Trends in Information

Purpose

This week’s graded discussion topic relates to the following Course Outcomes (COs).

  • CO6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
  • CO7: Examine the use of information systems to document interventions related to achieving nurse-sensitive outcomes. (PO 7)

Discussion

This is the week to really see where technology and healthcare are connecting. Select ONE of the following trends and discuss your understanding of this trend in healthcare and its potential impact on your practice as a nurse. What are the legal, privacy, and ethical considerations of this trend? (Everyone attempt to choose a different topic so that we will learn about the many advancements in technology).

  • Nanotechnology
  • Consumer health informatics (CHI)
  • Social media healthcare applications
  • Health-focused wearable technology
  • eHealth
  • Artificial Intelligence
  • Simulation
  • Computerized provider order entry (CPOE)
  • Bar Code Medication Administration (BCMA)
  • Creative measures in healthcare for use with 3D printers
  • Smart Pumps
  • Smart Rooms
  • Robotics in healthcare
  • Mobile technology in outpatient care
  • Web-based tools and software technology
  • Risk Management tools
  • Chatbots or Bots in healthcare
  • Telenursing
  • Telemedicine
  • Telepharmacy
  • Telerehabilitation
  • Teleconsultation
  • Telehospice
  • Technology advancement from your clinical practice
 
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Physical Assessment

 Chapter: 24.Putting it All Together   Examining the patient

  1. Give examples of blockers and facilitators to communication.
  2. Outline the steps involved in building rapport before performing an examination.
  3. List cultural considerations when taking a history and performing a physical examination.
  4. Differentiate between the human and the scientific understanding of illness.

Name three observations that a human can make better than a machine.

  1. Discuss the phrase “Deal with the total person.”
  2. Discuss comfort and privacy issues related to positioning during the examination.
  3. Review ways to maintain privacy during the examination process.
  4. Discuss methods to reduce anxiety in persons of various ages during the examination process.

You overhear another student complaining about how frustrated she was during her first practice examination of an infant. “He was sleeping when it was time to begin the examination,” she explains. “I woke him up so I could get started, but then he started crying. He finally quit crying, but by then I’d already lost a lot of time.” What critique can you offer for the scenario? What advice do you have for this student examiner?

When does the process of inspection begin with the patient?

The physical examination of an older patient should include mental status evaluation with particular attention to which three areas?

For children who are small enough, where should they be examined?

The child’s ability at any age to react socially offers clues to which two types of well-being?

What does observing a child playing on the floor afford us?

KM is a 46-year-old male patient who presents for a routine physical examination. He presents today without complaints. He wants to be sure that he is on the right track to maintain his health because he is in his fourth decade of life.

1- What components of the exam would be completed with the patient seated and the back exposed?

2- You are preparing to complete a rectal examination. What are the possible positions for this examination?

3- Describe the components of the rectal examination.

