Essay must discuss the following issues:
1. What is common components in Oklahoma’s soil?
2. Present the current state of fertilizer pollution in Oklahoma to water source, especially nitrate.
3. Nitrate poisoning affects human health.
4. Local action for solution.
5. Other actions to reduce nitrate concentration in water
6. MUST DISCUSS RELATED TOPIC TO SUSTAINABILITY.
Must use all provided sources.
Comments in first draft need to rewrite or explain more.
Read the discussion question.
Post a 5-10 sentence response to the discussion topic using examples and personal experiences.
Integrate a quote from your weekly reading assignment into your post to support your thoughts and cite the source (and page number) of your quote using the APA format.Read the discussion question.
There is a lot of controversy regarding the safety of vaccines and the possible side effects they may have on children. What are your personal beliefs about vaccinations and what specifically influenced your beliefs? What federal safeguards are in place to protect and support families of children who have been adversely affected by vaccinations or individuals who remain unvaccinated?
Directions:
write a 5-page essay in which you draw from the course readings to analyze the article as a representation of the field’s writing conventions.
One of the ways to come to understand how writing in a particular field works is to choose some examples of the discourse and analyze them. For this assignment, you are going to choose a scholarly, peer-reviewed article in your field (perhaps from one of the journals you identified in Unit 2), and write a 5-page essay in which you draw from the course readings to analyze the article as a representation of the field’s writing conventions. Keep in mind that a good analysis often focuses deeply on one issue (or perhaps a couple of related aspects) rather than listing many points, none of which are analyzed in any detail. In other words, you should not try to analyze every aspect of rhetoric you can find in your article, but perhaps focus on one or a few connected aspects that seem particularly compelling or important to understanding your field’s discourse conventions.
As you analyze your article, consider the analysis we have been doing in class, as well as these questions (you needn’t answer all of these in the essay itself, but they may help you find and focus a thesis).
* What main argument is the author making and why is this important to the field he/she works in, to other scholars, etc? What knowledge, ideas, and arguments are they adding to the field? What has the field already said about the topic?
* Who, specifically, is the intended audience for this article? Is it the entire field, certain members of that field, a sub-discipline, people outside that discipline? What do they already think, believe, and know? What assumptions does the author make about the audience?
* What persuasive strategies does your author use and why? Are the kinds of strategies typical to the field in general? Does the author depend more heavily on certain types of strategies and why might this be?
* What kinds of evidence does the author look at? What counts as evidence in this field? What does you author do with that evidence?
* What choices has the author made in terms of organization and why? Are there standard formats in this field? Why might your field have (or not have) standard formats?
In your essay, you must use and quote from at least one of the readings we have done so far to help you analyze your article (Thonney, Golafshani, Hyland, or Bahls et al. for example).
Notes on choosing
* Look at lots of articles before you choose – make sure you have a general sense of what articles in your chosen field look like and choose one that seems to represent those trends.
* You cannot choose book reviews or pedagogical articles (articles on teaching that field) unless pedagogy is central to the field you choose (for example, Education would necessarily have to deal with pedagogical issues).
* You also can’t choose textbooks or other material aimed at students or a general audience. Choose articles written and researched for other scholars in the field.
* Your article must be at least 10 pages long, unless your instructor approves something shorter for fields where longer articles are not the norm.
* If you aren’t sure if an article fits the criteria, talk to your instructor or send them a link, abstract, or digital version and they can review it with you.
Evaluation Criteria
When evaluating your essay, your instructor will be looking for
* A clear, specific, and analytically focused thesis
* A well-developed argument with sound logical reasoning and support for the argument
* Effective use and integration of evidence from primary and secondary sources
* Effective organization
* Effective introduction and conclusion
* Effective style, punctuation, and grammar
* In-text citations correctly formatted according the citation style preferred by your field
* Evidence of revision from the first to the final draft
Article to use:
Saracho, O. N. (2023). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 51(1), 15–30. https://doi.org/10.1007/s10643-021-01271-5
Readings to analyze article:
https://nsuworks.nova.edu/tqr/vol8/iss4/6/
https://www.tandfonline.com/doi/pdf/10.1080/08838151003737931?needAccess=true
2001). Humble servants of the discipline? Self-mention in research articles. English for Specific Purposes. 20. 207-226. 10.1016/S0889-4906(00)00012-0.
