The Housekeeping Service Department Of Ruger Clinic

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The Housekeeping Service department of Ruger Clinic Ruger Clinic

 

The Housekeeping Service department of Ruger Clinic, a multispecialty practice in

Toledo, Ohio, had $100,000 in direct costs in 2007. These costs must be allocated to Ruger’s three revenue-producing patient services departments using the direct method. Two cost drivers are under consideration: patient services revenue and hours of housekeeping services used. The patient services departments generated $5 million in total revenues in 2007, and to support these clinical activities, they used 5,000 hours of housekeeping services.

 

You are to write a 3-5 page report that answers the following:

1. What is the value of the cost pool?

2. What is the allocation rate if: a. Patient services revenue is used as the cost driver?

b. Hours of housekeeping services is used as the cost driver?

3. What is a cost-volume-profit (CVP) analysis and why is it useful to health services managers?

4. Compare and contrast the following three methods of developing capitation rates: fee-for-service approach; cost approach; and demographic approach.

 

5. What are the advantages and disadvantages of conventional budgeting versus zero-based budgeting?

 
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Biology

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1.

a. What is the name of the pigment that captures light (2 points)

b. Why does the pigment appear green? (2 points)

 

2. List two variables besides the wavelength (color) of light which might affect the rate of food production in plants. (4 points

a.

b.

.

3. Why is chlorophyll important for all biological life? (5 points)

 

4.

a. In Part I of the procedure, what is the name of the indicator used to identify the presence of CO2? (2 points)

b. What color did the indicator turn after blowing air into the water through the straw? (2 points)

5.

a. What color did the indicator turn after the tube was placed under a light source for 30 minutes? (2 points)

b. Why did this occur? (3 points)

6. List the four common pigments found in plants and their functions. (4 points)

a.

b.

c.

d.

7. If the Rf factor of a pigment is .8400 and the distance that the solvent traveled is 12 cm, how far did the pigment travel? (5 points)

8. List the pigments extracted from the spinach leaves and their corresponding Rf values, from lowest to highest Rf value (4 points).

a. pigment, Rf value

b. pigment, Rf value

c. pigment, Rf value

d. pigment, Rf value

 

9. Based on the results, which pigment has the highest molecular weight? (5 points)

10. From the chromatography lab, which pigments were soluble in the acetone? (5 points)

11. The earth’s early atmosphere did not contain oxygen. This changed dramatically once the early cells underwent photosynthesis. Explain why photosynthesis could have occurred in such an atmosphere and how it eventually affected the evolution of other organisms. (10 points)

 

12.

a. In reviewing the data from the floating disk experiment, which factor had a greater impact on the rate of photosynthesis (light intensity or concentration of carbon dioxide)? (5 points)

b. How did the student come to this conclusion? (5 points)

**INFORMATION NEEDED TO COMPLETE THE FOLLOWING PROBLEMS**

Independent Variable: This is the cause.

Dependent Variable: This is the response or effect.

One hundred samples of several different plants were placed in each of six sealed containers with water in them. At the end of two days the amount of oxygen produced was measured. Results are shown in the table below.

Container Plant Height of Plant Light Intensity Source of Light Distance from Light mL O2 Produced
1 Iris 4″ High Artificial 6″ 16
2 Iris 4″ High Natural 6″ 13
3 Iris 6″ Low Artificial 5″ 12
4 Carnation 6″ High Natural 4″ 13
5 Carnation 6″ Low Natural 4″ 9
6 Carnation 4″ Low Artificial 5″ 14

 

13. Based on the data presented in the table, which two containers could be correctly used to compare the rate of photosynthesis at two different light intensities? (5 points)

a. 1 and 2

b. 2 and 3

c. 1 and 5

d. 5 and 6

e. 4 and 5

 

14. Compare Containers 1 and 2. What independent variable is tested by this comparison? (5 points)

a. Kind of plant

b. Height of plant

c. Light intensity

d. Distance from light source

e. Light source

 

15. Which container had the slowest rate of photosynthesis? (5 points)

a. 1

b. 2

c. 3

d. 4

e. 5

f. 6

 

16. (Application) How might the information gained from this lab pertaining to photosynthesis and pigments be useful to the student or how can the student apply this knowledge to everyday life as a non-scientist?

 
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Investigating tornadoes

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For this lab we will be investigating tornadoes; how, when, and where they form!

At the end of the lab you should hand in the completed “SevereActivity” as well as the answers to the questions listed throughout this assignment.

Part I Thunderstorm & Tornado Formation

A tornado is a fast rotating column of air that touches the ground at the bottom and a storm cloud at the top. The first step to forming a tornado is:

1. Create a thunderstorm

Thunderstorms are when warm air rises and condenses, forming a cloud. The three necessary ingredients for forming a thunderstorm are

Lift – This is something that makes the air rise and could be surface heating, a cold front or dry line, or even a mountain.

Instability – When the atmosphere is unstable, air that is lifted continues to rise. Just like a hot air balloon.

