Performance Assessment: Exploration Of Humanities

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Performance Assessment: Exploration Of Humanities

(Performance Assessment: Exploration Of Humanities)

EXPLORATION OF HUMANITIES

Competencies:
129.1.1: Foundations of Humanities – The graduate assesses the development of humans through the study of key concepts, disciplines, and primary influences of the humanities.
129.1.2: Classical Period – The graduate analyzes the primary contributions and characteristics of humanities during the classical period.
129.1.4: Renaissance – The graduate analyzes the primary contributions and characteristics of humanities during the Renaissance.
129.1.6: Neoclassicism – The graduate analyzes the primary contributions and characteristics of humanities within the neoclassical and Enlightenment period.
129.1.7: Romanticism – The graduate analyzes the primary contributions and characteristics of humanities during the romantic period.
129.1.8: Realism – The graduate analyzes the primary contributions and characteristics of humanities during the realism movement.

Introduction:

“My own answer to what the humanities are for is simple: They should help us to live. We should look to culture as a storehouse of useful ideas about how to face our most pressing personal and professional issues.” – Alain de Botton, author and educator (MindEdge, Inc., 2014)

From your studies, you have seen how culture, belief systems, and exposure to the arts affect the way people view the world. Learning about these differences in perspective helps us to have a better understanding of what it means to be human. When we understand and value the humanistic point of view, we bring creative solutions and fresh new ideas to the challenges we face in our personal and professional lives. We are schooled in the fundamentals of close analysis, critical thinking, and teasing out the complexities of issues which have no simple right or wrong answer.

In this task, you will write an analysis (suggested length of 3–5 pages) of one work of literature. Choose one work from the list below:

Classical Period(Performance Assessment: Exploration Of Humanities)

•    Sappho, “The Anactoria Poem” ca. 7th century B.C.E. (poetry)

•    Aeschylus, “Song of the Furies” from The Eumenides, ca. 458 B.C.E. (poetry)

•    Sophocles, Antigone, ca. 442 B.C.E. (drama)

•    Aristotle, Book 1 from the Nichomachean Ethics, ca. 35 B.C.E. (philosophical text)

•    Augustus, The Deeds of the Divine Augustus, ca. 14 C.E. (funerary inscription)

•    Ovid, “The Transformation of Daphne into a Laurel” an excerpt from Book 1 of The Metamorphoses, ca. 2 C.E. (poetry)
Renaissance

•    Francesco Petrarch, “The Ascent of Mount Ventoux” 1350 (letter)

•    Giovanni Pico della Mirandola, the first seven paragraphs of the “Oration on the Dignity of Man” ca. 1486 (essay excerpt)

•    Leonardo da Vinci, Chapter 28 “Comparison of the Arts” from The Notebooks ca. 1478-1518 (art text)

•    Edmund Spenser, Sonnet 30, “My Love is like to Ice” from Amoretti 1595 (poetry)

•    William Shakespeare, Sonnet 18, “Shall I Compare Thee to a Summer’s Day” 1609 (poetry)

•    Francis Bacon, “Of Studies” from The Essays or Counsels… 1625 (essay)

•    Anne Bradstreet, “In Honour of that High and Mighty Princess, Queen Elizabeth” 1643 (poetry)

•    Andrew Marvell, “To his Coy Mistress” 1681 (poetry)
Enlightenment(Performance Assessment: Exploration Of Humanities)

•    René Descartes, Part 4 from Discourse on Method, 1637 (philosophical text)

•    William Congreve, The Way of the World, 1700 (drama-comedy)

•    Jonathan Swift, “A Modest Proposal” 1729 (satirical essay)

•    Voltaire, “Micromégas” 1752 (short story, science fiction)

•    Phillis Wheatley, “To S.M., a Young African Painter, on Seeing his Works” 1773 (poetry)

•    Thomas Paine, “Common Sense” 1776 (essay)

•    Johann Wolfgang von Goethe, “The Fisherman” 1779 (poetry)

•    Immanuel Kant, “An Answer to the Question: What is Enlightenment?” 1784 (essay)
Romanticism

•    Lord Byron, “She Walks in Beauty” 1813 (poetry)

•    Samuel Taylor Coleridge, “Kubla Khan” 1816 (poetry)

•    Edgar Allan Poe, “The Fall of the House of Usher” 1839 (short story)

•    Alexander Dumas, The Count of Monte Cristo, 1844 (novel)

•    Emily Brontë, Wuthering Heights, 1847 (novel)

