1
Created in 2015
GUIDELINES FOR PARAPHRASING SOURCES
Paraphrasing
We have all watched a good television show or an interesting news story that we wanted to tell others
about. When you are explaining the show or story, you most likely tell your friends, your family, or your
coworkers what happened, how it happened, and why it happened. In doing so, you describe things like
the plot, the main characters, the events, and the important points using your own words. This skill is
paraphrasing–using your own words to express someone else's message or ideas.
When you paraphrase in writing, the ideas and meaning of the original source must be maintained; the
main ideas need to come through, but the wording has to be your own. And, of course, credit needs to be
given to the author. You don’t want to over quote in your paper. A great alternative to quoting is to
paraphrase information. However, paraphrasing takes a little more skill than directly quoting information,
because, to paraphrase correctly, you need to understand what the original quote or passage is about in
order to write about it in your words.
How Do You Paraphrase a Source?
Read the original two or three times or until you understand it and its meaning.
Put the original aside and try to write the main ideas in your own words. Say what the source
says, but no more, and try to reproduce the source's order of ideas and emphasis.
Look closely at unfamiliar words, observing carefully the exact sense in which the writer uses the
words.
Check your paraphrase, as often as needed, against the original for accurate tone and meaning,
changing any words or phrases that match the original too closely. If the wording of the
paraphrase is too close to the wording of the original, then it can be considered plagiarism.
If you choose to use exact words or phrases from the original source, quote them in your
paraphrased version.
Try to keep your paraphrased version near the same length of the original text. For example, if
the paragraph you are paraphrasing is five sentences long, try to make your paraphrased
paragraph five sentences as well.
Include a citation for the source of the information (including the page numbers, if available) so
that you can cite the source accurately. Even when you paraphrase, you must still give credit to
the original author.
When Is Paraphrasing Useful?
You should paraphrase when…
you want to express the author's idea but not necessarily the author’s language;
you want to clarify an author's ideas for the reader and/or for yourself;
you want an alternative to quoting;
you want to integrate information from charts, graphs, tables, lectures, etc; or
you need an authority on the topic or to support your ideas.
2
Created in 2015
Examples of Good Paraphrasing
Paraphrasing can be done with individual sentences or entire paragraphs. Here are some examples:
Ori ...
Printable PDFGuidelines for Summarizing SourcesSummarizingAn.docxharrisonhoward80223
Printable PDF
Guidelines for Summarizing Sources
Summarizing
Another good skill to help you incorporate research into your writing is summarizing. Summarizing is to take larger selections of text and reduce them to their basic essentials: the gist, the key ideas, the main points that are worth noting and remembering. Think of a summary as the “general idea in brief form”; it's the distillation, condensation, or reduction of a larger work into its primary notions and main ideas.
As with directly quoting and paraphrasing, summarizing requires you to cite your sources properly to avoid "accidental" plagiarism. moreover, a summary should not change the meaning of the original source. a good summary should be a shortened version that conveys the purpose and main points of the original source.
Components of a Good Summary:
· Write in the present tense.
· Make sure to include the author, the year, and title of the work.
· For Example:
· In Pixar’s 2003 movie, Finding Nemo…
· In Stephen King’s horror book The Shining (1977),…
· In Emily Dickinson’s poem “Because I Could Not Stop for Death (1890),”
· Be concise: a summary should not be equal in length to the original text; it should be about 1/10 as long.
· Include 2–3 main points of the text or work.
· Include the conclusion or the final findings of the work.
· Avoid using quotations. A summary is not a paraphrase or a direct quote. If you must use the author's key words or phrases, always enclose them in quotation marks and cite.
· Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.
When Is a Summary Useful?
You should summarize when…
· you want to give an overview of a source's main ideas/points;
· you can express a source's ideas or points in fewer words than the original text;
· you need to give a brief synopsis of more than one source; or
· Read through your notes from the third reading, look up the words/phrases that you do not know, and make any appropriate changes to the information you jotted down.
· you want an authority on the topic to support your ideas.
Examples of Good and Bad Summaries
Be careful when you summarize that you avoid stating your opinion or putting a particular bias on what you write. This point is important because the goal of a summary is to be as factual as possible.
