Sources must be cited in APA format. Your response should be a minimum of two (2) double-spaced pages to a maximum of three (3) pages in length; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.
Using what you’ve learned in Lessons 1 and 2, as well as Lesson 4, write a well-developed process analysis essay on one of the following topics:
Explain and describe the different kinds of learning styles.
Over-the-Counter Drugs
Pharmacokinetic and pharmacodynamic processes differ among patients across their life spans. For geriatric patients, alterations due to aging make them especially prone to adverse drug reactions. The various health issues that affect many geriatric patients further complicate this, as the need to treat these multiple health issues often results in polypharmacy. Although treatments are frequently drugs prescribed by the health care provider, many geriatric patients also take over-the-counter (OTC) drugs. While the provider sometimes recommends these OTC drugs, patients often select the drugs on their own. This makes patient education on pharmacology key when caring for geriatric patients. Many patients assume that if drugs are available over the counter, then they are safe to take. However, due to issues related to polypharmacy and how their aging bodies process drugs, OTC drugs may have serious implications for patients.
To prepare:
Review the American Geriatrics Society article and interactive media piece in this week’s Learning Resources.
Select one of the following over-the-counter drugs commonly used by geriatric patients:
Antacids or acid suppressants
Antidiarrheal
Antihistamines
Antimicrobial ointments
Antispasmodics for the bladder
Cough suppressants
Laxatives
Neutraceuticals (choose one; e.g., ginseng, St. John’s wart, etc.)
Pain medications (choose one; e.g., acetaminophen, ibuprofen, rub-on pain ointments/patches, etc.)
Supplements (choose one; e.g., calcium, iron, etc.)
Vaginal creams
Research the over-the-counter drug you selected. Visit a local pharmacy and explore the types/varieties of the drug that are available. Reflect on the ingredients in each type/variety, including additional active ingredients.
Consult with the pharmacist about the ingredients in each type/variety, including how to make safe and effective clinical decisions in relation to this drug. Discuss potential interactions in frail elders and precautions related to the drug based on Beers Criteria. If one is available, you may consult with a pharmacist at your practicum site as an alternative to visiting a pharmacy.
Consider ways to educate elders about the OTC drug you selected.
Post a PowerPoint presentation that addresses the following:
Describe the over-the-counter drug that you selected.
Identify the types/varieties of the drug that are available. Describe the ingredients in each type/variety including additional active ingredients.
Explain the key information that you need to know about this OTC drug to make safe and effective clinical decisions. Include potential interactions in frail elders and describe any precautions related to the drug based on Beers Criteria.
Explain how you would educate elders about the OTC drug you selected.
Application: PICO Analysis of Dementia, Delirium, and Depression
A PICO analysis is used to pose a focused clinical question to which you find appropriate evidence-based answers. The PICO question should include the patient or population (P), anticipated intervention (I), comparison group or current standard (C), and outcome desired (O). In this Assignment, you develop a question related to dementia, delirium, or depression. Through your PICO analysis, you explore various resources and examine current evidence to answer the question you develop.
To prepare:
• Select one of the following disorders as your topic: dementia, delirium, or depression.
• Review the guidelines in the “Literature Review Matrix” document in this week’s Learning Resources.
• Think about a research question around your issue as indicated in Part I: PICO Analysis of Research Topic.
• Consider the resources you will use, search terms and criteria, and Boolean search strings as indicated in Part II: Search Strategy.
• Using the Walden Library and other appropriate databases, locate five articles related to your PICO question. At least one article must be a systematic review. All of the articles should be primary sources.
• Reflect on the five articles you selected as indicated in Part III: Analysis of Literature. Consider the conceptual framework/theory, main finding, research method, strengths of study, weaknesses, and level of evidence for each article.
• Consider how to use the summaries in Part III to create an evidence table. Use this evidence table to determine appropriate treatment options for patients who present with the disorder you selected as your topic.
• In a 500 word essay (maximum) using MLA format (See Handbook) write an analysis (not a summary!) essay.
Exact Directions:
Compare/contrast Fitzgerald story to Hemingway story. You must use a literary device to do this. And you must say what this device is in your thesis. You must also say exactly which authors and stories you are using in your thesis. You MUST use the compare/contrast rhetorical mode here! So BRAINSTORM first – think about it! Then decide — do I see more similarities or differences in these writers and their works? I strongly suggest you do this first! Then decide. You can write a compare (similarities) essay or contrast (differences). Say what is the same or what is different (briefly) in your Intro. The body paragraphs, then, comprise the DETAILS from the stories (i.e. short quotes from the stories) that will SUPPORT your thesis. For example, students have CONTRASTED the STYLE of Hemingway and Fitzgerald. Why? Easy! These are two very different writers in terms of style! So Fitzgerald writes in a lyrical style while Hemingway uses a simple, concise writing style. The rest of your essay shows this by use of DETAILS and EXAMPLES from their stories! Good luck. Make sure you send this essay to me in word for windows as an ATTACHMENT.