The first report of the Institute of Medicine (IOM) titled “To Err Is Human” has caused medical errors to be considered as a major priority worldwide. The findings from studies on medical errors occurring in blood transfusion practices disclose that 3.7% of patients in the U.S. are vulnerable to adverse events during a hospital stay. An adverse event is defined as an unintended injury or complication with the severity ranging from very little to fatal consequences (Institute of Medicine, 2000).
Leader in the field of medical ethics, Sazama’s (1990) report found the following:
Error may occur during all therapeutic procedures among which blood transfusion is one of the most common high risk procedures. Since transfusion errors may result in serious morbidity or mortality, they are categorized as critical medical errors. Ordinarily much attention is paid to the safety of the blood products prior to transfusion, and not necessarily to the processes involved in the actual blood transfusion at bedside where approximately 70% of the errors have been reported to occur. Mistransfusion of ABO-incompatible blood poses a greater risk for transfusion recipients than the risk of transmission of infectious disease, accounting for 37% of all reported transfusion-associated fatalities in the United States. Published reports cite an incidence of ABO discrepancy due to inappropriately identified specimens ranging from 1 in 517 to 1 in 3,400 samples. Considering that approximately two-thirds of transfused units will be ABO compatible by chance alone, and that the true incidence of transfusion errors has been estimated to be as high as 5 times the number of detected errors, the risk of mistransfusion may be severely underestimated. (p. 583-590)
For this discussion, read about the case of Jesica Santillan and Duke Medical Center in The Jesica Santillan Tragedy: Lessons Learned Download The Jesica Santillan Tragedy: Lessons Learned. Then, discuss and answer the following:
In your own words, discuss the events surrounding this case. What happened?
What are your thoughts and feelings about this case?
What are the lessons to be learned by this case and how could this have been prevented?
References
Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.). (2000). To Err is Human: Building a Safer Health System. National Academies Press (US).
Resnick, D. (2003). The Jesica Santillan Tragedy: Lessons Learned. The Hastings Center Report, 33(4), 15-20. https://doi.org/10.2307/3528375Links to an external site.
Sazama, K. (1990). Reports of 355 transfusion-associated deaths: 1976 through 1985. Transfusion, 30(7), 583–590. https://doi.org/10.1046/j.1537-2995.1990.30790385515.xLinks to an external site.The first report of the Institute of Medicine (IOM) titled “To Err Is Human” has caused medical errors to be considered as a major priority worldwide. The findings from studies on medical errors occurring in blood transfusion practices disclose that 3.7% of patients in the U.S. are vulnerable to adverse events during a hospital stay. An adverse event is defined as an unintended injury or complication with the severity ranging from very little to fatal consequences (Institute of Medicine, 2000).
Leader in the field of medical ethics, Sazama’s (1990) report found the following:
Error may occur during all therapeutic procedures among which blood transfusion is one of the most common high risk procedures. Since transfusion errors may result in serious morbidity or mortality, they are categorized as critical medical errors. Ordinarily much attention is paid to the safety of the blood products prior to transfusion, and not necessarily to the processes involved in the actual blood transfusion at bedside where approximately 70% of the errors have been reported to occur. Mistransfusion of ABO-incompatible blood poses a greater risk for transfusion recipients than the risk of transmission of infectious disease, accounting for 37% of all reported transfusion-associated fatalities in the United States. Published reports cite an incidence of ABO discrepancy due to inappropriately identified specimens ranging from 1 in 517 to 1 in 3,400 samples. Considering that approximately two-thirds of transfused units will be ABO compatible by chance alone, and that the true incidence of transfusion errors has been estimated to be as high as 5 times the number of detected errors, the risk of mistransfusion may be severely underestimated. (p. 583-590)
For this discussion, read about the case of Jesica Santillan and Duke Medical Center in The Jesica Santillan Tragedy: Lessons Learned Download The Jesica Santillan Tragedy: Lessons Learned. Then, discuss and answer the following:
In your own words, discuss the events surrounding this case. What happened?
What are your thoughts and feelings about this case?
What are the lessons to be learned by this case and how could this have been prevented?
References
Institute of Medicine (US) Committee on Quality of Health Care in America, Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.). (2000). To Err is Human: Building a Safer Health System. National Academies Press (US).
