Best Writer

FIRST: As we start the work on finding & evaluating sources for academic writing, I’d like you to consider research you have done outside of academics. Brainstorm a few situations that have required you to look up information, talk to people, and/or try out something new for comparison. This may have been a situation where you were about to make a large purchase, were deciding between options for college, or some other situation entirely. (Two quick examples: needing a new doctor because my prior doctor was moving; the other being that we’ve just moved into a house that has a back porch, so we wanted outdoor furniture.)

NEXT: Once you’ve brainstormed a few situations in which you’ve done informal research, answer the following questions on the discussion board:

1. What situation and/or questions prompted your research?
2. What kind of information did you need to find to make this decision? (Reviews/ratings, price comparisons, available features, etc)
3. How did you find the necessary information? (Websites, word of mouth, print information, etc)
4. How did you decide which information was relevant to your idea?
5. Did you see untrustworthy information? How did you decide the information was not trustworthy?

Evidence-Based Paper (EBP) Guidelines for Concept Map Presentation
“A Sentinel Event is defined by The Joint Commission (TJC) as any unanticipated event in a healthcare setting resulting in death or serious physical or psychological injury to a patient or patients, not related to the natural course of the patient’s illness.”
Two sentinel events happened in a hospital in 1 month.
A. 50 year old male in ICU passed away after suffering from Ventilator associated Pneumonia. Patient was vented after surgical removal of right lung lobe. It was post op day #9.
B. 45 year old female passed away from overdose of patient controlled analgesic (PCA). Patient was placed on PCA after laparoscopic bowel resection. It was post op day #3.
Write 1000 word paper on how to prevent any future such sentinel events. Please follow the Grading Rubric below to write your paper.
A hardcopy of EBP with attached Turnitin Report showing Similarity Index of 15% or less must be submitted to your Clinical Instructor.

Submission Guidelines
Only doc, docx, and odt file types are accepted – PDF files are not accepted. You may download Microsoft Office for free under Pages.
Rubric
Sentinel Event Paper Rubric 100 points
Sentinel Event Paper Rubric 100 points
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeIntroduction to topic A
12 to >10.8 pts
Exceeds Standard
10.8 to >9.12 pts
Meets Standard
9.12 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeGuidelines (at least 10) and education for prevention of Ventilator Associated Pneumonia
12 to >10.8 pts
Exceeds Standard
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeEvidence related to stated Guidelines from 2 peer reviewed journals
12 to >10.8 pts
Full Marks
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeIntroduction to topic B
12 to >10.8 pts
Exceeds Standard
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
No Marks
12 pts
This criterion is linked to a Learning OutcomeGuidelines (at least 10) and education for prevention of PCA induced adverse event
12 to >10.8 pts
Exceeds Standard
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeEvidence related to stated Guidelines from 2 peer reviewed journals
12 to >10.8 pts
Exceeds Standard
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeConclusion
12 to >10.8 pts
Exceeds Standard
10.8 to >9.0 pts
Meets Standard
9 to >0 pts
Below Standard
12 pts
This criterion is linked to a Learning OutcomeAPA format with Times New Roman Font size 12 with header and footer
8 to >7.2 pts
Exceeds Standard
7.2 to >6.0 pts
Meets Standard
6 to >0 pts
Below Standard
8 pts
This criterion is linked to a Learning OutcomeCiting References correctly
8 to >7.2 pts
Exceeds Standard
7.2 to >6.0 pts
Meets Standard
6 to >0 pts
Below Standard
8 pts
Total Points: 100

(PLAGIARISM REPORT NEEDED)

This assignment is the last step to a multple step assignment. You are required to provide the final paper of the assignment. I will be uploading the smaller parts of the essay that include the Overview of Issue and Annotated Bibliography, introduction, and detailed outline of paper. These three seperate assignments that I have completed will be provided to you in order to combine them all and use for the final paper.

Topic of paper: How do traumatic experiences in childhood impact us later in life? Do they affect our ability to cope with subsequent traumatic experiences (either positively or negatively)? Do they somehow make us prone to experience more trauma later in life, and if so, how might that happen?

In accordance with the SLP overview and timeframe for your SLP work presented in Module 1, the final draft of your paper must now be submitted in its entirety.
SLP ONE: Overview of Issue and Annotated Bibliography
SLP TWO: Introduction
SLP THREE: Detailed Outline of Paper
****SLP FOUR: Final Paper****

Your paper should be 3 to 5 pages in length. Before submitting your work for my review, be sure to review and refine your work in accordance with the following expectations:
Does your final paper address the identified issue as presented and confirmed in the earlier modules? Does it answer the research question(s) posed in the Introduction in Module 1?
Does your final paper reflect your use of the feedback provided thus far?
Is the paper formatted according to APA requirements. Have you appropriately cited and referenced all the resources you used to write the paper?