For example, here is an example of an inaccurate, opinion-laden summary about Pixar’s popular movie Finding Nemo:
So there's a film where a man's wife is brutally murdered by a serial killer and his son is left physically disabled. In a twist of events, the son is kidnaped and kept in a tank while his father chases the kidnapper thousands of miles with the help of a mentally challenged woman. Finding Nemo is quite the thriller.
This example is a bad summary because it is very vague, and it contains the writer’s opinion as well as twists the events of the story into .
Plagiarism What It is and How to Recognize and Avoid It W.docxrandymartin91030
Plagiarism: What It is and How to Recognize and Avoid It
What is Plagiarism and Why is it Important?
We are continually engaged with other people's ideas: we read them in texts, hear them in lecture, discuss
them in class, and incorporate them into our own writing. As a result, it is very important that we give
credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging the
source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
• another person's idea, opinion, or theory;
• any facts, statistics, graphs, drawings--any pieces of information--that are not common
knowledge;
• quotations of another person's actual spoken or written words; or
• paraphrase of another person's spoken or written words.
How to Recognize Unacceptable and Acceptable Paraphrases
Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s
by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great
developments of late nineteenth century American history. As new, larger, steam-powered factories
became a feature of the American landscape in the East, they transformed farm hands into industrial
laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of
large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of
production as well as of commerce and trade.
Here's an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population
were three large factors of nineteenth century America. As steam-driven companies
became more visible in the eastern part of the country, they changed farm hands into
factory workers and provided jobs for the large wave of immigrants. With industry came
the growth of large cities like Fall River where the Bordens lived which turned into
centers of commerce and trade as well as production.
What makes this passage plagiarism?
• the writer has only changed around a few words and phrases, or changed the order of the
original's sentences.
• the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for
example, "steam-driven companies" in sentence two misses the original's emphasis on factories).
Here's an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial
cities of the nineteenth century. Steam-powered production had shifted labor from
agriculture to manufacturing, and as immigrants arrived in the US, they found work in
these new factories. As a result, populations grew, and large urban areas arose. Fall
River .
The document provides guidance on avoiding plagiarism by properly quoting, paraphrasing, and summarizing other authors' work. It explains that quoting involves using the exact words, paraphrasing means putting the idea in one's own words, and summarizing is concisely stating the key points. The document emphasizes quoting and paraphrasing should be done rarely and selectively, while summarizing is for condensing large amounts of information. It also reviews how to properly integrate quotes, paraphrases and summaries in writing by citing the source.
This document provides instruction on writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and develop a draft. It discusses using appositives to define terms, introduce new concepts, and give credentials. Quotations should be used sparingly and integrated into your own writing. Plagiarism is avoided by properly citing all sources. Tips are provided for starting with an anecdote, writing a thesis, using examples and definitions, citing quotes, and completing a works cited list. Students are assigned to post appositive examples and a draft essay for feedback.
The document outlines the agenda for an online class, including reviewing essays, learning how to write conclusions, using appositives, citing sources to avoid plagiarism, integrating quotations, and tips for writing a draft. It provides examples and instructions for writing conclusions, using appositives, citing sources, quoting and summarizing information, and formatting a paper according to MLA guidelines. Students are assigned homework of continuing to read a novel, posting appositive phrases and their conclusion to an online discussion, and bringing drafts of their essay to the next class.
This document provides an agenda and guidance for writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and tips for drafting the essay. It discusses using appositives to efficiently include definitions, experts' credentials, examples and specifics. It explains quoting briefly and summarizing longer passages, and gives examples of integrating quotations in the text. Students are advised to cite sources properly, ask if confused about plagiarism, and include works cited. Homework includes drafting the concept essay and studying vocabulary.
This document provides an agenda for a class on writing essays. It covers reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing drafts, and tips for writing essays. Examples are given for different elements like conclusions, appositives, quoting, summarizing, and citing sources. Students are prompted to try writing appositives and conclusions. Guidance is offered on avoiding plagiarism and properly citing sources in papers.
This document provides an agenda for a class on writing essays. It includes sections on reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing a draft, and tips for writing the essay. Examples are given for conclusions, appositives, quoting and summarizing sources, and integrating quotations. Homework includes reading assigned chapters, posting examples from their essay, and bringing draft copies to class.