 
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E6420_Discussions

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PART 1M7 Assignment 1 DiscussionAssignment 1: Analysis: Success Factors for MulticulturalismBy the due date assigned, post your response to this assignment as a Word document to this Discussion Area. Make use of the knowledge that you have gained from this module’s activities, such as contemplations, and your discussions with your peers, to support your views, observations, and findings that you present in your assignment.Through the end of the module, respond to at least two of your peers’ entries and provide constructive feedback to their postings.Compare and contrast the initiatives taken by any two schools of your choice. Consider yourself to be a teacher in that school district. Study the strengths and weaknesses of the schools’ district programs, such as the reading programs and the standardized test scores. Create a checklist of factors that are important to ensure the success of multicultural efforts within the classroom.All written assignments and responses should follow APA rules for attributing sources.  Grading CriteriaMaximum Points Compared and contrasted the   initiatives taken by any two schools of your choice.8 Studied the strengths and   weaknesses of the schools’ district programs, such as the reading programs   and the standardized test scores.8 Created a checklist   containing at least five factors that are important to ensure the success of   multicultural efforts within the classroom.8 Reviewed at least two peer   postings and provided constructive feedback.8 Wrote in a clear, concise,   and organized manner; demonstrated ethical scholarship in accurate   representation and attribution of sources, displayed accurate spelling,   grammar, and punctuation.8 Total:40PART 2M7 Assignment 2 DiscussionAssignment 2: Discussion QuestionBy the due date assigned, go to the Discussion Area and post responses to the discussion question.Use the Argosy University online library and the Internet to find an example of a school or organization that has successfully implemented multiculturalism. What factors do you think contributed to the success? What were the challenges faced and how were they overcome? What aspects or strategies would you like to apply in your environment?Support your responses with relevant citations, using proper APA format, both from the course materials, as well as outside resources. All discussion questions should be posted to the appropriate topic in this Discussion Area. Be sure to use vocabulary that is relevant to the topic.Through the end of the module, comment on at least two of your peers’ responses. You can ask technical questions or respond generally to the overall experience. Be objective, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. All comments should be posted to the appropriate topic in this Discussion Area.All written assignments and responses should follow APA rules for attributing sources.  Grading CriteriaMaximum Points Response Criteria Provided an in-depth   explanation or analysis of subject or topic.4 Used a clear, logical, and   organized line of reasoning.4 Provided adequate   justification and evidence that supports the opinion expressed.4 Wrote in a clear, concise,   and organized manner; demonstrated ethical scholarship in accurate   representation and attribution of sources, displayed accurate spelling, grammar,   and punctuation.4 Used vocabulary relevant to   the current modules topics.4 Participation Criteria Used vocabulary relevant to   the current modules topics.4 Participated in the   discussion by asking a question, providing a statement of clarification,   providing a point of view with rationale, challenging a point of discussion,   or making a relationship between one or more points of the discussion.4 Displayed consistent   sensitivity when working with individuals from varied backgrounds.4 Justified ideas and responses   by using appropriate examples and references from texts, Web sites, and other   references or personal experience.4 Submitted on time; wrote in a   clear, concise, and organized manner; demonstrated ethical scholarship in   accurate representation and attribution of sources, displayed accurate   spelling, grammar, and punctuation.4 Total:40PART 3M8 Assignment 1 DiscussionAssignment 1: ReflectiveBy the due date assigned, reflect on the biography you wrote at the beginning of this class and answer the following questions.· Compare and contrast your idea of multicultural education before and after this course. How has it changed?· How do you think this course has shaped your approach to teaching and learning?· Early in the course, you identified the diversity and cultural issues that you found yourself struggling with. After completing this course, do you feel you are better equipped to handle these areas?· What are your key learnings from this course? What did you find most relevant to your work environment? Post the responses to Doc Sharing.All written assignments and responses should follow APA rules for attributing sources.  Grading CriteriaMaximum Points Compared and contrasted the   idea of multicultural education before and after this course and described   how it has changed.5 Explained how this course has   shaped approach toward teaching and learning.5 Expressed confidence to   better handle multiculturalism issues found challenging at the beginning of   the course.5 Described key learnings from   the course.5 Described the learning most   relevant to the workplace.5 Justified ideas and responses   by using appropriate examples and references from texts, Web sites, and other   references or personal experience.5 Responded to the reflective   of classmates.5 Submitted on time; wrote in a   clear, concise, and organized manner; demonstrated ethical scholarship in   accurate representation and attribution of sources, displayed accurate   spelling, grammar, and punctuation.5 Total:40

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Unit 4 Proteins

Respond to the following

1. How does the chemical structure of proteins differ from the structures of carbohydrates and fats?

2. Describe protein synthesis.

3. What are enzymes? What roles do they play in chemical reactions? Describe the differences between enzymes and hormones.

4. How can vegetarians meet their protein needs without eating meat?

5. Define metabolism, anabolism, and catabolism; give an example of each.

6. Name the four basic units, derived from foods, used by the body in metabolic transformations. How many carbons are in the “backbones” of each?

7. What adaptations does the body make during a fast? What are ketone bodies? Define ketosis.

8. Define hunger, appetite, satiation and satiety and describe how each influences food intake.

9. What is central obesity and what is its relationship to disease?

10. Describe eac

 
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Discussion

Please provide an example of how market basket analysis is used by companies. What is the value of it? How does it relate to Big Data?

DQ requirement: Note that the requirement is to post your initial response and two additional response posts. I recommend your initial posting to be between 200-to-300 words.

