high level of scholarly effort and be an original contribution to knowledge or professional practice. Students should demonstrate knowledge of research design and execution as well as the ability to interpret research findings both orally and in writing. The final product should have the level of detail and sophistication expected of a doctoral level scholar-practitioner in the discipline.
The Walden University Dissertation Statement This statement is designed to provide a broad vision of the Walden University dissertation and an understanding of the university’s dissertation requirements:
The Walden University dissertation embraces and reflects the core values and mission of the university. Walden strives to produce graduates who combine academic credentials with professional skills and leaders whose actions are motivated by informed intellect and educated attitudes. As accomplished practitioners, Walden students bring a wealth of expertise to their studies. Walden’s curricula then provide the foundation upon which students build their competence and mold their interests, culminating in the dissertation learning experience. Through this process, Walden graduates are provided the learning necessary to set forth new ideas through enlightened insights and to effect change in individuals, organizations, and society. Because Walden students and their courses of study vary, the nature and purposes of Walden dissertations also vary. The university’s approach to scholarship is flexible. The dissertation can be built upon a foundation of basic or applied research, multidisciplinary perspectives on scholarship, improved teaching, or an appropriate and acceptable combination of different forms of rigorous scholarship. Each suits the Walden dissertation insofar as it relates to the nature and purpose of the inquiry and demonstrates a literate grounding in the relevant fields in which it is written, while maintaining the fundamental elements of quality and integrity required of stewards of the discipline. The Walden dissertation demonstrates a commitment to improving the caliber of professional practice. It is an inquiry that addresses unanswered questions or issues lacking thorough study and envisions what could happen as a result of the research outcomes. It contributes to professional practice by offering new knowledge or new understanding of existing knowledge arrived at through rigorous application of appropriate research methodology and provides a basis for further research. Therefore, the results of a research study conducted for a Walden dissertation are worthy of publication as a significant contribution to professional practice.
Dissertation Guidebook (May 2014) Page 5
The Walden dissertation demonstrates a commitment to addressing the phenomena of social change and, within that context, exhibits sensitivity to societal conditions and a consideration of social issues. The Walden dissertation confirms a student’s understanding of and commitment to academic honesty and scholarly integrity. Every dissertation is shaped by the university’s core values of integrity and quality, as well as its mission: to provide a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change. The dissertation is the unifying culmination of a doctoral student’s academic experience at Walden. The most important outcome of all teaching and learning at Walden is to produce graduates with the knowledge, skills, and abilities to:
• Understand and continuously develop and change themselves, the organizations in which they work, and society at large.
• Create new knowledge dedicated to the improvement of social conditions and to impact society positively by putting that knowledge into practice by both modeling their learning through action and by being civically engaged.

Assignment: Revolutions and Human Survival
Assignment: Revolutions and Human Survival
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For your primary post, select ONE of the following discussion topics. Please select only one of the three topics listed. Using your own words, write a primary post of at least 125 words that follows the instructions. Be sure to address everything listed in the instructions. Each topic has two subtopics [a, b]; please address both of them.
Your primary post is worth up to 14 out of 20 points. Also, make a substantive reply to a fellow classmate on any topic. Use your own words. You don’t need to use any sources other than the ones specified, but if you do use other sources, you must cite them.
Topic 1
: Evo-devo. Watch the video (1)* featuring Sean Carroll discussing the science of evolution and the field of evolutionary-developmental biology (evo-devo).
(a) Describe three things that you learned from the video.
(b) Of the three things you described, which was the most surprising, and why?
(c) Discuss what these things teach us about biology.
Topic 2 [article]: The cusp of a revolution in medicine. In a recent op-ed, Craig Venter (2)* shares his opinion that we are “on the cusp of a revolution” in medicine.
(a) Describe three things that you learned from this op-ed.
(b) Of the three things you describe, which was the most surprising, and why?
(c) Discuss what these things teach us about biology.
Topic 3 [article]: Earth will survive; we may not. In a provocative Op-Ed, astrophysicist Adam Frank says that “pretending we can just extend the Holocene in perpetuity” is just a foolish excuse to put off making inevitable choices brought about by climate change.
(a) Summarize Frank’s basic argument.
(b) Some biologists, particularly conservation biologists reacted negatively to this essay. What is your reaction to this essay?
(c) Explain how this relates to biology.
*References (in Strayer Writing Standards format).