Printable PDFGuidelines for Summarizing SourcesSummarizingAn.docxharrisonhoward80223
Printable PDF
Guidelines for Summarizing Sources
Summarizing
Another good skill to help you incorporate research into your writing is summarizing. Summarizing is to take larger selections of text and reduce them to their basic essentials: the gist, the key ideas, the main points that are worth noting and remembering. Think of a summary as the “general idea in brief form”; it's the distillation, condensation, or reduction of a larger work into its primary notions and main ideas.
As with directly quoting and paraphrasing, summarizing requires you to cite your sources properly to avoid "accidental" plagiarism. moreover, a summary should not change the meaning of the original source. a good summary should be a shortened version that conveys the purpose and main points of the original source.
Components of a Good Summary:
· Write in the present tense.
· Make sure to include the author, the year, and title of the work.
· For Example:
· In Pixar’s 2003 movie, Finding Nemo…
· In Stephen King’s horror book The Shining (1977),…
· In Emily Dickinson’s poem “Because I Could Not Stop for Death (1890),”
· Be concise: a summary should not be equal in length to the original text; it should be about 1/10 as long.
· Include 2–3 main points of the text or work.
· Include the conclusion or the final findings of the work.
· Avoid using quotations. A summary is not a paraphrase or a direct quote. If you must use the author's key words or phrases, always enclose them in quotation marks and cite.
· Don't put your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.
When Is a Summary Useful?
You should summarize when…
· you want to give an overview of a source's main ideas/points;
· you can express a source's ideas or points in fewer words than the original text;
· you need to give a brief synopsis of more than one source; or
· Read through your notes from the third reading, look up the words/phrases that you do not know, and make any appropriate changes to the information you jotted down.
· you want an authority on the topic to support your ideas.
Examples of Good and Bad Summaries
Be careful when you summarize that you avoid stating your opinion or putting a particular bias on what you write. This point is important because the goal of a summary is to be as factual as possible.
For example, here is an example of an inaccurate, opinion-laden summary about Pixar’s popular movie Finding Nemo:
So there's a film where a man's wife is brutally murdered by a serial killer and his son is left physically disabled. In a twist of events, the son is kidnaped and kept in a tank while his father chases the kidnapper thousands of miles with the help of a mentally challenged woman. Finding Nemo is quite the thriller.
This example is a bad summary because it is very vague, and it contains the writer’s opinion as well as twists the events of the story into .
Plagiarism What It is and How to Recognize and Avoid It W.docxrandymartin91030
Plagiarism: What It is and How to Recognize and Avoid It
What is Plagiarism and Why is it Important?
We are continually engaged with other people's ideas: we read them in texts, hear them in lecture, discuss
them in class, and incorporate them into our own writing. As a result, it is very important that we give
credit where it is due. Plagiarism is using others' ideas and words without clearly acknowledging the
source of that information.
How Can Students Avoid Plagiarism?
To avoid plagiarism, you must give credit whenever you use
• another person's idea, opinion, or theory;
• any facts, statistics, graphs, drawings--any pieces of information--that are not common
knowledge;
• quotations of another person's actual spoken or written words; or
• paraphrase of another person's spoken or written words.
How to Recognize Unacceptable and Acceptable Paraphrases
Here's the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s
by Joyce Williams et al.:
The rise of industry, the growth of cities, and the expansion of the population were the three great
developments of late nineteenth century American history. As new, larger, steam-powered factories
became a feature of the American landscape in the East, they transformed farm hands into industrial
laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of
large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of
production as well as of commerce and trade.
Here's an UNACCEPTABLE paraphrase that is plagiarism:
The increase of industry, the growth of cities, and the explosion of the population
were three large factors of nineteenth century America. As steam-driven companies
became more visible in the eastern part of the country, they changed farm hands into
factory workers and provided jobs for the large wave of immigrants. With industry came
the growth of large cities like Fall River where the Bordens lived which turned into
centers of commerce and trade as well as production.
What makes this passage plagiarism?
• the writer has only changed around a few words and phrases, or changed the order of the
original's sentences.
• the writer has failed to cite a source for any of the ideas or facts.
If you do either or both of these things, you are plagiarizing.