Resnick, D. (2003). The Jesica Santillan Tragedy: Lessons Learned. The Hastings Center Report, 33(4), 15-20. https://doi.org/10.2307/3528375Links to an external site.
Sazama, K. (1990). Reports of 355 transfusion-associated deaths: 1976 through 1985. Transfusion, 30(7), 583–590. https://doi.org/10.1046/j.1537-2995.1990.30790385515.xLinks to an external site.
Initial Discussion Post DUEInitial Discussion Post DUE
Your initial post should be 150-180 words (~ 2 paragraphs). Show that you can think critically on the topic by integrating your own thoughts, analysis, or experiences. The posting is intended to be a discussion and should be written in your own words. If you do research the topic or use your textbook as a reference remember to cite your references at the bottom of the post. Be sure to pay close attention to your form and grammar AND check for spelling errors.
Note: The references do not have to be in perfect APA format but must be clear as to where you retrieved the information.Your initial post should be 150-180 words (~ 2 paragraphs). Show that you can think critically on the topic by integrating your own thoughts, analysis, or experiences. The posting is intended to be a discussion and should be written in your own words. If you do research the topic or use your textbook as a reference remember to cite your references at the bottom of the post. Be sure to pay close attention to your form and grammar AND check for spelling errors.
Note: The references do not have to be in perfect APA format but must be clear as to where you retrieved the information.
In this exercise, you will complete a 5-essay type question Knowledge Check to gauge your understanding of this module’s content.
Possible topics covered in this Knowledge Check include:
Stroke
Multiple sclerosis
Transient Ischemic Attack
Myasthenia gravis
Headache
Seizure disorders
Head injury
Spinal cord injury
Inflammatory diseases of the musculoskeletal system
Osteoporosis
Osteopenia
Bursitis
Tendinitis
Gout
Lyme Disease
Spondylosis
Fractures
Parkinson’s
Alzheimer’s
Three basic bone-formations:
Osteoblasts
Osteocytes
Osteoclasts
Scenario 1: Gout
A 68-year-old obese male presents to the clinic with a 3-day history of fever with chills, and Lt. great toe pain that has gotten progressively worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief.
HPI: hypertension treated with Lisinopril/HCTZ .
SH: Denies smoking. Drinking: “a fair amount of red wine” every week. General appearance: Ill appearing male who sits with his right foot elevated.
PE: remarkable for a temp of 100.2, pulse 106, respirations 20 and BP 158/92. Right great toe (first metatarsal phalangeal [MTP]) noticeably swollen and red. Unable to palpate to assess range of motion due to extreme pain. CBC and Complete metabolic profile revealed WBC 15,000 mm3 and uric acid 9.0 mg/dl.
Diagnoses the patient with acute gout.
Question Number 1:
Explain the pathophysiology of gout.
Scenario 1: Gout
A 68-year-old obese male presents to the clinic with a 3-day history of fever with chills, and Lt. great toe pain that has gotten progressively worse. Patient states this is the first time that this has happened, and nothing has made it better and walking on his right foot makes it worse. He has tried acetaminophen, but it did not help. He took several ibuprofen tablets last night which did give him a bit of relief.
HPI: hypertension treated with Lisinopril/HCTZ .
SH: Denies smoking. Drinking: “a fair amount of red wine” every week. General appearance: Ill appearing male who sits with his right foot elevated.
PE: remarkable for a temp of 100.2, pulse 106, respirations 20 and BP 158/92. Right great toe (first metatarsal phalangeal [MTP]) noticeably swollen and red. Unable to palpate to assess range of motion due to extreme pain. CBC and Complete metabolic profile revealed WBC 15,000 mm3 and uric acid 9.0 mg/dl.
Diagnoses the patient with acute gout.
Question 2:
Explain why a patient with gout is more likely to develop renal calculi.
Scenario 2: Osteoporosis
A 78-year-old female was out walking her small dog when her dog suddenly tried to chase a rabbit and made her fall. She attempted to try and break her fall by putting her hand out and she landed on her outstretched hand. She immediately felt severe pain in her right wrist and noticed her wrist looked deformed. Her neighbor saw the fall and brought the woman to the local ER for evaluation. Radiographs revealed a Colles’ fracture (distal radius with dorsal displacement of fragments) as well as radiographic evidence of osteoporosis. A closed reduction of the fracture was successful, and she was placed in a posterior splint with ace bandage wrap and instructed to see an orthopedist for follow up.