Erik Olsen, June 25, 2007, Sean Carroll on evolution and the science of evo-devo,
Craig Venter, December 13, 2017, Genetic sequencing is the future of medicine,
Adam Frank, June 12, 2018, Earth will survive. We may not.,

Assignment: Anatomy of Pine
Assignment: Anatomy of Pine
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Lab Answers
1. Anatomy of a pine.
a) Place your open seed cone into a cup of tap water.
b) Record: Time into water _2200________
Cone appearance _pine cone ________________________
c) Let the cone sit in the water for at least 30 minutes.
d) Record: Time out of water _2230______
Cone appearance ___cone appeared moist and started to open ______________________
2. Vascular transport.
a) Examine the top of the celery stalk. Record your observations:
The top of the celery had blue stains. The top seemed to have many little blue dots.
b) Make a cross-section cut where the celery stalk has not been split. Record your observations: Assignment: Anatomy of Pine
3. Answer the following questions about seed dispersal.
Why is it important for a parent plant to disperse its seeds? Notice that this is not asking why reproduction is important.
It is important for a parent plant to disperse its seed for many reasons. The ability for the plant to grow near the parent plant may be unfavorable for the plant. Also this may help increase the plants chance for survival. Seed may land on surfaces that provide better nutrients for it. Weather can also damage the seeds, therefore being dispersed to a place that can protect it from the elements can also increase its survival.
What do gymnosperms use to disperse seeds? What do angiosperms use?
Gymnosperm such as (pine, spruce, and douglas fir) have winged seeds dispersed by wind. Other gymnosperms have nuts which are spread by nut-eating animals such as squirrels.
Angiosperm such as ( willows, apple trees, and mangroves adapt and use the environment around them to disperse their seeds.
Some gymnosperms, such as redwoods, release seeds only after a fire. Suggest a reason why this is done.
Redwoods may only release their seeds during a fire due to them adapting to an environment where fires have become part of their life cycle. Fresh nutrients and low competition for direct sunlight are the product of a fire, giving seeds a better survival.
Design an experiment that would test the hypothesis that you posed in c).
4. Which direction does xylem flow? What about phloem?
Xylem-
Water enters thru the roots of a plant and flows upwards to the rest of the plant.
Phloem-
Water flows down from the leaves to the steam to the roots.
5. Use Figure 5.4 to answer this question. What is the function of:
a) radicle?
Is the embryonic root inside of the seed. It is the first thing to emerge out of a seed and down into the ground to allow the seed to suck up water and send out its leaves so that it can start photosynthesizing.
b) hypocotyl?
The hypocotylis is like a stem of a germinating seed. Hypocotyls
c) epicotyl?
Conclusion
Lab Report 6
Purpose
Lab Observations
Lab Answers
Lab 6A: Water transport and salinity
6 Examine the top of the celery stalks. Are there differences between the celery in the high salt and low salt water conditions? Record your observations.
6 Record the distance (cm) traveled by the red dye in high salt conditions (S), the blue dye in high salt conditions (S), the red dye in low salt conditions (non-S) and the blue dye in low salt conditions (non-S).
Table 6.1
Distance (cm)
Red dye (S)
Blue dye (S)
Red dye (non-S)
Blue dye (non-S)
6 From Question 2 above, did the dyes travel at the same rate? What can you conclude about the effect of salinity on water transport in celery from this experiment? Propose a biological or physical explanation for your conclusion.
Lab 6B: Seed germination and environmental conditions
6 Observe the radish seed and sprout. Are radishes monocots or dicots? How can you tell?
6 Describe the results of your experiment in Table 6.2. How many sprouted seeds were present in each group per day? Include any other relevant observations, such as appearance, color, etc. Include any alternative treatments or conditions.
Table 6.2. Seed germination.
Initial date (Day 0): ________________
Record # sprouts, appearance, etc. per day.
Saline solution
Day 1:
Day 2:
Day 3:
Day 4:
0% (“0” cup)
3.1% (“1/32” cup)
6.3% (“1/16 cup)
12.5% (“1/8” cup)
25% (“1/4” cup)
50% (“1/2” cup)
Alternative:
Alternative:
6 From your results in Table 6.2, draw a conclusion about the effect of salinity on sprouting success. Include conclusions drawn from alternative treatments or conditions.
Conclusion
Lab Report 7
Purpose
Lab Observations
Lab Answers
Lab 7A: Fungi
1. List four ways that Fungi are similar to plants.
2. List four differences between Fungi and plants.
3. List four differences between Fungi and animals.
4. List four ways that Fungi are similar to animals.
5. Which two groups are most closely related evolutionarily (explain your answer):
Plants and animals,
Plants and fungi,
Fungi and Animals.