Good evening. My PowerPoint Project is about type 2 diabetic patients and self-management.
Please follow the uploaded documents and Powerpoint to complete the project. In addition, the references eight references that you need to use.

Adjei Boakye, E., Varble, A., Rojek, R., Peavler, O., Trainer, A. K., Osazuwa-Peters, N., & Hinyard, L. (2018). Sociodemographic factors associated with engagement in diabetes self-management education among people with diabetes in the United States. Public Health Reports, 133(6), 685-691.
Carpenter, R., DiChiacchio, T., & Barker, K. (2019). Interventions for self-management of type 2 diabetes: an integrative review. International journal of nursing sciences, 6(1), 70-91.
Ford, T. G., Lavigne, A. L., Fiegener, A. M., & Si, S. (2020). Understanding district support for leader development and success in the accountability era: A review of the literature using social-cognitive theories of motivation. Review of Educational Research, 90(2), 264-307.
Hildebrand, J. A., Billimek, J., Lee, J. A., Sorkin, D. H., Olshansky, E. F., Clancy, S. L., & Evangelista, L. S. (2020). Effect of diabetes self-management education on glycemic control in Latino adults with type 2 diabetes: a systematic review and meta-analysis. Patient education and Counseling, 103(2), 266-275.
Liang, D., Jia, R., Zhou, X., Lu, G., Wu, Z., Yu, J., … & Chen, C. (2021). The effectiveness of peer support on self-efficacy and self-management in people with type 2 diabetes: A meta-analysis. Patient Education and Counseling, 104(4), 760-769.
Liu, Y., Zupan, N. J., Shiyanbola, O. O., Swearingen, R., Carlson, J. N., Jacobson, N. A., … & Smith, M. A. (2018). Factors influencing patient adherence with diabetic eye screening in rural communities: A qualitative study. PLoS One, 13(11), e0206742.
Luciani, M., Fabrizi, D., Rebora, P., Rossi, E., Di Mauro, S., Kohl Malone, S. & Ausili, D. (2019). Professioni infermieristiche, 72(3), 203-212. https://doi.org/10.7429/pi.2019.72
Modarresi, M., Gholami, S. et al. (2020). International Journal of Preventive Medicine. https://doi.org/10.4103%2Fijpvm.IJPVM_207_19

The trolley problem is a thought experiment in ethics about a fictional scenario in which an onlooker has the choice to save 5 people in danger of being hit by a trolley, by diverting the trolley to kill just 1 person.

Your post needs to incorporate a) your initial reactions to the Trolley Problem, b) how you think the deontologist and consequentialist would react to the Trolley Problem, and c) any other reactions or insights you have about the Trolley Problem and the ethical positions.

Don’t use dictionary definitions; instead, rely on your experience to develop as clear definitions as possible.

*PLEASE DO NOT USE OUTSIDE SOURCES*

Objectives
1. To reinforce an understanding of the Communication Accommodation Theory

2. To apply the theory

Background: Communication Accommodation Theory (CAT) is one of the most important and foundational communication theories.

Instructions: Answer the following questions completely and thoroughly.

1. Who developed the Communication Accommodation Theory (CAT)?

2. In the textbook, there are four principles of CAT that are listed. List the four principles and briefly explain them.

3. Explain the term “convergence” as it relates to CAT.

4. Explain the term “divergence” as it relates to CAT

5. Briefly summarize the Communication Accommodation Theory, as if you were going to explain it to a non-communication major. (HINT: there are 2 areas in the textbook that do this quite well)

6. Tell about a time that you accommodated your communication to either converge or diverge with another person.

Grading Criteria
1. You must actually answer the questions completely and thoughtfully.

2. Number the answers.

3. Spelling and grammar must be correct

318292
21 minutes ago
Textbooks: Bowman, J. M. (2021). Nonverbal Communication: An applied approach. (This is required).

Learn a little about what ethics is. You need to think about this moral claim by Socrates:

“[O]ne should never do wrong in return, nor mistreat any man, no matter how one has been mistreated by him…[N]either to do wrong nor to return a wrong is ever right, nor is bad treatment in return for bad treatment” (49d-e).

Explain what type of ethics Socrates’ claim falls into. In light of your explanation, do you agree with Socrates’s claim? Why or why not?