-I planned to write prompt1
-The thesis should be complex and clear. My professor give me some direction about the thesis, which is how/why “Big Red Son” is pro-porn, but anti-AVN Awards.
-Write an interesting and arguable title for my essay
-writing style like an English as a second language student
-Including Quotations (Direct Quote) in each body paragraphs.
Based on the following readings:
1. ‘’The End of solitude’’ ( by William Deresiewicz)
2. ‘’ When Collaboration Kills creativity: The Rise of the New Groupthink and the
Power of working Alone’’ ( by Susan Cain).
Write a thesis-based essay of 5-6 MLA-formatted pages .
Analyze the value of solitude- to individuals and to our society as a whole-and address what is lost without it.
Your thesis should be a thoughtful and focused generalization, which you attempt to prove throughout your essay. Do not list your separate arguments in your introduction as a thesis; instead, your thesis should be an umbrella statement (a broad generalization) that thematically covers the exposition of all of your topic sentences (arguable claims).
Do not use the wording in the prompt above as your thesis.
Critical Analysis Paper (DUE SATURDAY OF WEEK THREE)
For this assignment, you will write an 1100-word research paper using proper APA format and in argumentative mode. This paper should be written in Third Person Point of View. The abstract should be 100 words and the body (excluding the cover page and reference page) of the paper should be 1000 words. Be sure to use the template for a research paper that you created in Week One, and provide direct support from your sources. It would be best to use the readings from your textbook, but other reliable sources can also be used. At least three sources are required. Choose ONE of the following topics:
• Chapter Nine: How does human intelligence compare to intelligence in the animal kingdom? With humans we speak of different varieties of intelligence, including emotional intelligence. There are obviously different types of intelligence within the animal world. What are they?
HOW TO SUBMIT THIS ASSIGNMENT:
(1) Save your Microsoft Word file as this format: AustinA_Critical Analysis (Be sure to use your name in place of the example. Also note that the format is complete last name, (no space) first initial, underscore, then title of assignment.) (3) After you have confirmed your paper is free from undocumented source material (plagiarism), scroll down to Week 3: Critical Analysis Paper (4) Upload your file as an attachment. DO NOT submit the work in the comments box.
CRITICAL ANALYSIS PAPER
SENTENCE-LEVEL Exceptional (25 points) Competent (20 points) Developing / Emerging (15 points) Novice (10 points)
Sentence Structure (Grammar) Each sentence structured effectively, powerfully; rich, well-chosen variety of sentence styles and length. Sentences are clear, grammatical, and show variety. Formulaic or repetitive sentence patterns; some errors in sentence construction; some non-standard syntax. Simple sentences used excessively; frequent errors of sentence structure.
Mechanics (Punctuation) and
Presentation Free of punctuation, spelling, or capitalization errors; paper format and presentation appropriate for assignment. Contains some common punctuation, spelling, or capitalization errors; paper format and presentation appropriate. Standard Mechanics but contains repeated idiosyncratic errors in punctuation, spelling or capitalization; paper format is inconsistent. Contains many punctuation, spelling, or capitalization which impede meaning; paper format is non-standard.
Vocabulary and
Word Usage Exceptional and apt vocabulary; effective word usage. Competent vocabulary range; some vernacular terms. Basic vocabulary, some words used improperly; level of formality is inconsistent or inappropriate for assignment. Limited vocabulary; usage is inaccurate.
ESSAY STRUCTURE Exceptional (25 points) Competent (20 points) Developing / Emerging (15 points) Novice (10 points)
Paragraph Development and Coherence Each paragraph fully develops one central idea and supports larger argument. Most paragraphs well focused and explore one central idea clearly identified in a topic sentence. Paragraph length either inappropriately short or long; topic sentences, absent, unclear, or ineffective. No clear paragraph breaks, or purely arbitrary ones. Paragraphs rarely identify a unified topic.
Introduction and Conclusion Introduction engages reader, evokes and explores the paper’s main issues; conclusion extends and explores implications of thesis. Clear introduction that presents main issues or problems. Logical conclusions based on claims and evidence presented Brief introduction that moves rapidly to thesis; conclusion mechanically restates introduction. No clear development leading from introduction to conclusion, or conclusion unrelated to rest of paper
Progression of Ideas / Logical Flow Effective sequence of ideas; graceful transitions that clearly locate readers within unfolding argument. Distinct ideas coherently arranged; clear transition between major points. Uneven; some ideas well developed; some ideas brief, undeveloped, or seemingly dropped in; few transitions. Lack or structure with ideas that jump or are rarely developed; no transitions.