•    Herman Melville, “Bartleby, the Scrivener: A Story of Wall-Street” 1853 (short story)

•    Emily Dickinson, “A Narrow Fellow in the Grass” 1865 (poetry)

•    Friedrich Nietzsche, Book 4 from The Joyful Wisdom, 1882 (philosophical text)
Realism(Performance Assessment: Exploration Of Humanities)

•    Charles Dickens, A Christmas Carol, 1843 (novella)

•    Karl Marx and Friedrich Engles, The Communist Manifesto, 1848 (political pamphlet)

•    Christina Rossetti, “Goblin Market” 1862 (poetry)

•    Matthew Arnold, “Dover Beach” 1867 (poetry)

•    Robert Louis Stevenson, The Strange Case of Dr. Jekyll and Mr. Hyde, 1886 (novella)

•    Kate Chopin, “The Story of an Hour” 1894 (short story)

•    Mark Twain, “The Five Boons of Life” 1902 (short story)

•    Edith Wharton, The Age of Innocence, 1921 (novel)
Use the link near the bottom of this page to access direct links to the works listed above.

Once you have selected and read the work, you will create a paragraph of descriptive writing with your personal observations about the work. This paragraph must be written before you do research on the work, the author, and the period it comes from. You will need to be quite detailed in your description of the work.

The next step will be to research the work, the life of the artist, and the period. You will then be ready to create your analysis. This process of analysis will require you to discuss the historical context of the work, pertinent aspects of the author’s biography, themes and/or stylistic characteristics of its historical period, and finally, the relevance of this work for audiences today.

The final requirement of the task will be to reflect on this process of analysis and describe how your perception of the work changed.
Requirements:(Performance Assessment: Exploration Of Humanities)

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A.  Record your initial reaction to the work (suggested length of 1 paragraph or half a page) by doing the following:

1.  Describe your initial thoughts and/or feelings about the work.

2.  Describe in detail at least one aspect of the work that most interests you.
B.  Analyze the work (suggested length of 2–4 pages) by doing the following:

1.  Describe the historical context of the period in which the work was written.

2.  Discuss insights into the work that can be gained from the author’s biography.

3.  Analyze how this work explores a particular theme and/or stylistic characteristic from its period.

4.  Explain the relevance of this work for today’s audiences.
C.  Discuss how the deeper knowledge you gained through your analysis has informed or altered your thoughts and/or feelings about the work (suggested length of 1 paragraph or half a page).
D.  When you use sources to support ideas and elements in a paper or project, provide acknowledgement of source information for any content that is quoted, paraphrased or summarized. Acknowledgement of source information includes in-text citation noting specifically where in the submission the source is used and a corresponding reference, which includes the following:

•  author

•  date

•  title

•  location of information (e.g., publisher, journal, website URL)
E.  Demonstrate professional communication in the content and presentation of your submission.
Note: The use of APA citation style is encouraged but is not required for this task. Evaluators will offer feedback on the acknowledgement of source information but not with regard to conformity with APA or other citation style. For tips on using APA style, please refer to the APA Resources web link found under General Information/APA Guidelines in the left-hand panel in Taskstream.

Reference List:

Note: This reference list refers only to direct citations in the assessment above and may be different from those you need to complete the assessment. Consult your Course of Study for a list of suggested learning resources.

MindEdge, Inc. (2014). Introduction to the humanities. Waltham, MA: MindEdge, Inc.

 
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Invervention Proposal.

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Invervention Proposal.

(Invervention Proposal.)

In Week Three, you created a literature review around the scenario  that you selected in Week One. For the Week Six assignment, you will  create an intervention proposal that contains a professional  recommendation for the chosen case study. The Intervention Proposal  should incorporate any feedback that the instructor provided in the Week  Four Literature Review or Week Two Annotated Bibliography assignments.

In a 10- to 12-page paper (not including the title page or references page) the student will:

  • Briefly restate the problem from the chosen case study.
  • Compose a thesis statement  that contains the student’s professional recommendation. The thesis  statement should be located near the end of the second paragraph of the  report.
  • Explain the relevant theories and empirical studies that have led to  the student’s professional recommendation. The explanation must include  evaluations of seven to eight, peer-reviewed articles from the  Annotated Bibliography that was created in Week Two. At least one of  these articles must be about a specific empirical study. In addition,  the explanation must:
    • Evaluate each article (comparing and contrasting them with the other articles) and answer the following questions:
      • What was the researchers’ research question?
      • What was their hypothesis?
      • How many participants did they have?
      • Was the research design method appropriate for that particular hypothesis? Was it valid?
      • Did their findings support the hypothesis?
      • What are the implications?
      • What are the limitations?
    • Discuss the opposing sides to the student’s recommendation and explain:
      • Why it is relevant.
      • Why it should be considered.
      • Why it should be discounted for this recommendation.
    • Discuss any limitations or gaps in existing research.
  • Restate the professional recommendation in one to two concluding paragraphs.