 
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Rough Draft Qualitative Research Critique and Ethical Considerations

Write a critical appraisal that demonstrates comprehension of two qualitative research studies. Use the “Research Critique Guidelines – Part 1” document to organize your essay. Successful completion of this assignment requires that you provide rationale, include examples, and reference content from the studies in your responses.

Use the practice problem and two qualitative, peer-reviewed research article you identified in the Topic 1 assignment to complete this assignment.

In a 1,000–1,250 word essay, summarize two qualitative studies, explain the ways in which the findings might be used in nursing practice, and address ethical considerations associated with the conduct of the study.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

AttachmentsNRS-433V-RS2-ResearchCritiqueGuidelinesPart I.docx

 
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Your patient has a Personal Health Record… Now what?

Purpose

This week’s graded discussion topic relates to the following Course Outcomes (COs).

  • CO4 Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)
  • CO5 Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)

Discussion

Case Study: A 65-year-old woman was just been diagnosed with Stage 3 non-Hodgkin’s lymphoma. She was informed of this diagnosis in her primary care physician’s office. She leaves her physician’s office and goes home to review all of her tests and lab results with her family. She goes home and logs into her PHR. She is only able to pull up a portion of her test results. She calls her physician’s office with this concern. The office staff discussed that she had part of her lab work completed at a lab not connected to the organization, part was completed at the emergency room, and part was completed in the lab that is part of the doctor’s office organization.

The above scenario might be a scenario that you have commonly worked with in clinical practice. For many reasons, patients often receive healthcare from multiple organizations that might have different systems.

As you review this scenario, reflect and answer these questions for this discussion.

  • What are the pros and cons of the situation in the case study?
  • What safeguards are included in patient portals and PHRs to help patients and healthcare professionals ensure safety?
  • Do you agree or disagree with the way that a patient obtains Personal Health Records (PHRs)?
  • What are challenges for patients that do not have access to all of the PHRs? Remember, only portions of the EHRs are typically included in the PHRs.
 