Moisture – Moisture is the fuel for the storm and is needed to form the clouds and precipitation.

This video describes the ingredients for thunderstorms:

https://www.youtube.com/watch?v=6UyPr6kt7Jg (Links to an external site.)

2. Make the storm long lasting

In order for a storm to last longer we often need a continued source of lift. This source of lift is often a

Boundary – The transition zone between two types of air. A cold front is the boundary between cold air and warm air, while a dry line is a boundary between moist air and dry air.

3. Create rotation in the storm

To get rotation in the storm you need

Shear – Also known as wind shear this is a change in wind with height in the atmosphere. The shear can either be in the speed of the wind or the direction of the wind, but usually both are present when a tornado forms.

The wind shear creates horizontal rotation in the storm

4. Tilt rotation into the vertical

Next the storm updraft (rising air) tilts the horizontal rotation into a vertical direction. We now have what we call a mesocyclone. A mesocyclone is when there is a big slow rotation in a storm, and is indicative of supercell thunderstorms. Mesocyclones are needed to form tornadoes, but not all thunderstorms with mesocyclones produce tornadoes.

5. Stretch and squish the rotation

Now comes what I like to call the “figure skater effect.” The slow mesocylone becomes smaller underneath the storm which makes it speed up, just like a figure skater pulling in their arms. This stretching or squishing usually is caused by the up- and downdrafts of the storm.

This video describes more about the needed conditions and some of what we still don’t know about tornadoes:

https://www.youtube.com/watch?v=BMLZpjRYK9Q

So in summary LIMBS (lift, instability, moisture, boundary, and shear) is needed to form supercells, mesocyclones, and tornadoes, but it doesn’t guarantee that a tornado will form.

Questions 1: Describe in your own words how tornadoes form.

Part II: Tornado Climatology

Tornadoes are primarily a U.S. phenomena. In this section we will explore where and when tornadoes occur. Watch this short video that describes why we get so many tornadoes in the U.S.:

https://www.youtube.com/watch?v=0yiZveJAEp4

This link shows a map of tornado track in the U.S.:

http://uxblog.idvsolutions.com/2012/05/tornado-tracks.html

Question 2: Where are there very few tornadoes? From what you have learned, why do you think this is?

This link shows a similar map, but broken down by the time of year:

http://uxblog.idvsolutions.com/2012/06/seasonal-tornado-habitats-1950-2011.html

This link shows the occurrence of tornado by month and day of year:

http://www.ustornadoes.com/2012/03/14/total-u-s-tornadoes-by-month-and-by-day/

Question 3: Describe how the locations of tornadoes changes throughout the year.

Question 4: Why do you think we see these changes?

Part III: Tornado Forecasting

This page gives a brief description of tornado forecasting, including the products that severe weather forecasts put out to inform the public about the risks and likelihood of severe weather and tornadoes:

http://www.noaa.gov/features/protecting_0808/tornadoes.html

You will now be using weather data to forecast tornadoes. Complete the following activity and scan or photograph it to hand in, along with the other questions in this lab:

SevereActivity.docx

After you have completed the activity, look at the maps below.

This map shows the severe weather forecast from the storm prediction center on April 6, 2003:

day1otlk_20030406_1200_prt.gif

This map shows the actual reports of severe weather on April 6, 2003:

030406_rpts.gif

Questions 5: How well were you able to predict severe weather using the data in the activity? How close were you to identifying the areas that actually had severe weather?

 
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Research an Ecosystem (possible

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Project 1

Evaluation 31

Biology 1 (SCIH 025 062)

Be sure to include ALL pages of this project (including the directions and the assignment) when you send the project to your teacher for grading. Don’t forget to put your name and I.D. number at the top of this page!

This project contains a total of 100 points possible and will count for 14% of your overall grade for this course. Be sure to read all the instructions and assemble all the necessary materials before you begin. You can complete this entire project electronically by downloading and saving this editable copy of Project 1. You can complete all three parts using your word processing program, and save them in either .pdf (Portable Document Format), or .doc (Microsoft Word Document) format. When you have completed this project you can submit it electronically through the online course management system. Remember that a file that is larger than 5,000 K will NOT go through the online system. Check the instructions in the online course for more information.

This needs to be your own work. DO NOT copy and paste information from the sources that you use. You need to write everything you learn in your own words. REMEMBER: failing to cite sources or submitting another person’s work as your own is PLAGIARISM, which will result in a failing grade.

Part A – Research an Ecosystem (possible 60 points)

Follow the procedures below to complete this part of the project. Save it as SCIH025062Project1A.doc

Objective

The objective of the first part of this project is for you to demonstrate your understanding of the complex interrelationships between organisms in an ecosystem, and their living and nonliving environment.

Procedure

Your job is to choose an ecosystem that interests you and research it. It can be one near your home, or far away. You are investigating an ecosystem NOT a biome, so if you wanted to investigate a ‘wetland’, chose a ‘wetland’ in a particular area, don’t investigate ‘wetlands’ in general.