The paper must include a title page and references page, and it must be formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..

Organization tip: It is best to start with the least  related and most broad article and move toward the most relevant. It  can be helpful to think of the organization for this report as a funnel:  The articles evaluated should get more and more specific and narrow in  breadth throughout the report.

Language Note: This report is being written for an  audience that is not familiar with the theories and material that are  discussed. This means that the paper needs to be accessible to all  individuals. All technical terms, acronyms, and theories should be  explained and jargon should be avoided.

The Intervention Proposal

  • Must be 10 to 12 double-spaced pages in length (not including title  and reference pages) and formatted according to APA style as outlined in  the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at seven to eight peer-reviewed sources that were all  written within the past ten years, in addition to any seminal works that  should be included.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writ
 
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Diabetes: Types and Treatments

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Diabetes: Types and Treatments

(Diabetes: Types and Treatments)

Research Paper On Below Topic MSN

APA format 3 pages long with 4 references 2 from Walden University Library

According to the American Diabetes Association, nearly 26 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be at a pre-diabetic state (ADA, 2011). These millions of people are at risk of several alterations including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for advanced practice nurses to understand the pathophysiology and associated alterations of this disorder, as well as treatment and management options. In this Assignment, you compare types of diabetes, including drug treatments for type 1, type 2, gestational, and juvenile diabetes.

To prepare:

  • Review this week’s media presentation on the endocrine system and diabetes, as well as Chapter 45 of the Arcangelo text and the Peterson, et al, article in your Learning Resources.
  • Think about the differences in the pathophysiology of types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
  • Select one type of diabetes.
  • Consider one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Then, reflect on dietary considerations related to treatment.
  • Think about the short-term and long-term impact on patients of the type of diabetes you selected, including effects of drug treatments.
  • Review the American Diabetes Association’s “Standards of Medical Care in Diabetes–2012” web article in your Learning Resources. Consider one technique you would use to educate patients on these diabetes treatment standards.

By Day 7 of Week 8

Write a 3- to 4-page paper that addresses the following:

  • Explain the differences in the pathophysiology of types of diabetes, including type 1, type 2, gestational, and juvenile diabetes.
  • Describe one type of drug used to treat the type of diabetes you selected, including proper preparation and administration of this drug. Be sure to also include dietary considerations related to treatment.
  • Explain the short-term and long-term impact on patients of the type of diabetes you selected, including effects of drug treatments.
  • Describe one technique you would use to educate patients on the “Standards of Medical Care in Diabetes.”
 
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Qualitative Annotated Bibliography

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Qualitative Annotated Bibliography – Nursing homework help

 

Qualitative Annotated Bibliography

Article 1: Benner, P. (1984). From Novice to Expert: Excellence and Power in Clinical Nursing Practice. Menlo Park: Addison-Wesley.

Summary: This seminal work by Patricia Benner outlines the development of nursing skills through five levels of proficiency: novice, advanced beginner, competent, proficient, and expert. Benner’s model is based on the Dreyfus Model of Skill Acquisition and provides a framework for understanding how nurses acquire and develop clinical skills over time.

Relevance: Benner’s work is crucial for understanding the progression of nursing practice and the application of experiential knowledge in clinical settings. It informs nursing education and practice by highlighting the importance of experience and mentorship in developing nursing expertise.

Article 2: Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334-340.

Summary: Sandelowski discusses the importance of qualitative description as a method in nursing research. She argues that qualitative description is an appropriate method for obtaining straight descriptions of phenomena, particularly in practice-based disciplines like nursing.

Relevance: This article is important for nursing researchers looking to employ qualitative methods. It provides a clear understanding of when and how to use qualitative description effectively, which is crucial for producing meaningful and actionable insights in nursing research.

Article 3: Morse, J. M., & Field, P. A. (1995). Qualitative Research Methods for Health Professionals. Thousand Oaks: Sage.

Summary: Morse and Field provide a comprehensive guide to qualitative research methods tailored for health professionals. The book covers various qualitative methodologies, including phenomenology, grounded theory, ethnography, and narrative analysis, and offers practical advice on data collection and analysis.