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NO PLAGIARISM

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FIRST PAPERModule 2 – CaseCRITICALLY REVIEWING A RESEARCH ARTICLECase Assignment Begin Module 2 by first viewing the webinar, Critiquing a Research Article. Read the two articles on critiquing Qualitative and Quantitative Research.  https://www.youtube.com/watch?v=YWIeIdsmMHQ https://www.youtube.com/watch?v=ZTgsuU9ROLw  After completing steps 1 and 2, use the same topic that you selected in Module 1 and identify a qualitative and a quantitative research article.Assignment ExpectationsUsing the information in the webinar and articles, write a 1-page critique of the Qualitative article and a 1-page critique of the Quantitative article. All references should be from a publication no more than three years old  (2013 to current).SECOND PAPER 1 PAGEModule 2 – SLPCRITICALLY REVIEWING A RESEARCH ARTICLEEditorial #1:Getting Rid of Gun ControlVirginia finally is poised to repeal its unusual law that prohibits law-abiding citizens from buying more than one gun per month.It’s about time, because the red tape has not had the desired effect in lowering crime. There is no academic research by criminologists or economists that shows that one-gun-a-month regulations reduce crime in either the states that pass them or their neighbors. The laws have merely inconvenienced honest Americans who want to buy guns. Besides Virginia, only Maryland, California and New Jersey still have these laws. South Carolina was the first state to adopt the restrictions in 1976 but repealed the limit in 2004. New Jersey has had the law on the books for less than two months now. Contrary to the nanny-state notion that gun control is good, gun limitations are actually harmful. The book “The Bias Against Guns” shows that one-gun-a-month rules significantly reduce the number of gun shows, because they reduce the number of sales that can occur. For the same reason, it’s likely the regulation reduces the number of gun dealers. The reduction in legal sources to buy guns can raise the cost of law-abiding citizens buying guns relative to criminals, and thus disarm good people relative to criminals. The book “More Guns, Less Crime,” the only peer-reviewed research on one-gun-a-month restrictions, from the University of Chicago Press, shows the laws either have no effect or a detrimental effect on violent crime. The Brady Campaign claims that Virginia’s one-gun-a-month law reduced the number of crime guns traced to Virginia dealers, but it provides no link to crime rates, which is ultimately the bottom line. If people around the nation’s capital should understand anything, it is how hard it is to keep criminals from getting guns. The District of Columbia banned handguns entirely, and murder rates still soared. Criminals got a hold of guns despite the law, because by nature they don’t care about breaking laws, and they can’t buy guns legally anyway. The question ought to be focused on whom these laws prevent from getting guns, and the evidence is that law-abiding citizens are the ones who are stopped. One-gun-a-month rules are similar to gun bans and waiting periods, which tend to disarm victims relative to criminals, and therefore, increase crime. If possible, it’s a good idea to keep guns from criminals, but laws that make it more difficult for law-abiding citizens to get guns relative to criminals cause more harm than good. In the case of the right to keep and bear arms, safety and freedom go together. —Washington Times, February 19, 2010 ————————————————-Editorial #2:Firearms Still Easily AvailableThree years have passed since the massacre at Virginia Tech that took the lives of 32 innocent people, including my sister Reema. I look back over the past 1,097 days since my sister died and wonder how it is still legal for criminals and people with serious mental illness to buy guns without passing a background check. Reema was killed because of a gap in Virginia’s gun background check system that allowed a mentally ill man to buy weapons. Even though a court determined that he was mentally ill and therefore prohibited from purchasing and possessing guns, his record of mental illness was not in the background check system. Thankfully, following recommendations of the Virginia Tech review panel, action was taken at the state and federal level to help get missing mental health and criminal records into the background check system. The number of mental health records submitted to the federal instant background check system has tripled from 298,571 (as of Dec. 31, 2006) prior to the Virginia Tech massacre to 932,559 (as of March 31, 2010). Unfortunately, the problem doesn’t end there. Criminals, the mentally ill, and even terrorists are still able to purchase firearms from gun shows with no background