8 1 discussion favorite new word 2 tasks

Part 1: Discussion Post Due 02/28

In preparation for this discussion, watch linguist Dr. Anne Curzan’s video titled
What Makes a Word “Real”? Reflect on what you have learned in this course about word parts, phonology, morphology, and so forth. In your initial post, state what your favorite “new” word is. Ensure to address the following questions:

  • What type of formation created this new word?
  • To which register does it belong?
  • Is it a part of Standard English usage?
  • Do you (or will you) use it in all settings or just specific settings?

Part 2: Peer Replies Due 03/01

In your response posts, comment on your peers’ choice of word. Have you heard it before? Do you use this word? How? Do you agree with your peers’ analyses of their word formations and origins? Explain.

Please do not analyze the peer posts. The replies must be personalized and flow as if we are having a conversation.

research topic problem and question 2

This assignment is designed to guide your thinking about the research process and help you explore topics that may be of interest or relevant in your practice.

See examples of research problems and questions.

Complete this worksheet to develop your research focus for this course. To help you better understand the main parts of research, this topic will be the basis for other assignments in the course.

Identify a Research Topic

Grove, Gray, and Polit (2015) define a research topic as “a concept or broad issue that is important to nursing, such as acute pain, chronic pain management, coping with illness, or health promotion” (p. 131).

Define your broad research topic in one to two sentences.

Identify your Research Problem

Grove, Gray, and Polit (2015) explain that a research problem “is an area in which there is a gap in the knowledge needed for nursing practice” (p.131).

Write your research problem and explain the significance and background in a 175- to 260-word narrative.

Develop your Research Question

Research questions should be short, probing, and take variables into account (Grove, Gray & Polit, 2015). Although the PICOS format is not required, your question should address patient, intervention, comparisons, outcomes for practice, and study design.

Develop a one-sentence research question.

#2

On a separate page

Respond to the following in a minimum of 175 words:

How does your organization use research? If you are not currently practicing, how do you think organizations should use research?

(For #2 if you could please add a citation within the paper and cite using APA format please)

discussion need access to book legal and ethical issues for health professionals 4th edition

Need Pozgar Chapter 5,6,7,8

texts: Pozgar, G.D. Santucci, N.M., & Pinnella, J.W. (2016). Legal and Ethical Issues for Health Professionals. Boston: Jones and Bartlett Publishers, 4th

QUESTION 1:

In the Pozgar, the author states that if the “ethical theories, principles and values discussed in Chapter 1 had been adopted, in place, understood, and practiced, Kelly Niles would be leading a normal life today. Instead, Kelly is paralyzed from the neck down.”
The Tomcik case looks at a delay in diagnosis of breast cancer at a corrections facility. There is a cascade of issues, from the care given at the time of exam to the institutional issues of scheduling health care visits in a timely manner.

Tomcik case study: chapter 6 page 202.

Niles case study: Chapter 6, page 198.

Pay special attention to the list of 7 ethical/legal issues (Chapter 6 Pozgar, Niles Case Study)
Chose ONE of these cases and select and apply an ethical theory, principle, or value to demonstrate how this would have made a difference in the outcome.
This assignment represents our initial exploration into the intersection of ethics and the law.

Make sure you cite sources and include a reference list–Pozgar is required, I welcome you to use other appropriate sources.

1. Do you agree with the courts decision?
2. Discuss why the court’s decision was made.
3. What ethical values and legal issues were breached by the caregivers?

QUESTION 2:
Chapters 7 and 8 look at a number of ethical and legal risks for health care organizations.
Looking at the profession that you are currently in or plan to enter(nursing), identify ethical and legal risks in that field. If you are unfamiliar with what those risks might be, please feel free to investigate relevant literature.

Use either the academic OR popular press articles you used in your Survey assignment earlier this semester (or you can find a new one if you feel necessary).