Relevance: This book is a valuable resource for nursing students and professionals conducting qualitative research. It offers practical guidance on designing and implementing qualitative studies, which is essential for generating robust evidence to inform nursing practice.

Question description

 Qualitative Annotated Bibliography

For this assignment you will continue to review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a qualitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role specialization.
Assignment 2 Grading Criteria
Maximum Points
Articles selected are appropriate to role option and support the potential problem identified.
20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem.
40
Articles selected meet guidelines (qualitative methodology, nursing scholarly literature, no older than 5 years since publication).
30
Followed APA guidelines for writing style, format, spelling, and grammar.
10
Total:
100
 
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Social Control & Criminal Deviance

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Assignment 2: Social Control and Criminal Deviance: Bullying

(Social Control & Criminal Deviance)

Bullying is a difficult concept to understand and reconcile the consequences. This assignment focuses on the critical thinking skills that are needed to analyze an emotionally charged topic.

Student Success Tips

  • Review the Student’s Guide to Research section of the textbook (Chapter 2)
  • Take notes as you watch the video below.

Watch the video titled, “From school yard bullying to genocide: Barbara Coloroso at TEDxCalgary” (19 min 5 s) located below. You may also view the video at https://www.youtube.com/watch?v=zkG0nssouFg.

Write a one to two (1-2) page essay in which you:

  1. Identify the most important step in the student’s guide to research that you would need in order to analyze bullying.
  2. Define the identified critical step of research in your words.
  3. Explain how bullying relates to one (1) of the following topics:
    1. the agents of socialization (i.e., family, teachers and school, peers),
    2. formal organizations (i.e., conformity to groups),
    3. different types of deviance (i.e., everyday deviance, sexual deviance, or criminal deviance).

Provide a rationale for your response.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides. Check with your professor for any additional instructions.
  • To keep this essay short and manageable, your only sources for the essay should be the TED video and the sections noted in your text. For this reason, APA citations or references are not required for this assignment.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page is not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

  • Define the basic concepts used in the discipline of sociology.
  • Define the various methodologies for sociological research.
  • Identify the sociological perspective to the inequalities of class, race, gender, ethnicity, sexual orientation, socioeconomics, and political aspects.
  • Use technology and information resources to research issues in sociology.
  • Write clearly and concisely about sociology using proper writing mechanics.
 
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Retrospective Analysis Of Personality

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Assignment 1: Retrospective Analysis of Personality

(Retrospective Analysis Of Personality)

In this assignment, begin by taking a retrospective look at your life history, to discuss which aspects of your personality have remained consistent and which aspects of your personality have changed over time. Then, analyze the roles of nature and nurture in shaping your personality. Subsequently, discuss possible sources of inaccuracy and bias in any retrospective analysis. Finally, discuss the reasons why systematic scientific studies are considered more valuable than individual accounts.

Write a three to four (3-4) page paper in which you:

  1. Reflect on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.
  2. Based on your retrospective analysis, describe the roles of nature and nurture in shaping your personality. Reflect on your justification for distinguishing between nature and nurture.
  3. Discuss the possible sources of bias and inaccuracy whenever a person looks back on their past history. Be sure to discuss factors related to memory and factors related to cognition.
  4. Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.

Your assignment must follow these formatting requirements:

  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format.  Check with your professor for any additional instructions.
  • To keep this essay short and manageable, your only sources for your paper should be your own experience and the Webtext. For this reason, APA citations and references are not required for this assignment.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date.  The cover page and the reference page are not included in the required page length.

The specific course learning outcomes associated with this assignment are:

  • Relate psychological concepts to real-world situations.
  • Describe the major theories of personality development, learning, memory, cognition, consciousness, development and social psychology.
  • Use technology and information resources to research issues in psychology.
  • Write clearly and concisely about psychology using proper writing mechanics.

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric.

(Retrospective Analysis Of Personality)

Points: 220 Assignment 1: Retrospective Analysis of Personality
Criteria Unacceptable

Below 60% F

 Meets Minimum Expectations

60-69% D

 Fair

70-79% C

 Proficient

80-89% B

 Exemplary

90-100% A
1. Reflect on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.

Weight: 20%

 Did not submit or incompletely reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Insufficiently reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Partially reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Satisfactorily reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent. Thoroughly reflected on your life history and discuss which aspects of your personality have changed over time and which aspects have stayed consistent.
2. Based on your retrospective analysis, describe the roles of nature and nurture in shaping your personality. Reflect on your justification for distinguishing between nature and nurture.