IDEA DEVELOPMENT Exceptional (25 points) Competent (20 points) Developing / Emerging (15 points) Novice (10 points)
Thesis and Ideas Strong, clear, nuanced thesis that structures paper. Shows substantial depth, fullness, and complexity of thought. Thesis is clearly stated and is controlling force in paper. Ideas are complex and show careful reading of sources. Thesis is implied but not clearly stated, or thesis lacks complexity. Ideas often depend on “common knowledge,” platitudes, or clichés. Thesis is unclear, vague, or unrelated the paper. Paper lacks central idea or does not respond appropriately to assignment.
Development of Argument Complex, insightful, and engaging argument, capable of surprising reader; logic and structure of argument clearly explicated. Well-built argument, organized, logical; nature of argument appropriate to kind of claim in thesis and intended audience. Satisfactory development from beginning to end, interior sections occasionally undeveloped or unrelated. Disorganized, hard to follow; may be repetitive or wander.
Use of Supporting Evidence Provides substantial, well-chosen evidence. Writer explores counter arguments and effectively ameliorates them. Provides adequate and appropriate evidence and contextualizes it. Writer may state and refute counterarguments. Provides some evidence, but not always relevant, often narrative or anecdotal; relies on own opinion without support. Few if any examples or quotes, frequent unsupported assertions, or evidence presented that is not related to thesis.
USE OF SOURCES Exceptional (25 points) Competent (20 points) Developing / Emerging (15 points) Novice (10 points)
Sources: Quality and Integration Extensive range of sources applicable to topic. Quotes, paraphrases, or summaries critically integrated into discussion. Adequate range of appropriate sources, including occasional primary sources. Quotes generally well integrated into discussion. Over reliance on one or two sources, often unreliable sources. Frequent use of large block quotes or quotes presented with minimal discussion. Few if any sources used, or sources used not relevant to argument.
Consistent and Correct Citation Meticulous citations and references, format adheres consistently to field-appropriate citation system. Format of citations and references generally consistent with field-appropriate citation format, (APA). Consistent errors in citation or reference format. Inconsistent, or inappropriate citations, sometimes entirely absent. Citations do not match references.
Synthesis and Critical Analysis of Sources Relationships between source materials clearly explicated. Paper contains critical insights into strengths and limitations of sources. Provides multiple perspectives and a clear context for source materials. Discussion appropriately identifies the relative importance of sources. Paper shows little perspective on the validity or importance of sources; may exhibit unqualified adoption of single perspective. Generally too few sources to synthesize; often restates the obvious.
The goal of the paper is to compare and contrast some aspect(s) of management or organizational behavior from at least 2 cultures or regions. You may want to compare specific companies or industries in Canada and Turkey. Here are some ideas:
– Compare the operations of a company or type of business in Canada and Turkey. You would have to do research on specific companies or industries in both countries.
– Examine critically one/two particular cultural dimensions (individualism/collectivism, power distance, time orientation, etc…) in the specific context of Turkey and Canada; mixing theory with concrete observations or interviews, discuss in detail how both countries differ (or don’t differ) on your chosen dimension. Be sure to discuss the limitations of the theoretical concepts you are using, and discuss alternative ways to understand the differences.
Navigate through the Virtual Timeline media piece to survey the significant people and events that have shaped our educational system in America.
Choose four people and/or events that appear in the timeline to research. Identify the effect that each of these people and/or events had on the evolution of American education.
In 750-1,000-words, summarize the effect that each of these people and/or events had on the evolution of American education.
internet sources (Scholarly) to research and defend your rationale.
Copy and paste images of these events as supplements to the descriptions of the historical events. You may use images from the timeline or other images from the Internet that are “copyright-free.”
For your assigned country collect the following Data/other information:
1. Social Security Expenditures: A historical perspective and a graph for it.
2. Social Security Payment system (Pay-as-you go or fully funded or a mixture), describe.
3. Data for Dependency Ratio (demographic data): changes over time. Show the data on a graph and describe the trend.
4. Data for Income Distribution among the Aged Population (the beneficiaries’).
5. Describe the Structure of Social Security Tax: Employers and Employees contributions. Need also historical data for this.
6. Collect Data for the Structure of Social Security Benefits (a measure such as the GRR) and show the re-distributional aspect of it (if present) on a graph.
7. Retirement Age and Benefits eligibility, current and historical.
8. Facts and data for Benefits for Family Relations: Spouses/domestic partners Benefits, Dependent Children’s Benefit, Widowers’ Benefits, etc.
9. Unemployment Insurance Benefits Program.
10. Health Care Coverage for the eligible recipients and their dependents.
11. Social Security Reforms: pending or implemented.
12. Problems and issues with the system.