6. List four facts that you learned about Fungi, but did not know before.
Lab 7B: Animalia
7. For the animals that you examined, briefly describe at least three unique or distinctive features for each animal.
8. Compare and contrast the two animals. That is, describe at least four features of their body design that are similar, and at least four ways in which they differ.
Conclusion
Lab Report 8
Purpose
Lab Observations
Lab Answers
Using Figure 8.1, find each of the listed bones on your body. Then, using Figures 8.2 and 8.3, write in a muscle that attaches to the bone and an artery that runs alongside the bone.
Bone Artery
Muscle
Artery
Cranium
Clavicle
Sternum
Humerus
Radius or Ulna
Coxal bone
Metacarpals
Femur
Tibia
Fibula
Metatarsals
Record data for heart rate as measured from the carotid artery (see Figure 8.5).
Table 8.1. Heart rate (carotid artery).
A
B
C
D
(Resting)
(Exercise 1)
(Exercise 2)
(End Rest)
Check 1 (15 sec)
Check 2 (15 sec)
Check 3 (15 sec)
Check 4 (15 sec)
Sum of all checks
Heart rate
Heart rate
Heart rate
Heart rate
(beats/min)
(beats/min)
(beats/min)
(beats/min)
Record data for heart rate as measured from the radial artery (see Figure 8.6).
Table 8.2. Heart rate (radial artery).
A
B
C
D
(Resting)
(Exercise 1)
(Exercise 2)
(End Rest)
Check 1 (15 sec)
Check 2 (15 sec)
Check 3 (15 sec)
Check 4 (15 sec)
Sum of all checks
Heart rate
Heart rate
Heart rate
Heart rate
(beats/min)
(beats/min)
(beats/min)
(beats/min)
Discuss your investigation of heart rate, answering the following:
a) How similar was Resting heart rate (beats/min), as measured on the carotid artery vs. the radial artery?
b) After Exercise 1, did the data change between checks? How does the Exercise 1 heart rate (beats/min) differ from the Resting heart rate?
c) After Exercise 2, did the data change between checks? How does the Exercise 2 heart rate (beats/min) differ from the Resting and Exercise 1 heart rates?
d) Is End Rest heart rate (beats/min) similar to the original Resting heart rate? If not, describe your physical condition at the time of the End Rest heart rate.
Conclusion

Question: Terroristic Behavior
Question: Terroristic Behavior
By the due date assigned, respond to the discussion question. Submit your responses to the appropriate Discussion Area. Start reviewing and responding to your classmates as early in the week as possible.
Discussion Question: Terroristic Behavior
Search for the “Right Wing Authoritarianism Scale”. Given what you have learned about terroristic behavior from the assigned weekly readings, is information gathered using this type of tool useful in determining motivations of terrorists. Why or why not.
Assignment 1: Discussion Question: Terroristic Behavior
By the due date assigned, respond to the discussion question. Submit your responses to the appropriate Discussion Area. Start reviewing and responding to your classmates as early in the week as possible.
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Discussion Question: Terroristic Behavior
Search for the “Right Wing Authoritarianism Scale”. Given what you have learned about terroristic behavior from the assigned weekly readings, is information gathered using this type of tool useful in determining motivations of terrorists. Why or why not.
If you like studying where there is more socializing and a higher noise level, you are probably ____, while if you prefer studying in the quiet cubicles in the library, you are probably ____.
Begin Final Exam
The Final Exam consists of eight (8) Essay questions. Use the reading assignments thoroughly in an integrative discussion of your own understanding of the questions posed. Remember to reference all work cited or quoted by the text author. You should be doing this often in your responses. If you use outside resources, they should support the text information, but not replace the text.
All discussions must take into account the legal and ethical considerations, as well as issues of culture and human diversity that may pertain to the questions below. Legal and Ethical information is in Chapter 16 of the course text. Cultural information is covered throughout the course text and DSM 5. You may use alternative cultural resources to enhance your work.
Your response to each question should be approx. 1 page per question.
Your total assignment should be 8-9 pages plus a title and reference page.
Due Week 8
1. What is meant by the notion that mental illness is a social construction? How does cross-cultural research suggest that psychopathology is universal rather than a social construction?
2. It is widely recognized that people with autism spectrum disorder display deficits in communication and social behavior. It is perhaps less often noted that in some areas, their abilities may surpass those of people without autism spectrum disorder. What is your understanding if this theory? How do the enhanced abilities of those with autism spectrum disorder lend credence to an evolutionary approach to psychopathology?
3. Phrases such as “broken hearts” and “hurt feelings” liken emotional pain to physical pain. To what extent is the metaphor implied in these phrases supported neuroscientifically?