Weight: 25%

 Did not submit or incompletely described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Did not submit or incompletely reflected on your justification for distinguishing between nature and nurture Insufficiently described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Insufficiently reflected on your justification for distinguishing between nature and nurture Partially described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Partially reflected on your justification for distinguishing between nature and nurture Satisfactorily described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Satisfactorily reflected on your justification for distinguishing between nature and nurture Thoroughly described the roles of nature and nurture in shaping your personality based on your retrospective analysis. Thoroughly reflected on your justification for distinguishing between nature and nurture
3. Discuss the possible sources of bias and inaccuracy whenever a person looks back on their past history. Be sure to discuss factors related to memory and factors related to cognition.

Weight: 25%

 Did not submit or incompletely discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Did not submit or incompletely discussed factors related to memory and factors related to cognition. Insufficiently discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Insufficiently discussed factors related to memory and factors related to cognition. Partially discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Partially discussed factors related to memory and factors related to cognition. Satisfactorily discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Satisfactorily discussed factors related to memory and factors related to cognition. Thoroughly discussed the possible sources of bias and inaccuracy whenever a person looks back on their past history. Thoroughly discussed factors related to memory and factors related to cognition.
4. Describe why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.

Weight: 20%

 Did not submit or incompletely described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Insufficiently described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Partially described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Satisfactorily described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes. Thoroughly described why the science of psychology places more emphasis on results based on scientific studies than it does on personal experience and anecdotes.
5. Writing / Support for ideas

Weight: 5%

 Never uses explanations, examples, and evidence that logically support ideas. Rarely uses explanations, examples, and evidence that logically support ideas. Partially uses explanations, examples, and evidence that logically support ideas. Mostly uses explanations, examples, and evidence that logically support ideas. Consistently uses explanations, examples, and evidence that logically support ideas.
6. Writing / Grammar and mechanics

Weight: 5%

 Serious and persistent errors in grammar, spelling, and punctuation. Numerous errors in grammar, spelling, and punctuation. Partially free of errors in grammar, spelling, and punctuation. Mostly free of errors in grammar, spelling, and punctuation. Free of errors in grammar, spelling, and punctuation.
 
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Court Decisions Discussion on EOL

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Court Decisions Discussion on EOL

(Court Decisions Discussion on EOL)

Hello this is a HPRS-1303 (end of life issues class). Please on these two assignments no plagiarism. There is a discussion post and a journal entry which needs to be done and please upload these two answers separately please for me.  These two assignments is due March 4, 2018 before 11:59 pm . Also please list the sources for both assignments. And also the videos link is below please watch to do the assignments. please watch all three… you would  have to put the each  link in your browser to watch them.

1.

What  did you learn from these videos?  What are your thoughts?  Support your  answers through the use of peer reviewed scholarly sources from  MedLine, Ebsco, Proquest, and/or Google Scholar.  You must provide at  least three additional sources to the video.

Please write a 300 to 500 word essay adhering to APA 6th Edition formatting guidelines

Journal Entries (Assignments)

Journal entry#4

2. One requirement for HPRS 1303:  End of Life Issues class is  that students keep a reflective journal summarizing what they have  learned from each assignment and subsequent discussion. Students must  complete 11 journal entires in total, each of which is worth up to 50  points.

The Journal Entries provide a way for students to make personal  connections to the material and to apply the concepts they have  learned.  Journal entries should be written in a well-developed  paragraph rather than just a phrase.  Investing some effort in each  journal entry will not only help you make the most of this course, but  should help prepare you for the assignment in Week 15.

This is the rubric that I will be using to grade all journal entries (assignments) throughout the semester:

APA Journal Entries (Assignments) Rubric

Score _____/50

____ (5) In-text citations include necessary info in parentheses after borrowed material

____ (5) References per APA

____ (5) Grammar and spelling

____ (35) Application of three or more concepts from the learned material

 
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Renal Transplant Complication Assessment

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Renal Transplant Complication Assessment

(Renal Transplant Complication Assessment)

Nursing Assessment

A 58-year-old female is admitted for a work up for a complaint of neck and low back pain. During admission, you discover that she underwent a renal transplant six years ago. The patient also had blood work collected. When you review the findings, you notice that her serum calcium is elevated at 13.9 (Normal values range from 8.5 to 10.2 mg/dl), her CBC shows a hematocrit of 33%, and hemoglobin of 11.1 g/dl (normal adult female hematocrit Range: 37-47%, normal adult female hemoglobin range: 12-16 g/dl). What does this mean and what could be the underlying cause of her pain and her abnormal lab values? What other assessments would be helpful?