Question 3:
Discuss what is osteoporosis and how does it develop pathologically?
Scenario 3: Rheumatoid Arthritis
A 48-year-old woman presents with a five-month history of generalized joint pain, stiffness, and swelling, especially in her hands. She states that these symptoms have made it difficult to grasp objects and has made caring for her grandchildren problematic. She admits to increased fatigue, but she thought it was due to her stressful job.
FH: Grandmothers had “crippling” arthritis.
PE: remarkable for bilateral ulnar deviation of her hands as well as soft, boggy proximal interphalangeal joints. The metatarsals of both of her feet also exhibited swelling and warmth.
Diagnosis: rheumatoid arthritis.
Question 4:
The pt. had various symptoms, explain how these factors are associated with RA and what is the difference between RA and OA?
Scenario5: Multiple Sclerosis (MS)
A 28-year-old obese, female presents today with complaints for several weeks of vision problems (blurry) and difficulty with concentration and focusing. She is an administrative para-legal for a law firm and notes her symptoms have become worse over the course of the addition of more attorneys and demands for work. Today, she noticed that her symptoms were worse and were accompanied by some fine tremors in her hands. She has been having difficulty concentrating and has difficulty voiding. She went to the optometrist who recommended reading glasses with small prism to correct double vision. She admits to some weakness as well. No other complaints of fevers, chills, URI or UTI
PMH: non-contributory
PE: CN-IV palsy. The fundoscopic exam reveals edema of right optic nerve causing optic neuritis. Positive nystagmus on positional maneuvers. There are left visual field deficits. There was short term memory loss with listing of familiar objects.
DIAGNOSIS: multiple sclerosis (MS).
Question 5:
Describe what is MS and how did it cause the above patient’s symptoms?
The professor is very detail oriented and expects detailed answers. The professor cross checks every reference for accuracy
and relevence. The professer cross checks every reference and reads every reference used and expects APA 7 guidelines only or the submission is failed.
The professor expects one weekly reading reference and one Primary reference; no mayo clinic or similar.
Reference:
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: the biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Chapter 15: Structure and Function of the Neurologic System
Chapter 16: Pain, Temperature Regulation, Sleep, and Sensory Function (stop at Sleep); Summary Review
Chapter 17: Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function (start at Acute confusional states and delirium) (stop at Alterations in neuromotor functions); (Parkinson’s Disease); Summary Review
Chapter 18: Disorders of the Central and Peripheral Nervous Systems and the Neuromuscular Junction (stop at Degenerative disorders of the spine); (start at Cerebrovascular disorders) (stop at Tumors of the central nervous system); Summary Review
Chapter 44: Structure and Function of the Musculoskeletal System (stop at Components of muscle function); Summary Review
Chapter 45: Alterations of Musculoskeletal Function (stop at Bone tumors); (start at Disorders of joints); Summary Review
Chapter 47: Structure, Function, and Disorders of the Integument (section on Lyme Disease)
Chin, L. S. (2018). Spinal cord injuriesLinks to an external site.. Retrieved from https://emedicine.medscape.com/article/793582-overview#a4
Students will identify an actual or potential ethical dilemma in their current clinical site. Using the Clinical Judgment Model, students will provide an analysis of the dilemma (to which ANA Code of Ethics does this situation apply and why), plan an intervention to address the situation, and develop an evaluation for the intervention. This is a clinically focused assignment and will be due during week five (5) of your Maternity rotation
Instructions: Grading Rubric located at end of syllabus
1 Notice/Assess your clinical course site: Identify an actual or potential ethical dilemma
1 Using the CJM students will provide an analysis of the dilemma
2 Include which roles are involved and describe the dilemma
2 Identify which ANA Code of Ethics applies to the situation and why
1 Include the desired outcome/situation/potential
3 Using the Plan-Do-Study-Act (PDSA) develop a(n) intervention(s) to address the ethical dilemma
4 Develop a summary of the above information (No more than 4 pages).
• Provide APA (7th ed.) formatted references
Cost Benefit Analysis PowerPoint. Directions attached. Let me know if it’s easier for you to choose the CBA topic or if I need to give you one. Also can be more than 12 slides if needed. Maximum slides guideline attached.