Don’t use dictionary definitions; instead, rely on your experience to develop as clear definitions as possible.

*PLEASE DO NOT USE OUTSIDE SOURCES*

Take notes on what a theory is, and the distinction between ideal and non-ideal theory. After you have done that, you need to a) lay out the distinction in your own words, b) provide an example of each type of theory, c) discuss some drawbacks and benefits of each style of theorizing, and d) explain how these theories can or cannot be used together. Don’t use dictionary definitions; instead, rely on your experience to develop as clear definitions as possible.

*PLEASE DO NOT USE OUTSIDE SOURCES*

Motherhood Poems
Reminder: You can use “I” but you should also be using specific examples from the texts in order to support your interpretation or to analyze. You do not need to answer all questions–they are there to guide you. These should be a minimum of 150 words. This should be a paragraph or two, not just sentences answering each question.

You will need to respond to TWO poems. You may compare them or discuss them separately.

Use any of the following questions to think about the “Pregnancy & Motherhood Poems”:

What tone does the speaker portray in the poem toward the time of pregnancy, the pregnant body, the unborn or born child, and/or being a mother?
Focus on the images and metaphors that are used for pregnancy itself, the mother-child relationship, or the baby. What do these metaphors reveal about how the speaker feels about this experience?
How is the act of childbirth similar to the process of artistic creation; in what ways does the poem use this metaphor (not all of them do)?
What view of motherhood is presented in the poem? What kind of connection between mother and child is explored?
Does the speaker express ambivalence about the self-sacrificing expectations of motherhood? Does the writer celebrate pregnancy and childbirth as a creative and fecund time? Does the perspective of the speaker or the tone shift at all during the course of the poem?
Why might the duties of motherhood invoke special anxiety in women writers? Is it possible to love one’s children and still feel ambivalent about the cultural imperative to ignore one’s own needs, artistic and otherwise, to care for them?
Did you connect personally with any particular poet or poem? Why?

Now is the time to submit your response to the question “Should genetically modified food be banned” that was introduced at the end of the previous learning activity. Instructions are repeated below.
Instructions:
Review your work and research on the GMO case study. You will submit a response that explains your stand on the question “should genetically modified food be banned?”.
In your response you should explain what genetically modified food is, including some examples. Then, explain if you believe that genetically modified food should be banned or not. You should include examples, reference current regulations and laws and scientific facts to show why you believe this. You will be assessed on your work giving evidence why you think they should or should not be banned. You are encouraged to find sources on your own, but to get you started a list of suggested references are below.
Resources that may help your research:
https://royalsociety.org/topics-policy/projects/gm-plants/what-is-gm-and-how-is-it-done/
https://www.canada.ca/en/health-canada/services/food-nutrition/genetically-modified-foods-other-novel-foods/factsheets-frequently-asked-questions/part-1-regulation-novel-foods.html
https://business.financialpost.com/news/retail-marketing/canadians-deeply-divided-over-genetically-modified-food-study-shows

Canadians want transparency about genetically-modified foods: study

https://www.huffingtonpost.ca/2018/05/24/gm-labelling-poll-canada_a_23442642/
https://cban.ca/gmos/products/on-the-market/ (note: this is an advocacy group generally against GMO – be sure to use your critical thinking skills and research the political standpoint of the group and get secondary references for any scientific facts presented).

Rubric Goals:
-Describes some of the main techniques used in biotechnology to genetically modify food with thorough depth and accuracy. Describes some of the main techniques used in biotechnology to genetically modify food with thorough depth and accuracy. Describes some of the main techniques used in biotechnology to genetically modify food with thorough depth and accuracy.
-Based on research, analyses some of the social, ethical, and legal implications of genetically modified foods with a high degree of clarity, appropriateness, and significance. Based on research, analyses some of the social, ethical, and legal implications of genetically modified foods with a high degree of clarity, appropriateness, and significance. Based on research, analyses some of the social, ethical, and legal implications of genetically modified foods with a high degree of clarity, appropriateness, and significance.
-Demonstrates thorough expression and organization of ideas and information with logic (across the presentation) using scientific terminology. Demonstrates thorough expression and organization of ideas and information with logic (across the presentation) using scientific terminology. Demonstrates thorough expression and organization of ideas and information with logic (across the presentation) using scientific terminology.
-Compares and analyses key aspects of Canadian regulations pertaining to biotechnology to a thorough degree. Compares and analyses key aspects of Canadian regulations pertaining to biotechnology to a thorough degree. Compares and analyses key aspects of Canadian regulations pertaining to biotechnology to a thorough degree.