The first thing that I would address is how she is doing with her anti-rejection medications and when the last time she followed up with her transplant team. Although the rate of rejection decreases every year after a transplant, the long term success of a kidney transplant significantly depends on regular follow up care with the transplant team, taking anti-rejection medications, and following the advice/care plan that is set in place for you (Kimberley, 2017). The fact that she is having that lower back pain concerns me of some type of kidney issue that can be as minor as a kidney stone or as severe as possible rejection. The elevated calcium can be attributed to many different things. It can be from overactive parathyroid glands, cancer, and a whole list of other things. I am suspecting that this patient could possibly be dehydrated because hypercalcemia can also be attributed to severe dehydration, which is also why my main concern is what is going on with her kidneys (Lumachi, 2010). Having a low hematocrit means that the percentage of red blood cells is lower what is expected. The patient can have some kind of internal bleeding, or possibly even cancer. She has been on the anti-rejection medications for 6 years. A side effect of those anti-rejection medications is a secondary cancer. It wouldn’t hurt to have that evaluated. A lower hemoglobin can also be indicative of chronic kidney disease, and/or cancer (Kimberley, 2017).

I would recommend that an entire kidney workup be completed for this patient. That would incredude a complete metabolic panel, a UA, Renal US. It is possible that this is just a kidney stone, but that is where I would start. If all those prove to be normal then I would do a cancer workup to see if it is possible the patient has developed a secondary cancer from the anti-rejection medications. If that proves not to be the problem then I would consider maybe with the patients age that this could be indicative to osteoporosis.

 
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Quantitative Annotated Bibliography

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Quantitative Annotated Bibliography

(Quantitative Annotated Bibliography)

Question description

In this week’s discussion question you were asked to consider a potential problem (appropriate to your role option) that you would like to investigate through nursing research. For this assignment you will review current research from South’s Online Library and provide a critical evaluation on that research through an annotated bibliography. An annotated bibliography is a brief summary and analysis of the journal article reviewed. For more information on annotated bibliographies please visit Purdue’s OWL: https://owl.english.purdue.edu/owl/resource/614/01/

A total of four annotated bibliographies are to be submitted (not to exceed one page each). The articles must come from nursing scholarly literature and may not be older than 5 years since publication. Please note that the articles must be research based and reflect a quantitative methodology (review our reading assignments). Web pages, magazines, textbooks, and other books are not acceptable.

Each annotation must address the following critical elements:

  • Explanation of the main purpose and scope of the cited work
  • Brief description of the research conducted
  • Value and significance of the work (e.g., study’s findings, scope of the research project) as a contribution to the subject under consideration
  • Possible shortcomings or bias in the work
  • Conclusions or observations reached by the author
  • Summary as to why this research lends evidence to support the potential problem identified specific to your role option.

(Quantitative Annotated Bibliography)

Assignment 3 Grading Criteria Maximum Points
Articles selected are appropriate to role option and support the potential problem identified. 20
Addresses required elements for each of the 4 nursing research articles that provide supportive evidence for the problem. 40
Articles selected meet guidelines (quantitative methodology, nursing scholarly literature, no older than 5 years since publication). 30
Followed APA guidelines for writing style, format, spelling, and grammar. 10
Total:

** My submitted discussion and bibliography, choose 4 for the assignment:

Diabetes has achieved epidemic levels in the US, making effective management a high priority in the health care system struggling to simultaneously enhance care and lower cost. Family nurse practitioners (FNPs), which is my nursing specialty, have become much more aware of the significance of this preventable epidemic and have the fundamental knowledge, insight and resources to help diagnosis, treat and manage patients that are at risk of being diagnosed with diabetes or already have it. My reason for researching diabetes is because there still continues to be a major communication gap between patients and FNPs on the overall treatment and management of diabetes and its related medical conditions. The need for FNPs to educate diabetes patient on self-management strategies is imperative. However, it appears that many FNPs educate diabetes patients in one fashion. The problem with this is that each patient has a different cultural background, so FNPs need to tailor diabetes self-management strategies/plans that are going to be effective based on the patients cultural background.

My library research strategy for this project is to examine multiple databases, such as the National Library of Medicine, the National Institutes of Health, and PubMed, Society for Biomedical Diabetes Research, as well as government agencies and professional nursing organizations that have reported the most up-to-date evidence-based practices for diabetes research. In doing so, I must utilize search terms that are relevant to diabetes. Some of these identifiable concept search terms include (but not limited to) blood glucose, diabetes, diabetes mellitus, type-1 and type-2, hemoglobin A1C, hyperglycemia, and insulin; just to name a few.