NOTE: This paragraph is also problematic because it changes the sense of several sentences (for
example, "steam-driven companies" in sentence two misses the original's emphasis on factories).
Here's an ACCEPTABLE paraphrase:
Fall River, where the Borden family lived, was typical of northeastern industrial
cities of the nineteenth century. Steam-powered production had shifted labor from
agriculture to manufacturing, and as immigrants arrived in the US, they found work in
these new factories. As a result, populations grew, and large urban areas arose. Fall
River .
The document provides guidance on avoiding plagiarism by properly quoting, paraphrasing, and summarizing other authors' work. It explains that quoting involves using the exact words, paraphrasing means putting the idea in one's own words, and summarizing is concisely stating the key points. The document emphasizes quoting and paraphrasing should be done rarely and selectively, while summarizing is for condensing large amounts of information. It also reviews how to properly integrate quotes, paraphrases and summaries in writing by citing the source.
This document provides instruction on writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and develop a draft. It discusses using appositives to define terms, introduce new concepts, and give credentials. Quotations should be used sparingly and integrated into your own writing. Plagiarism is avoided by properly citing all sources. Tips are provided for starting with an anecdote, writing a thesis, using examples and definitions, citing quotes, and completing a works cited list. Students are assigned to post appositive examples and a draft essay for feedback.
The document outlines the agenda for an online class, including reviewing essays, learning how to write conclusions, using appositives, citing sources to avoid plagiarism, integrating quotations, and tips for writing a draft. It provides examples and instructions for writing conclusions, using appositives, citing sources, quoting and summarizing information, and formatting a paper according to MLA guidelines. Students are assigned homework of continuing to read a novel, posting appositive phrases and their conclusion to an online discussion, and bringing drafts of their essay to the next class.
This document provides an agenda and guidance for writing a concept essay, including how to use appositives, integrate quotations, avoid plagiarism, and tips for drafting the essay. It discusses using appositives to efficiently include definitions, experts' credentials, examples and specifics. It explains quoting briefly and summarizing longer passages, and gives examples of integrating quotations in the text. Students are advised to cite sources properly, ask if confused about plagiarism, and include works cited. Homework includes drafting the concept essay and studying vocabulary.
This document provides an agenda for a class on writing essays. It covers reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing drafts, and tips for writing essays. Examples are given for different elements like conclusions, appositives, quoting, summarizing, and citing sources. Students are prompted to try writing appositives and conclusions. Guidance is offered on avoiding plagiarism and properly citing sources in papers.
This document provides an agenda for a class on writing essays. It includes sections on reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing a draft, and tips for writing the essay. Examples are given for conclusions, appositives, quoting and summarizing sources, and integrating quotations. Homework includes reading assigned chapters, posting examples from their essay, and bringing draft copies to class.
This document provides an agenda for a class on writing essays. It includes sections on reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing a draft, and tips for writing the essay. Some key points covered include using appositives to clearly define terms and introduce experts, citing sources in the proper MLA format to avoid plagiarism, deciding when to quote or summarize sources, and tips for drafting the essay such as using examples and anecdotes.
This document provides an agenda for a class on writing concept essays. It includes sections on essay structure, conclusions, using appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, and tips for writing the draft. The document offers examples and advice for each section to help students understand how to write a successful concept essay.
The document discusses paraphrasing strategies and how to properly paraphrase sources. It defines paraphrasing as precisely restating a short passage in one's own words while maintaining the original meaning. The document provides tips for paraphrasing such as putting text in one's own words, avoiding copying, rearranging similar text, and ensuring all important points are included. It emphasizes paraphrasing requires understanding the original and using different wording and structure to avoid plagiarism.
The document provides guidelines for integrating quotes into paragraphs using MLA format. It recommends introducing the author and title, providing context for the quote, choosing a meaningful quote, and analyzing the quote. It also discusses using signal phrases, formatting longer quotes as block quotes, using ellipses and brackets, and distinguishing between paraphrasing and directly quoting. Students should avoid mistakes like missing author/title, starting/ending with a quote without context or analysis.
This document provides an agenda for an online class on writing essays. It covers reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, and tips for writing a draft. Examples are given for different sentence structures like appositives. Guidelines are offered for citing sources in-text and on a works cited page. Formatting tips are included for margins, headers, and titles. Students are assigned homework of continuing to read a novel, posting appositive phrases and their conclusion, and bringing drafts to the next class.