Make sure you cite both the article AND Pozner in your arguments.
You are also encouraged to cite the regulatory and ethics resources used in your Survey.

To summarize:
-Select an article from your Survey assignment
-Explore ethical AND legal risks
-Consult Pozgar to put issues into perspective
-Reference the relevant regulatory and ethics resources from your Survey assignment

opposing viewpoints 2

In the Aristotelian or Classical Framework for argument, a writer might target an audience of readers that is undecided or neutral about the main claim (thesis statement) of the essay. A section is placed directly before the conclusion for acknowledging opposing viewpoints. Then the writer chooses to concede or refute that view.

Why does the writer not want to spend much time on an opposing viewpoint? Why mention that viewpoint at all? How might a concession help or hinder the main claim of the essay (the thesis)? What are some opposing viewpoints you might include in your definition essay about the human organ trade?

i have this assignment 1

Paper Grading Rubric

Paper Grading Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeAssignment Requirements• Meets all req. of assignment • Follows format specifications (MLA/APA) with few to no errors

10.0 pts

Excellent/Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeThesis/Controlling Purpose• Lays out a clear, specific, arguable claim that governs the paper • Thesis is nuanced, complex, original

10.0 pts

Excellent/Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeClarity of Discussion• Facilitates reader’s understanding of complex ideas • Flows without interruption • Clarity contributes to ease of comprehension

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeEvidence & Analysis• Employed when warranted by paper’s claims • Uses most persuasive type of evidence • Analysis of evidence moves the argument forward

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeUse of Sources• Makes use of summary, paraphrase, and direct quotations, as needed • Incorporates sources without error • Uses signal phrases and discusses quotes’ significance • In-text references and Works Cited/References page correctly cite all sources

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeOrganization• Paragraphs well constructed (one topic, claim sentences) • Suits paper’s needs • Transitions function as signposts

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeAudience Analysis• Understands readers’ needs • Controls tone • Provides context • Addresses counterarguments

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeStyle• Sentences clear • Diction well chosen • No wordiness • Writing style improves the ideas of the paper

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeGrammar, Mechanics, Punctuation• Clearly edited and proofread • Contains few or no errors

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

This criterion is linked to a Learning OutcomeOverall Quality of Argument/Discussion• Paper is insightful, engaging, complex, relevant • Paper goes beyond class discussion in an intellectually daring way, surprising the reader

10.0 pts

Excellent/ Always

9.0 pts

Consistently/ Very Good

8.0 pts

Good/ Mostly

7.0 pts

Sufficiently/ Adequate

6.0 pts

Limited/ Occasionally

1.0 pts

Lacking 1-5 points

0.0 pts

Missing

10.0 pts

Total Points: 100.0

a question 10

Complete and detailed solution

  • Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
  • All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).

nursing information paper on self inventory of information literacy

This is a clarification on the self inventory assignment
1. You are expected to review the Nursing Competencies related to Information and Computer Literacy.
2. Then, assess your information and computer literacy skills and identify areas for learning.
3. You are to write a 1-2 page reflection of your own assessment of your literacy skills and areas for learning.
4. Also you are required to, select three areas for skills improvement and create a learning plan for how you can obtain the knowledge and skills to advance your competencies.

NB. [A learning plan template is on canvas for your part 2 of the assignment. This is how you wish to improve your computer literacy based on your assessment of your weaknesses.]

Instructions

  • Review the Nursing Competencies related to Information and Computer Literacy.
  • Assess your information and computer literacy skills and identify areas for learning and write a 1-2 page reflection of your own assessment of your literacy skills and areas for learning.
  • Select three areas for skills improvement and create a learning plan for how you can obtain the knowledge and skills to advance your competencies.

Computer Literacy Example: If you do not know how to create a spreadsheet, what resources could help you learn this skill? What is your target for accomplishing this goal?

Information Literacy Example: If you struggle with developing a searchable question or statement, then planning and implementing the search, what resources could help you learn this skill?