You can organize your research in one of several different ways for submission. Be sure to pick the format that you enjoy the most to present your research and make the most of the tools that are available to you. You can choose between one of the following formats:

1. Informational brochure

2. Essay format

3. Web site

4. PowerPoint Presentation

Regardless of the format you choose, you should be sure to include all the required information as well as any pictures, graphics, web resource URLs, and other additional information that will make your project interesting as well as informational. DO NOT just fill in the outline with pertinent details. Create your project for an audience that is not familiar with your ecosystem. Include all the information they need to get the full understanding of the ecosystem that you are researching! Feel free to add pages to this document to make sure you have all the space you need.

**If you choose to complete your project in a non-document format, be sure your name, course number, and student ID are on the project so that your teacher can give you the credit you earn with your hard work.

Required Elements:

DEFINITION of an ecosystem (1.5 pts) and DESCRIPTION of the ecosystem (1.5 pts) of your choice (wetland, desert, riparian forest, etc.).

DESCRIBE and EXPLAIN aspects of the ecosystem and how they relate to one another.

A. Animals (fauna)

species that are a part of the ecosystem (3 pts)

food web (Hint: Please include an image of a food web for your ecosystem. Please explain the image such as what they eat, what the flow of energy arrows represent and how it is related to the environment.) Create your own image or properly cite from the Internet. (3 pts)

relationships to plants (Hint: Between plants and animals—this is different than explaining feeding relationships, i.e. symbiotic relationships such as mutualism, commensalism and parasitism.) (3 pts)

adaptations (Hint: What adaptations do the animals show to this specific ecosystem, to the climate, or geological features?) (3 pts)

B. Climate

seasons (Duration of/when do they occur?) (3 pts)

weather patterns. (Hint: For example, grasslands located in Nebraska would/could experience tornadoes or thunderstorms in the spring. Discuss the type of weather that occurs during each season. Try to be more specific than simply indicating it’s cold in the winter and warm in the summer.) (3 pts)

temperature range and variation (Quantify by month or season) (3 pts)

rainfall (Quantify by month or season) (3 pts)

wind (Quantify by month or season) (3 pts)

humidity (Quantify by month or season) (3 pts)

extreme events: hurricanes, tornadoes, flash floods, etc. (3 pts)

C. Plants (flora)

species that are a part of the ecosystem (3 pts)

adaptations: (Hint: What adaptations do the plants show to this specific ecosystem, to the climate, or geological features?) (3 pts)

D. Geological Features

soil/substrate types (3 pts)

terrain (mountains, plains, valleys, etc.) (3 pts)

continental orientation (coastal, island, interior, etc.) (3 pts)

rock structures (3 pts)

hemispheric orientation: where the ecosystem is on the face of Earth (3 pts)

E. Other

Indicate how humans have are positively and/or negatively affecting the ecosystem. (3 pts)

Part A of your project will be graded using the following rubric:

Objective

Exceeds minimum project expectations

Meets minimum project expectations

Approaches course expectations

Does not meet course expectations

 

60 Points Possible

60-50

50-40

40-30

29 and below

 

Demonstration of content knowledge

 

Project content applies, identifies, and uses appropriate course-related scientific concepts. Student went beyond the course-based resources to incorporate additional information.

Project content applies, identifies, and uses most of the appropriate course-related scientific concepts.

 

Project content sometimes applies, identifies or uses appropriate course related scientific concepts.

Project content does not apply, identify or use appropriate course related scientific concepts.

 

Integrating and organizing content

 

In addition to all required elements, student provided clearly articulated descriptions for someone who knows little or nothing about the topic. Student went beyond the course-based resources to incorporate additional information.

Student incorporated the required elements as well as provided clearly articulated descriptions for someone who knows little or nothing about the topic.

Student incorporated most of the required elements in the project.

Student did not incorporate the required elements in the project.

 

Use of resources

Student went beyond the course-based resources to incorporate personal ideas, additional information and described or developed additional media to enhance the activity.

Student critically analyzed resources and used most or all available course-related resources in the project.

Student used some course related resources in the project.

 

Student did not use resources effectively in the project.

 

 

Part B – Lab Activity 3 (20 points possible)

Complete MiniLab 2: Prepare a Scientific Argument on page 77 of your textbook. See Lesson 3 for additional instructions about completing this lab. Save it as SCIH025062Project1B.doc

Part C – Lab Activity 4 (20 points possible)

Complete Data Analysis Lab 4.1 of your textbook. See Lesson 4 for additional instructions about completing this lab. Save it as SCIH025062Project1C.doc

This project can be submitted electronically. Check the Project page under “My Work” in the UNHS online course management system or your enrollment information with your print materials for more detailed instructions.

Project 1 PAGE * MERGEFORMAT 102 SCIH 025

Name I.D. Number

Project 1 PAGE * MERGEFORMAT 99 SCIH 025

 
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