According the 2014 National Diabetes Statistics Report, there are 29.1 million individuals in the United States that have diabetes, of which 21 million of the total individuals have been diagnosed with diabetes and the remainder, 8.1 million individuals are either underdiagnosed or have not been diagnosed as of yet (CDC, 2014). This statistics are alarming, to say the very least.

Provider-patient self-care communication is fundamental to enhancing patient adherence, yet various boundaries exist that undermine successful healthcare provider-patient self-care communication. From the health care professional point of view, the most regularly referred to barrier to self-care communication is time. Researchers, Bundesmann & Kaplowitz (2011), conducted a study of family medicine practices found that the time physicians went through talking about self-care with their patients shifted from 1 to 17 minutes, proposing that time is a noteworthy obstruction to self-care correspondence. Different obstructions incorporate absence of joint effort and cooperation among healthcare professionals, absence of patients’ access to resources, and lack of psychosocial support for patients with diabetes (Bundesmann & Kaplowitz, 2011). Relatedly, Beverly and associates found that doctors frequently feel deficiently prepared to address diabetes patients’ psychosocial issues and this apparent absence of aptitude may add to doctors feeling overpowered and disappointed inside the provider–patient relationship, which may hinder open self-care correspondence ((Beverly et al., 2011).

From the patient’s perspective of self-care diabetes communication, boundaries have a tendency to vary from those apparent by healthcare providers. In one subjective review with healthcare providers and patients, both noticed that patients were hesitant to discuss self-care for the fear of being judged or disgraced about food intake and weight (Ritholz, Beverly, Brooks, Abrahamson, & Weinger, 2014). This finding was bolstered in a quantitative follow-up study surveying patient hesitance to talk about self-care. According to the article, 30% of studied patients reported hesitance to examining self-care with their healthcare providers because of a paranoid fear of being judged, not having any desire to frustrate their provider, guilt, and shame (Beverly et al., 2012).(Quantitative Annotated Bibliography)

Diabetes self-management is a key element in the overall management of diabetes. Identifying barriers to disease self-management is a critical step in achieving optimal health outcomes. According to Holt and his fellow colleagues, they explained that knowledge of the pathophysiology and pharmacology of diabetes structures the establishment of care. It encourages composing scripts and observing substance changes, however this information alone is not adequate (2013). A fundamental comprehension of the social and psychological parts of diabetes care is likewise required. Care that does include acknowledgment and comprehension of these parts of the disease prompts to dissatisfaction, outrage, frustration, weakness, disruption, and burnout for both the healthcare provider and the patient. This prompts to a feeling of disappointment and the additional barrier of “idleness” (Holt et al., 2013). The healthcare provider, patient, or both feel that there is no hope and pass on that sense through activities, words, and nonverbal conduct. However, in another article from Shrivastava, Shrivastava, & Ramasamy (2013), they determined that socio-demographic and cultural boundaries have been barriers to why diabetes patient lack self-care management strategies. As one can clearly see from the literature above, there are varying barriers that comprise the communications between providers and patients when it comes to diabetes self-care management.

One solution to this problematic issue would be to implement a psychoeducational training program that would educate healthcare providers on being more culturally competent and to teach them various techniques for motivational interviewing of patients with diabetes.

References(Quantitative Annotated Bibliography)

Beverly, E. A., Ganda, O. P., Ritholz, M. D., Lee, Y., Brooks, K. M., Lewis-Schroeder, N. F., Weinger, K. (2012). Look Who’s (Not) Talking: Diabetic patients’ willingness to discuss self-care with physicians. Diabetes Care, 35(7), 1466-1472. doi:10.2337/dc11-2422

Beverly, E. A., Hultgren, B. A., Brooks, K. M., Ritholz, M. D., Abrahamson, M. J., & Weinger, K. (2011). Understanding Physicians’ Challenges When Treating Type 2 Diabetic Patients’ Social and Emotional Difficulties: A qualitative study. Diabetes Care, 34(5), 1086-1088. doi:10.2337/dc10-2298

Bundesmann, R., & Kaplowitz, S. A. (2011). Provider communication and patient participation in diabetes self-care. Patient Education and Counseling, 85(2), 143-147. doi:10.1016/j.pec.2010.09.025

CDC. (2015). 2014 Statistics Report | Data & Statistics | Diabetes | CDC. Retrieved from https://www.cdc.gov/diabetes/data/statistics/2014s…