Learning Plan

Learner Objectives

(SMART Goal)

Resources to accomplish the goal

(with citation)

Time Frame

(target for accomplishing this goal)

Rubric

NU225 Unit 2 Assignment – Self Inventory of Information Literacy

NU225 Unit 2 Assignment – Self Inventory of Information Literacy

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeContentNU225-CO1; NU225-CO2; NU225-CO4; NU225-CO5

50.0 pts

Level 5

Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.

45.0 pts

Level 4

Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.

40.0 pts

Level 3

Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.

35.0 pts

Level 2

Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.

30.0 pts

Level 1

Demonstrates the ability to explain contextual factors but does not provide a defined statement.

0.0 pts

Level 0

There is no evidence of a defined statement.

50.0 pts

This criterion is linked to a Learning OutcomeAnalysisNU225-CO1; NU225-CO2; NU225-CO4; NU225-CO5

50.0 pts

Level 5

Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.

45.0 pts

Level 4

Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.

40.0 pts

Level 3

Organizes and describes evidence according to patterns, differences, or similarities related to focus.

35.0 pts

Level 2

Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.

30.0 pts

Level 1

Describes evidence, but it is not organized and/or is unrelated to focus.

0.0 pts

Level 0

Lists evidence, but it is not organized and/or is unrelated to focus.

50.0 pts

This criterion is linked to a Learning OutcomeWriting

40.0 pts

Level 5

The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.

34.67 pts

Level 4

The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.

29.33 pts

Level 3

The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.

24.0 pts

Level 2

The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.

18.67 pts

Level 1

The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.

0.0 pts

Level 0

The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.

40.0 pts

This criterion is linked to a Learning OutcomeAPAPRICE-I

10.0 pts

Level 5

The required APA elements are all included with correct formatting, including in-text citations and references.

9.0 pts

Level 4

The required APA elements are all included with minor formatting errors, including in-text citations and references.

8.0 pts

Level 3

The required APA elements are all included with multiple formatting errors, including in-text citations and references.

7.0 pts

Level 2

The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.

6.0 pts

Level 1

Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.

0.0 pts

Level 0

There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.

10.0 pts

Total Points: 150.0

answer the 5th questions

(1) Henry George argued that inequalities were completely natural. They were therefore both desirable and inevitable?

1. True

2. False

(2) Which of the following was NOT displayed in the 1892 People’s Party platform?

1. A desire to overcome lingering tensions from the Civil War.

2. A demand for a smaller federal government.

3. A hope to unify urban labor and rural farmers into one political class.

4. A call to nationalize railroads (i.e., make them publicly owned rather than privately owned)


(3) Which of the following arguments did R.G. Ashley make about workers and bosses? Mark all that apply? more than one options?

1. Managers of a company should have the freedom to conduct business as they saw fit.

2. Workers had the freedom to work (or not), but the terms of employment should be set solely by management.

3. Bosses owed allegiance to workers.

4. Workers owed allegiance to bosses.


(4) Which of the following items are true of the “Social Gospel”? Mark all that apply. more than one options

1. It argued that while Jesus sometimes spoke in the language of individualism, he also delivered a social message.

2. It suggested that the only solution to society’s problems was for individuals to show love to others on an individual level.

3. It declared that conditions in society had changed, therefore Christians needed to adapt their principles to new conditions

4. It rejected the deity of Jesus Christ.


(5) Which of the following is true about Frances Willard and Margaret Sanger? Mark all that apply. more than one options

1. Sanger suggested that the political and diplomat goals of the Great War would be meaningless if global populations were not controlled by giving women access to birth control.