The document provides an agenda for an online class on writing essays. It covers essay reviews, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, and tips for writing drafts. Examples are given for different aspects like conclusions students could write, using appositives, how and when to cite sources, what constitutes plagiarism, how to quote and summarize information from sources, and how to integrate quotations into written work. The document aims to instruct students on various elements of writing essays and using external sources.
This slideshow is designed to help students write introductions and conclusions for their formal research papers.
For a slideshow with active links: https://docs.google.com/presentation/d/1sPJVJbo79DBisUGhtUCyIwE9unfyxZN4aN6EMlv-eag/edit?usp=sharing
MODULE (DOCUMENTING SOURCES AND APA FORMATTING STYLES)AdrianCatapat1
This document provides an overview of APA style guidelines for documenting sources and formatting academic papers. It discusses the basic principles of APA style, including providing both in-text citations and a reference list. Key aspects covered include how to format quotes, paraphrases, and summaries in citations; how to structure the reference list; and stylistic guidelines for writing clearly and concisely in APA style. The document is intended as an introduction to APA documentation and formatting for academic work.
The document provides guidance on common issues students face when writing essays, including run-on sentences, logical sentence structure, integrating quotes, works cited pages, and using academic language. Tips are given for identifying and correcting run-on sentences, properly citing sources within the text and in the works cited page, and altering casual language to sound more formal and academic.
This document provides an overview of APA style formatting. It discusses the purpose of citations and references, including allowing readers to locate sources and establishing credibility. It covers constructing in-text citations, including providing author names, years of publication, and page numbers when needed. The document also reviews formatting reference list entries for different source types like books, articles, and websites. Finally, it introduces RefWorks as a tool for managing and citing sources.
This document provides guidance on drafting a remembered event essay. It discusses integrating quotations using signal phrases and formatting long quotations in MLA style. It also covers using time transitions and verb tenses to help readers follow the chronology. The document prompts the student to check their draft for elements like an engaging introduction, narrative drama, climax, and conclusion that reflects on meaning. Finally, it assigns homework of revising the introduction, adding metaphors, showing time transitions, including a quotation, and drafting a complete 3+ page essay in MLA format.
This document provides guidance on drafting a remembered event essay. It discusses integrating quotations using signal phrases and formatting long quotations in MLA style. It also covers using time transitions and verb tenses to help readers follow the chronology. The document reviews the beginning, middle, and end of the essay. It emphasizes including narrative action, dialogue, description, and a climax. It also discusses concluding with reflections on meaning. Finally, it provides homework of drafting a complete essay #2 following the discussed guidelines.
Mla Citation For The Kite Runner
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Proper APA Formating In-Text Citations
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Citations And References In Apa Format
Plagiarism Essay Examples
Mla Format
APA Style Analysis
all about citation Essay
Mla Citation For Thirteen Reasons Why
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6. 07 Integrating Information Analysis
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Psychoanalytic literary criticism essay choose two of the aryan532920
This document provides instructions for writing a psychoanalytic literary criticism essay analyzing short stories using concepts from Freudian psychoanalytic theory such as the Oedipus complex, sibling rivalry, penis envy, and castration anxiety. Students are prompted to choose two short stories from a list to analyze how family dynamics influence the characters and reassert themselves in the stories, with tragic results. The document provides guidance on essay structure, including an introductory paragraph referencing Freudian theory and identifying the short stories, a thesis statement, topic sentences and examples for body paragraphs, and a conclusion applying the theory to real life with personal examples.
This document defines plagiarism and provides examples of it in various contexts like music, literature, and academia. It discusses how to avoid plagiarism through proper citation of sources using APA style guidelines. Key aspects covered include what constitutes plagiarism, examples of plagiarized works, how to incorporate quotes into writing with in-text citations, and formatting reference lists. The goal is to educate about acknowledging original sources to avoid passing off others' work as one's own.
