Bio Lab Report Exercise

Before performing part D of the experiment, why was it necessary to establish a baseline?

Closer to the origin of the body. In this case the fracture at the proximal diaphysis means the part of the shaft closer to the origin of the humerus (the shoulder)

C. If you are by yourself, simply throw the ball into the glove with as much force as possible.

In this Part of the Assessment, you will need to apply the knowledge you have acquired in Session 1 – 6 of your PS2 Unit.

In addition Allen could not raise his arms against gravity, had flaccid lower extremities, and was without triceps or wrist extensor reflexes, and other muscle stretch reflexes were absent. If the fracture was at C4-5 Allen would not be able to shrug his shoulders and if the fracture was at C7 he could extend his flexed arms.

b) Left trigger thumb release–FA- left hand, thumb- Modifiers used in conjunction with the procedures of the hand, feet, and eyelids. The modifiers will not affect payment amount; however, failure to use these modifiers

a. On the preparatory command Present of Present, ARMS and Eyes of Eyes, RIGHT, raise the guidon vertically, by grasping the staff with the right hand. Raise the guidon with the right hand while simultaneously moving the left hand (with palm to the rear) across the body to guide the guidon. Keep raising the guidon until the right hand is on line with the right shoulder. Keep the right

On arriving for the experiment they were told that they would play he role of the teacher. They were to read a series of words pairs to an individual on the opposite side of a partition. They were to test the individuals' memory by giving him a word and asking him to select the correct matching word from four alternatives. Each time the learner made an error, they were to give him/her an electric shock at the touch of a lever. The individual was strapped into an electric chair while they watched. The teachers had levers in front of them labelled from 15 to 450 volts and switches labelled from slight shock to danger: severe shock to the final ‘XXX'. They were instructed to move one lever higher on the shock generator each time the learner made an error. There were not of course any shocks.

At this point, the Teacher and Learner were separated into different rooms where they could communicate but not see each other. The Teacher was then given an electric shock from the electro-shock generator as a sample what the Learner would supposedly to receive during the experiment. After the Teacher was given a list of word pairs which he was to teach the Learner. The Teacher began by reading the list of word pairs to the learner. The teacher would then read the first word of each pair and read four possible answers. To respond the Learner would press a button to indicate their answer, if the answer was wrong the teacher would shock the Learner with the voltage increasing by 15-volts for each wrong answer, if correct the Teacher would read the next word pair. The subjects believed that for each wrong answer the Learner was receiving actual shocks. In reality, there were no shocks. After a series of wrong answers the Learner would start complaining about their heart, afterwards there would be no response from the Learner at all. Many people indicated their desire to stop the experiment and check on the learner at this point in the experiment. Some paused at 135 volts and began to question the purpose of the experiment, while most continued after being assured that they would not be held responsible. A few subjects even began to laugh nervously or exhibit other signs of extreme stress when they heard the screams of the

Hold the thermometer in the right hand when taking a temperature in the ______________ ear and vice versa. With your other hand pull the pinna ________ and _______________ in children older than _______ year and in adults. In infants pull the pinna straight _______________.

around your limb. That is very easy to use and can be operated by those

Next, clasping hands on your abdomen region which right hand is placed on the left hand. This act will prevent disruption to your joints especially on the upper part. According to Dr. A. Saboe, placing the palm of the right hand on the wrist of the left hand is the perfect rest state of rest for both hands. This is due to both hands are fully at rest state.

Section 1 contains one of the arm gestures used as part of a motif in

It can be used in conjunction with spacewalks or independently, such as the Canada arm on the ISS. The design is a glove that an astronaut within the ISS would wear, and sensors would detect the amount of flex and power the astronaut is using while also offering resistance according to the task. It would essentially work as a normal hand would, without the astronaut having to perform tasks in cumbersome gloves while conducting an EVA- the astronaut within the station would manipulate the autonomous hand. NASA has begun working on a similar innovation, the Human Grasp Assistance Device, which provides grasping support for human fingers using pressure sensors. The fingertips of the glove detect when the user is grasping a tool and pull the fingers into a gripping position- holding them there until the sensor is released, lowering the fatigue levels of the astronaut

The patient is asked to lay supine turning his head to the opposite side and slightly elevated to make the posterior border of the sternocleidomastoid muscle prominent. Behind the sternocleidomastoid the scalenus anterior muscle is palpated, over which the fingers are moved laterally into the interscalene groove, which is formed by the scalenus anterior and medius muscles. Interscalene groove runs posterior and laterally from the sternocleidomastoid muscle in a slightly