check whatsoever. Federal law requires every licensed gun dealer to conduct criminal background checks on all purchasers. But dealers without licenses are selling guns at gun shows without these checks. According to the Bureau of Alcohol, Tobacco, Firearms, and Explosives (ATF), 30 percent of guns in federal illegal trafficking investigations are connected to gun shows. This Gun Show Loophole is exploited by criminals and those who know they cannot pass a background check. Last May, I went to a gun show in Richmond to see for myself. I bought 10 guns in less than one hour. No background check. No identification. No questions asked. It was as easy as buying a bag of chips at a grocery store; simple cash and carry. Luckily, I’m not a criminal. What’s clear is that anyone, even criminals, can go to any gun show and buy an unlimited number of guns, without undergoing a background check. It’s hard to believe, but it’s true. And there’s nothing to stop them from doing it over and over again. Three years have passed and the Gun Show Loophole still remains intact. The solution is simple: Congress should pass legislation to require background checks for all sales at gun shows. Sen. Jim Webb and Sen. Mark Warner, the families of the Virginia Tech victims and survivors are counting on your leadership. Closing the loophole will not affect the Second Amendment rights of law-abiding gun owners. But it will help ensure that guns do not end up in the hands of people who, because they are a danger to society, have lost the right to own them. In May 2009 my father and I, and several other Virginia Tech family members, met with Sen. Webb to ask for his support for legislation to close the Gun Show Loophole. What impressed us was how seriously he took the issue and his promise to work in Congress to fix this problem. It has been almost 11 months since that meeting, three years since the tragedy at Virginia Tech, and no action has been taken to move this lifesaving legislation forward. I hope that all Virginians will stand with the families of the Virginia Tech victims and survivors in calling on Sens. Webb and Warner to get behind this effort. Closing the Gun Show Loophole won’t bring my sister Reema back, or any of the other victims of the mass shooting at Virginia Tech. But it would save an untold number of innocent lives. It’s been three years. The time to act is now. Sen. Webb and Sen. Warner, what are you waiting for? —Richmond Times-Dispatch, April 20, 2010 ————————————————-Editorial #3:Virginia Handgun Law: Don’t Reopen the Pipeline of GunsSeventeen years ago, pressured by its neighbors to stem the flow of guns into the Northeast, Virginia enacted a bipartisan bill that limited the purchase of handguns to one every 30 days. Virtually overnight, experts say, the “Iron Pipeline” slowed and the number of guns used in crimes in New Jersey and traced to Virginia fell sharply. But now a Virginia legislator wants to turn his state back into one of New Jersey’s leading arsenals. A bill proposed by L. Scott Lingamfelter, a Republican, has cleared the House of Delegates, with mostly Republican support, and is headed for the state Senate, which is controlled by Democrats. There the bill’s chances are uncertain, but if it passes, Gov. Bob McDonnell intends to sign it. Virginia’s gun-running days could be back again. Lingamfelter, a retired Army colonel, insists Virginians’ Second Amendment rights are being restricted. The current law “rations constitutional rights,” he says; “It hasn’t reduced crime. It has reduced commerce.” Lingamfelter says the National Instant Check System, which wasn’t around in 1993, can keep felons from purchasing guns. Maybe, but many of the guns that end up in New Jersey are purchased by “straw buyers” — people with valid Virginia drivers licenses who act as purchasing agents for a fee. New Jersey officials — from U.S. senators to police chiefs — are wondering what Virginia lawmakers are thinking. In a gun-trafficking study of 2008, the Bureau of Alcohol, Tobacco, Firearms and Explosives determined that, even with the reduced flow, Virginia still ranked third among outside states providing guns used in New Jersey crimes. Repealing Virginia’s firearm law will mean hundreds more guns on New Jersey streets each year, many married to a violent, criminal intent. To argue that the law is an onerous burden on law-abiding gun buyers is silly. Virginians can buy 12 guns a year. How many do they need? —Star-Ledger (Newark, NJ), February 22, 2010 LITERATURE REVIEW WORKSHEET #2:GUN CONTROL AND VIRGINIA Which of the three articles was the most persuasive? Why? Which of the three articles was the least persuasive? Why?Are there any important issues regarding gun control that are not covered by these three pieces, but that you would write about if you were addressing this topic?