The document discusses different factors in research ethics including not pressuring participants, ensuring safety, giving proper credit, communicating results, and being aware of potential misuses of research. It then defines plagiarism as passing off someone else's work as your own. The four types of plagiarism are described as copying, patchwork plagiarism, paraphrasing plagiarism, and unintentional plagiarism. Techniques to avoid plagiarism include being honest about sources, giving credit, acknowledging authors, using original work, and properly quoting and citing sources. Finally, data analysis tools like R, Tableau, Python, and SAS are discussed along with their key features.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docxhoney725342
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
NR224 Fundamentals SkillsTopic Safety Goals BOOK P.docxhoney725342
This document discusses a nursing fundamentals skills assignment on safety goals. The assignment introduces students to the National Patient Safety Goals developed by The Joint Commission, specifically the Speak Up Initiatives program, which is designed to empower patients to take an active role in their own healthcare safety by speaking up about concerns. The document provides guidelines for the assignment and references a nursing fundamentals textbook for further information.
Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
Now that you’ve seen all of the elements contributing to the Devil’s.docxhoney725342
Now that you’ve seen all of the elements contributing to the Devil’s Canyon enterprise architecture, Justin wants to move forward with developing privacy policies to ensure videos aren’t distributed or uploaded to the net without the consent of the people in them. This opens a much larger conversation: Devil’s Canyon is also in need of a complete security plan, as well as risk assessments.
In a 2- to 3-page rationale and table,
prepare
the following information to present to the Devil’s Canyon team:
Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
Analyze at least 5 security-related risks/threats that Devil’s Canyon may face.
Assess the probability and impact to the Devil’s Canyon if each risk occurs. Based on these two factors, determine the overall risk level. For purposes of this assignment, evaluate and categorize each factor as low, medium, or high, and create a table to illustrate the risks. For example, a risk/threat with a low likelihood of occurrence and a high impact would represent an overall medium risk.
Consider digital elements mentioned in the designing of the enterprise architecture, such as software, hardware, proposed security measures, smart lift tickets, web cam systems, and smartphones.
.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhoney725342
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: 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)
• CO #6: 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)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
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NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
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2. Reflection Journal Entry
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Topic 4
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In a 2- to 3-page rationale and table,
prepare
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Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
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Consider digital elements mentioned in the designing of the enterprise architecture, such as software, hardware, proposed security measures, smart lift tickets, web cam systems, and smartphones.
.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhoney725342
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
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DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
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media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
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2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
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NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
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NURS 6002: Foundations of Graduate Study
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Prepared by:
<INSERT NAME>
Professional Development
Statement of Purpose
My main objective is to complete my master’s degree so as to qualify as a psych nurse practitioner. My focus is to learn how I can apply the knowledge I have gained from this program in delivering high-quality patient care. Consequently, I have developed several goals that I need to achieve so that they can help me in meeting y main objective.
Curriculum Vitae for Psych Nurse
PROFESIONAL BACKGROUND
Graduate in Psych Nursing from Warren University with experience of more than two years in nursing practice. Skill as a youth coach, identifying problems, and applying the most appropriate techniques for each case. Collaborator, team worker, with a good relationship with patients and experienced in preparing patient care programs.
COMPETENCES
-Diagnosis of problems.
-Direct interventions.
-Consultation and treatment.
-Development of programs.
-Easy for personal relationships.
-Collaborative team worker.
-Experience with students with special needs.
-Good adaptation to different tasks.
EXPERIENCE
· John Hopkins Hospital Practice in Psych Nursing from January 2017 to the present
· One-time actions with conflictive patients in crisis situations.
· Preparation of intervention projects in the hospital environment for patients at risk of social exclusion.
TRAINING
· Degree in Psych nursing. Walden University
CERTIFICATES
SOCIAL WORK
· Volunteer in Walden community working with minors in areas of social exclusion.
LANGUAGES
· English
SKILLS VOCATION
· Service.
· Responsibility and seriousness.
· Pharmacology knowledge.
· Ability to work under pressure and in emergency situations.
· Knowledge of nutrition and psychology.
· Resolute person.
· dealing with older adults and children.
· Extensive use of computer tools.
Professional Development Goals
The first thing that should be noted is that psych nursing is a recent academic option, which is highly relevant that more people are trained in it and help to broaden and deepen the scientific foundation of the care it offers. Although the psych nurses are already able to carry out different activities without the need for another health professional to indicate them, it is important that they can acquire greater independence so that their contribution is even greater, which is my first professional development goal. Therefore, the degree in psych nursing must be strengthened, with studies and evidence that allow the framework of the work of those who practice it to grow and, in turn, encourage its professionals to intervene promptly to avoid complicating the medical situation of a patient.
