Read the following quotes from Helen Keller and answer the question below.
"I am just as deaf as I am blind. The problems of deafness are deeper and more
complex, if not more important than those of blindness. Deafness is a much
worse misfortune. For it means the loss of the most vital stimulus-- the sound of
the voice that brings language, sets thoughts astir, and keeps us in the
intellectual company of man."
"Blindness separates us from things but deafness separates us from people."
Do you agree with Helen Keller’s assessment that deafness is a much worse misfortune than blindness? Explain.
Answer:
Negative, Opposite
Explanation:
Based on the textbook's discussion, the researcher should find a negative correlation between scores on this measure and scores on a measure of the Big Five trait of openness, meaning that they are not correlated, and a positive correlation between scores on this measure and scores on a measure of the Big Five trait of conscientiousness, meaning that they have some correlation.
World war 2 is the answer
The nurse identifies a nursing diagnosis of ineffective airway clearance related to inflammation and copious thick secretions. Suctioning secretions from the airway is the priority.
<h3>What nursing diagnostic would you provide for inadequate airway clearance?</h3>
- The following symptoms and indications are indicative of an inadequate airway clearance: strange breath sounds (crackles, rhonchi, wheezes) abnormality in breathing depth, rhythm, and pace dyspnea.
- A frequent NANDA-I nursing diagnostic for pneumonia nursing care plans is ineffective airway clearance.
- The profuse secretions and inefficient or unproductive coughing that go along with this diagnosis.
- In pneumonia, inflammation and excessive secretions make it challenging to keep an airway open.
To learn more about the clear an obstructed airway in an infant, refer to the following link:
brainly.com/question/8169371
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Answer:
Criterion-referenced liability compare a person’s knowledge or skills against a predetermined standard, learning goal, performance level, or other criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard, without considering how other students perform on the test. Criterion-referenced tests often use “cut scores” to place students into categories such as “basic,” “proficient,” and “advanced.”
while the
Norm-referenced measures compare a person’s knowledge or skills to the knowledge or skills of the norm group. The composition of the norm group depends on the assessment. For student assessments, the norm group is often a nationally representative sample of several thousand students in the same grade (and sometimes, at the same point in the school year).