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Comparative Advantages , Poverty, and Trade : A Socio -Economic Argumentative Essay

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Version:1.0 StartHTML:000000492 EndHTML:000066150 StartFragment:000001318 EndFragment:000066094 StartSelection:000001497 EndSelection:000066076 SourceURL:https://d2l.lonestar.edu/d2l/common/assets/pdfjs/1.0.0.30/web/viewer.html?file=%2Fcontent%2Fenforced%2F729300-018369-01-1191-1-1003%2FProject%2520Microeconomics1.pdf%3Fd2lSessionVal%3DcW0gPPjwacbq4PFD8RHqwehbW%26ou%3D729300&lang=en-us&container=d2l-fileviewer-rendered-pdf&fullscreen=d2l-fileviewer-rendered-pdf-dialog&height=890  PDF.js viewer       Project Link:•https://comtrade.un.org/pb/downloads/2017/VolI2017.pdf•Content:The International Trade Statistics Yearbook 2017•Publisher: United Nations’ Statistics Division – Department of Economic and Social Affairs.How to read the report: •Open the above link, and download the PDF file to your computer. •When you skim reading the report you will notice the following:oStarting page number “1” you find “Part 1”, which shows the merchandise trade profiles for the world (regional and selected trade or economic groupings).oStarting  page  31 (index  of  countries)  until  page 371,  the  report  provides  a  country  by  country  trade profile, alphabetically, for most countries in the world.oIn each country’s trade profile, there exist summary profile on the first page, and at the end of the page you can see “Table 1” which shows each country’s “top 10 export commodities” for the different  periods  between 2015 and 2017.Project File:•In D2L (under Content), you can find tab called “Project”, under this “Project” tab you can find a file named “UN Table 1.” This PDF file includes data on selected countries with different percentages of poverties (poverty gap) for the year 2015.The Project:•You  will  have  to  write  a  socio-economic  essay  on  the  link  between  different  poverty  levels  of  different  countries  and  the  countries’ comparative advantages of different products, or group of products.Step-by-Step Instructions (Mandatory): (required to pass the project).•Compare at least 10 countries of your choice with different poverty gaps (preferred: include both developed and developing countries).•Investigate  whether  there exists a  trend  between  the  change  in the  poverty  gaps  (%)  and  the specific  products  that  the  country exports the most (In this project you always assume that countries export most the products in which they enjoy comparative advantages in producing them.•Conduct an academic literature review on your analysis (required: at least three academic articles).•Using your own conducted literature review, explain why such trends exist or do-not-exist.•Use your analysis to investigate which are the most significant products that high-poverty countries export? which are the most significant products that low-poverty countries export, which are the most significant products that medium-poverty countries export, and try to investigate if there is a trend. Compare your analysis by your findings from the literature review. •Do not use the “top 10 imported commodities” in the International Trade Statistics Yearbook 2017 (usually table 4 at the end  of  the  country-by-country  profiles),  as  some  countries  may  still  import  products  with  high  rate  of  comparative  advantages due to other reasons.•You will have to provide table(s) and/or chart(s) that show your summary of the countries you have selected. Be creative. •Close to the end of the project, explain how your analysis depended on your understanding of the textbook’s materials (only required topics of chapter 2 and chapter 15).    Textbook: Principles of Microeconomics, 7th edition, by Robert H. Frank, Ben Bernanke, Kate Antonovics, and Ori Heffetz. McGraw-Hill Education, 2018.•Minimum of 2500 words is required, excluding the abstract, titles, charts, and tables. An abstract is optional.•In  your  writing,  presume  that  the  reader  never  took  an  economics  class.  When  talking  about  certain  definition  or  topic,  assume the reader have never learned about it before, therefore, do not forget to define your terms, explain them (at least briefly), and never assume that the reader knows! Required Format:•Strictly use the same format of one of your reviewed studies.Important Hints:1.Read online about how to conduct an ‘argumentative essay.’ 2.Every research has a research problem, so start by identifying the research problem. The research problem is telling the reader why this essay is important to read. You can use recent trends in trade to justify the research problem, or maybe a recent change in global competitiveness that has major impacts on the economies you are analyzing, in which your essay is imposing important analysis and significant findings. In the very beginning of your introduction, try to get the reader attentive to your research problem.3.You  can  choose  your  own  essay’s  title  that  relates  to  the  rule  of  socio-economic  measures  in  global  competitiveness,  or  simply  use  the  title  of  the  project  as  your  essay’s  title.  The  tile  of  the  project  is  ‘Comparative Advantages, Poverty, and Trade: A Socio-Economic Argumentative Essay.’4.’ If using your own topic, make your topic as focused as possible, and avoid using broad or far-reaching topics.5.You need to look at many published academic  articles,  not  articles  published  in  journals  like  The  New  York  Times,  or  similar  journals.  Then  review  the  articles  that  are  as  close  to  your  topic  as  it  can  get.  To  find  the  published academic articles, use academic search engines such as:https://scholar.google.com/https://www.jstor.org/6.Use the structure of the citation exactly matching the paper or journal you chosen to follow its format. For example, either “Sam  et  al.,  2000”  or  “Sam,  David,  and  Tom,  2000”,  or  any  other  known  academic  citation  used in social sciences.7.Do not use strong claims without proper citation, even if it makes a lot of logic to you.8.Do  not  claim  accuracy  of  a  statement  or  an  idea  simply  because  it  was  mentioned,  or  even  proven,  by  the  literature. 