Central message:
is compelling (precisely stated, emphasized, memorable and strongly supported) Argument:
makes appropriate reference to information/code of ethics/values/competencies that significantly supports the report topic
Content is wholly developed according to stated purpose
Content persuasively develops subject-matter ideas throughout
Organizational pattern:
is clearly and consistently observable
makes report highly cohesive
Flow & clarity of writing is evident throughout the report
Both professional vocabulary and discussion/critical review style are used consistently throughout the report.
Citations are always used appropriately, and references are formatted APA style
Cover page & Reference page – Using Times Roman 12 – Double-space
TASK:
Design and deliver a three to five-minute professional presentation that you will present to your class. Be sure to review everything you learned in this section to ensure best presentation practices. Marks get deducted if not within this time range.
Steps:
Choose one of the following topics to present:
How to apply the oral communication skills to enhance clarity and understanding during interactions with clients and colleagues (e.g., active listening, re-phrasing, asking questions)
How to apply written communication skills effectively when using business terminology and standards (e.g., use of acronyms and business jargons)
Note: This refers to the importance of writing in a plain language and avoiding the use of jargons for the audiences in a different field.
How to interpret different body languages when communicating in a professional context.
Prepare an outline for your presentation in MS Word (see Appendix A)
Design your presentation on a presentation tool of your choice (e.g., PowerPoint).
Deliver your presentation – be sure to record it (see Appendix B).
Watch your presentation and critique your performance by writing an analysis addressing each of the followings. Please refer to: How to Study and Critique a Speech.
APPENDIX A Presentation Outline Template
I. Introduction
Opener Or Attention Getter
Significance of topic
Relevance to Audience
Thesis and Preview (Tell your audience “the big picture”; give them a roadmap to their learning)
II. Body
Point One
Support material
TRANSITION and CONNECTION
Point Two
Support material (signpost – words that indicate that you are going to make a point – initially, finally, next)
III. Conclusion
Summary of topic and what was learned
Review the main points or your learning objectives
APPENDIX B Video Recording and Video Uploading Tips
I. Recording:
There are many ways to record your presentation, one of which is to use zoom. To learn the details of the process please watch “How to record a presentation using zoom”.
II. Uploading:
To add your video please use the “Comments” box by hitting the “insert stuff” button (play icon), then select your MP4 file.
The maximum allowed file size to upload is 2GB. If you are not able to insert the file due to its big size:
You may like to use a third-party video compressor like Handbrake.
You may like to upload it to your YouTube channel and then share the link via the comment box.
APPENDIX A Presentation Outline Template
I. Introduction
Opener Or Attention Getter
Significance of topic
Relevance to Audience
Thesis and Preview (Tell your audience “the big picture”; give them a roadmap to their learning)
II. Body
Point One
Support material
TRANSITION and CONNECTION
Point Two
Support material (signpost – words that indicate that you are going to make a point – initially, finally, next)
III. Conclusion
Summary of topic and what was learned
Review the main points or your learning objectives
APPENDIX B Video Recording and Video Uploading Tips
I. Recording:
There are many ways to record your presentation, one of which is to use zoom. To learn the details of the process please watch “How to record a presentation using zoom”.
II. Uploading:
To add your video please use the “Comments” box by hitting the “insert stuff” button (play icon), then select your MP4 file.
The maximum allowed file size to upload is 2GB. If you are not able to insert the file due to its big size:
You may like to use a third-party video compressor like Handbrake.
You may like to upload it to your YouTube channel and then share the link via the comment box.
Instructions: For this project you will be researching and producing a scholarly research term paper on COVID-19. This public health crisis is critical to understand because the healthcare industry invest much time, money, and effort in combating these pathogenic microorganism’s. Finally, this project will help each of you to become familiar with scientific literature, research, and writing techniques that are critical for your future career.
Guidelines: • Lenght minimum of three pages.
• The paper must be typed using Aerial or Times New Roman, double space with 12 point font.
• APA style is required for the reference page and the in-text citations.
• Paraphrase all information from source material. There is seldom a need to quote an author in science!
• Please remember whatever direction you choose to go in the discussion, approach it from a scientific perspective.
• Include cover sheet
• 5 scholarly sources