Holt, R. I., Nicolucci, A., Kovacs Burns, K., Escalante, M., Forbes, A., & Hermanns, N. (2013). Diabetes Attitudes, Wishes and Needs second study (DAWN2™): Cross-national comparisons on barriers and resources for optimal care-healthcare professional perspective. Diabetic Medicine, 30(7), 789-798. doi:10.1111/dme.12242

Ritholz, M. D., Beverly, E. A., Brooks, K. M., Abrahamson, M. J., & Weinger, K. (2014). Barriers and facilitators to self-care communication during medical appointments in the United States for adults with type 2 diabetes. Chronic Illness, 10(4), 303-313. doi:10.1177/1742395314525647

Shrivastava, S., Shrivastava, P., & Ramasamy, J. (2013). Role of self-care in management of diabetes mellitus. Journal of Diabetes & Metabolic Disorders, 12(1), 14. doi:10.1186/2251-6581-12-14

 
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Community Organization Needs Analysis

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Community Organization Needs Analysis

(Community Organization Needs Analysis)

The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization

Question description

I needed to work on your thesis a little more. Perhaps bring in the language barrier. This also needs to be brought in the conclusion perhaps you can suggest a solution.

Throughout this course, you have been working toward your final project; this week you will be submitting your completed assignment. Make the necessary corrections to your project and submit your completed work this week. Remember to use the information and feedback you received from your instructor and peers from your rough draft submission in week five.

You had three options in how you can present your final project. Check your rough draft against the corresponding requirements:

As a Paper

Your paper should be creative and interesting, and demonstrate what you have learned. It should be a minimum of 5-7 pages in length and you will use APA style formatting with a title page and reference section. You should use Times New Roman, 12pt. font, double-space your lines, and set your page up with one inch margins (See the APA Template included in the Course Resources folder)

As a Presentation

Like the paper option, your presentation should be creative, interesting, and demonstrate what you have learned throughout the project. Your presentation should be 8 to 10 minutes in length, include visual elements (graphics, pictures, etc.), be presented using a program such as PowerPoint or Prezi, and you should record yourself giving the presentation (consider using screen capture programs such as JING or Eyejot to record your voice—be aware, you may need to create more than one file).

As a Speech

As it is in the other two options, your speech should be creative, interesting, and demonstrate what you have learned throughout the project. Your speech should be 8 to 10 minutes in length and include a typed handout.

For All Assignment Types

Your assignment should be well-organized and demonstrate an orderly flow of information that clearly addresses the subject chosen. In addition to the above criteria, your final project should include the following elements:

  • The Community Organization: Clearly indicate the focus of the organization and the community needs that the organization. A brief historical background of the organization should also be included.
  • Discuss any community partnerships that they have. Suggest additional partnerships that you feel they should have.
  • Explore how the cross-cultural challenges and humanitarian considerations are involved.
  • Demonstrate how the organization uses volunteers and the economic benefits associated with this (not just “free labor”).
  • Illustrate any roadblocks that the organization has faced or potential could face and how they did or might find solutions.
  • Describe the organization’s vision for the future.
  • Indicate what areas in which you feel the organization could improve. What challenges (technological, political, economic, laws and regulations, community-based initiatives, educational, etc.) will they need to overcome?
  • Discuss potential ways you might be able to contribute to the organization. How could your own interests, talents, and skills benefit this organization?

Note: You will need to include a minimum of ten (10) sources to support your project claims. Additionally, make sure the sources you choose are no more than five (5) years old.

Other Criteria:(Community Organization Needs Analysis)

Title your Project

Introduction: Begin with the attention-getter, tie in the background information, and end the introduction with your thesis.

Body:

  • Clearly identify the topic of each section. The topic must be a statement, not a question, and should begin with your own ideas and your own words.
  • After identifying your topic, use quotations or paraphrase from your sources to help illustrate the point you are making (be sure to identify the author(s) and source(s)).
  • After you have given support, spend a sentence or two explaining how the example(s) support the section topic.
  • A compilation of your research, your literature review, your methods, (how the data was collected or generated and analyzed), and your results should be included in the body of your project.

Conclusion:

  • Restate your thesis. This means that you say about the same thing as you did in your thesis, but you say it differently.
  • After stating your thesis, restate the topics from each of your body sections and emphasize what is important for your audience/readers to remember.
  • End your conclusion with a call to action that illustrates what your audience/readers should do with the information you presented.

Please note: You will have the opportunity to revise and perfect this project, but you should do your best to make each step as complete as possible so you can receive more relevant and constructive feedback from your instructor and your peers.

 
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