2. They each called for gender equality.

3. Willard argued that the temperance movement would result in a government ruled by Christ’s example.

4. Sanger wanted the ideal of womanhood to be separated from the ideal of motherhood. She did not think the two were automatically synonymous.

week 8 community nursing 1

Read chapter 20 of the class textbook and review the attached PowerPoint presentation. Once done answer the following questions;

  1. Define case management and care management and compare the differences.
  2. Mention and discuss the case management concepts into the clinical practice of community health nursing.
  3. Give the definition of family and mention and discuss the different types of families, mention and discuss the model of care for families.
  4. Describe strategies for moving from intervention at the family level to intervention at the aggregate level

As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 6 discussion questions” and the SafeAssign exercise in the assignment tab of the blackboard. If you don’t post your assignment in any of the required forums you will not get the points. A minimum of 2 evidence-based references besides the class textbook no older than 5 years must be used (excluding the class textbook). You must post two replies to any of your peers on different dates sustained with the proper references no older than 5 years as well and make sure the references are properly quoted in your assignment. A minimum of 800 words is required. Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.

Please check your assignment after the week is due because I either made comments or ask for clarification in some statements.

u s women s history

It must be 6-7 page paper in apa format. You will have to write a thesis/intro, argument and conclusion. Don’t forget about the references/bibliography.

Answer one of the following questions, basing your argument on THREE readings from the semester’s list.

  1. Gerda Lerner’s article, one of the readings for Week One, presents several ways or “paradigms” of approaching the study of women in America. The idea of developing the historical narrative from a “feminist perspective” is key. The questions are: “Where are the women? What were the women doing when all this history happened in America? How do women understand their own stories?”

As we have discussed, these are potential ways to present the Social History of Women in America:

  1. “Contribution History.” The underlying assumption is that received history is universal; the patriarchal narrative is the norm. No distinction is made between what the men were achieving and how the women fit into the narrative—the assumption is that men’s story is women’s story. The “New Social History” which focuses on women ADDS their contribution to the patriarchal narrative. The “universal male perspective” defines what “counts” as history, can be applauded as a contribution to the story of America. The categories of achievement in public life that women have performed is defined by what the normative historical, that is, patriarchal view, deems a contribution.
  2. History from the grass roots up. Social History from this perspective begins with the first hand report of what has happened to women, how they felt about it, and why THEY see it as an essential element of history; in other words, why “her-stories” are important to a comprehensive narrative of the American experience. Historical essays from this perspective are based on individual reporting from more private or personal sources: letters, journals/diaries, minutes of the meetings of informal groups, volunteer associations, or organizations that have sprung up to be called NGOs. Much of the material is, thus, individual “Primary Sources.” Individual narratives become “Secondary Sources” as their authors base their interpretations utilizing evidence from the primary ones to draw broader conclusions for the historical record.
  3. The distinctions in analysis by race/ethnicity, gender, class, education, religion, immigration status, among others—esp. urban/rural and region/section of the nation are now becoming essential as well.
  4. All of these are ways of doing “Social History.” As a separate field within HISTORY, it is still fairly new, but as you have discovered in the readings of HISTORY 377, much research has now been accomplished. It is our “case studies” of the three weeks thus far that give us the basis for this exam, one that asks you to discover patterns or an overview in the American Story.

CHOOSE ONE OF THE FOLLOWING ISSUES TO WRITE ABOUT IN THE FORMAT THAT THE DETAILED“RUBRIC” DEFINES, BASING YOUR WORK ON ONE OF THE APPROACHES OUTLINED ABOVE.

1: The tension between “individualism” and “the quest for community” has characterized the American experience. Taking three of the essays in the readings thus far as the basis for your analysis, how would you characterize the experience from 1870-1929 from the perspective of women?

2: WHO or WHAT comprises “an American woman?” Tell “her-story” from 1870-1929. How would you develop the narrative for a general introduction, say in a high school textbook?

3: “American Exceptionalism” has long been the standard paradigm for the “American Way” as a unique story. Argue that the narrative of American Women’s History between 1870-1929 supports the “exceptional” argument OR argue that the status and experiences of women are parallel and intertwined with developments elsewhere in the world, that is, are part of the “historical moment globally.”

I will provide the links.