9.Do  not  forget  about  the  rules  of  assumptions,  where  you  can  observe  concepts  varying  when  changing  the  model assumptions.10.Do not ever forget to quote in bold text when you retype a statement from of a reference. For example; Sam et  el.,  2000  define  this  word  as  “social  and  behavioral  aspect  of  any  topic.”  As  you  see,  the  statement  is  quoted in bold text.11.You have to use the rule of microeconomics by not analyzing the total trade of all goods and services between the  economies,  you  will  have  to  select  few  products  or  specific  type  of  products.  For  example,  the  international market for ice cream, or international market frozen desserts in general.12.You do not have to use the most recent data or articles, but try to relate your work to more recent data (such as academic articles published after the year 2012). 13.Make sure to use clear wordings, avoid syntax errors, and use correct punctuations.14.Do not retype same statement over and over again in different structures. 15.Revise  your  work  more  than  one  time,  as  many  times  as  possible.  You  will  always  see  something  to  adjust  every time you revise your work. This is a continuous process in practical research, and the more revising you do, the better the work you will produced. 16.Draw an outline in the beginning, and end up with a draft before typing the project.17.Use prime times of the day to work in your essay.18.It is good to have subtitles in your essay.  19.While  working  on  the  project,  avoid  printing/considering  the  whole  report.  Only  print/consider  required  pages. For example, only print the individual front profile pages for the selected countries (one front-page for each country).20.Read the grading rubrics to know how your project will be evaluated. Maximum points for the project equal 100 points.Specific Objective(s):•Read online about how to conduct an ‘argumentative essay.’•Analyze a narrowed topic related to ‘the rule of socio-economic measures in international trade.’•Collect references of at least three published academic studies on the topic.•Identify the main argument(s) of the essay.•Discuss whether the argument(s) being the same and/or different among the collected literature.•Recognize the rule of assumptions in modeling and argumentative perceptions.•Discuss how the argument(s) may change under different assumptions/environments.•Use the learning form Chapters 2 and 15 to analyze comparative advantages and international trade.Foundational Component Area (FCA): •’Social & Behavioral Sciences’ – ECON 2302 – MicroeconomicsCore Objective(s):•Critical Thinking (CTH) – This is a sub-objective of the Intellectual and Practical Objective – Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.Definition Source: https://www.aacu.org/value/rubrics/critical-thinking•Written  Communication (WRC) –  This  is  a  sub-objective  of  the  Intellectual  and  Practical  Objective  –  Written communication is the development and expression of ideas in writing. Written communication involves learning to work in many genres and styles. It can involve working with many different writing technologies, and mixing texts, data, and images. Written communication abilities develop through iterative experiences across the curriculum.Definition Source: https://www.aacu.org/value/rubrics/written-communication•Quantitative  Literacy  (QL) –  This  is  a  sub-objective  of  the  Intellectual  and  Practical  Objective  -also  known  as  Numeracy or Quantitative Reasoning (QR) – is a ‘habit of mind,’ competency, and comfort in working with numerical data. Individuals with strong QL skills possess the ability to reason and solve quantitative problems from a wide array of authentic contexts  and  everyday  life  situations.  They  understand  and  can  create  sophisticated  arguments  supported  by  quantitative  evidence  and  they  can  clearly  communicate  those  arguments  in  a  variety  of  formats  (using  words,  tables,  graphs,  mathematical equations, etc., as appropriate).Definition Source: https://www.aacu.org/value/rubrics/quantitative-literacy•Intercultural Knowledge and Competence (IKC) – This is a sub-objective of the Social Responsibility Objective – Intercultural Knowledge and Competence is ‘a set of cognitive, affective, and behavioral skills and characteristics that support effective  and  appropriate  interaction  in  a  variety  of  cultural  contexts.”  (Bennett,  J.  M.  2008.  Transformative  training:  Designing  programs  for  culture  learning.  InContemporary  leadership and intercultural  competence:  Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)Definition Source: https://www.aacu.org/value/rubrics/intercultural-knowledge

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Assignment 4: "Informative Report – Draft"

Choose a familiar household appliance (e.g., vacuum, toaster, hair dryer).

Write a one to two (1-2) page mechanism description (written in your own words) telling an audience of fifth graders in a science class how the appliance works. The document must include:

a. Headingsb. At least one graphicc. A logical spatial order

In your document, you should:

  1. Ensure the document is clear and brief.
  2. Exercise logic in your design, including placement of headers and graphics.
  3. Use appropriate language for the audience and purpose.
  4. Follow the steps identified in the textbook.
  5. Cite source(s), including any graphics.

Your assignment must follow these formatting requirements:

  • This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.
  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow SWS or school-specific format. Check with your professor for any additional instructions.
  • 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:

  • Explain ideas in proper format using accurate details and relevant examples.
  • Design effective graphics for visual presentations.
  • Use syntax, tone, and word choice appropriate to technical communications.
  • Prepare reports, project requirements, and other various technical writing genres.
  • Use technology and information resources to research issues in technical writing.
  • Write clearly and concisely about technical writing 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.

Please click here to view the grading rubric.

 
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