I would like to be supportive, have a vocation for service, be responsible, and be organized. It is these basic qualities that will allow me to develop a nursing career. The organization and responsibility would be oriented there because the nurse, by nat.
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Nur-501-AP4- Philosophical and Theoretical Evidence-Based research.docxhoney725342
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research
Watson’s philosophy and science of caring has four major concepts: human being, health, environment/society, and nursing Butts & Rich, 2015). In Watson’s view, the disease might be cured, but illness would remain because, without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes.
According to Watson (2009), the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis placed on the interpersonal process between the caregiver and care recipient. The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2009). The structure for the science of caring is built upon ten carative factors. Among them are human altruistic values, faith-hope, sensitivity to one’s self or other, trust, human caring relationship, and promotion of self-expression (.
Watson defines Human being as a valued person to be cared for, respected, nurtured, understood, and assisted, in general a philosophical view of a person as a fully functional integrated self. Personhood is viewed as greater than and different from the sum of his or her parts which are mind-body-soul-connection (Butt & Rich 2015)
The personhood concept in Watson theory of caring implies that patients are not all the same. Each person brings a unique background of experiences, values, and cultural perspective to health care encounter. Caring facilitates a nurse’s ability to know a patient, allowing the nurse to recognize a patient’s problem and find and implement individualized solution on the patient’s unique needs.
Knowing the person allows the nurse to avoid assumptions, to center on the one cared for (Keller, 2013). It also gives the nurse to opportunity to assess thoroughly by seeking clues to clarify the issue that the individual is going through.
The concept of personhood also integrates the human caring processes with healing environment, incorporating the life-generating and life receiving processes of human caring and healing for nurses and their patient. The concept put emphasis on developing a caring relationship with the person as a nurse and listen to the person’ stories to fully understand the meaning an impact of the individual’s condition. This information and understanding helps in the development and delivery of individualized patient centered care. The transpersonal caring theory rejects disease orientation to health care and places care before cure. When the .
NU32CH19-Foltz ARI 9 July 2012 1945Population-Level Inter.docxhoney725342
NU32CH19-Foltz ARI 9 July 2012 19:45
Population-Level Intervention
Strategies and Examples
for Obesity Prevention
in Children∗
Jennifer L. Foltz,1 Ashleigh L. May,1 Brook Belay,1
Allison J. Nihiser,2 Carrie A. Dooyema,1
and Heidi M. Blanck1
1Division of Nutrition, Physical Activity, and Obesity, 2Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion, Centers for
Disease Control and Prevention, Atlanta, Georgia 30341; email: [email protected]
Annu. Rev. Nutr. 2012. 32:391–415
First published online as a Review in Advance on
April 23, 2012
The Annual Review of Nutrition is online at
nutr.annualreviews.org
This article’s doi:
10.1146/annurev-nutr-071811-150646
0199-9885/12/0821-0391$20.00
∗This is a work of the U.S. Government and is
not subject to copyright protection in the
United States.
Keywords
obesity prevention, children, nutrition, physical activity, interventions
Abstract
With obesity affecting approximately 12.5 million American youth,
population-level interventions are indicated to help support healthy
behaviors. The purpose of this review is to provide a summary of
population-level intervention strategies and specific intervention exam-
ples that illustrate ways to help prevent and control obesity in children
through improving nutrition and physical activity behaviors. Informa-
tion is summarized within the settings where children live, learn, and
play (early care and education, school, community, health care, home).
Intervention strategies are activities or changes intended to promote
healthful behaviors in children. They were identified from (a) systematic
reviews; (b) evidence- and expert consensus–based recommendations,
guidelines, or standards from nongovernmental or federal agencies;
and finally (c) peer-reviewed synthesis reviews. Intervention examples
illustrate how at least one of the strategies was used in a particular
setting. To identify interventions examples, we considered (a) peer-
reviewed literature as well as (b) additional sources with research-tested
and practice-based initiatives. Researchers and practitioners may use
this review as they set priorities and promote integration across settings
and to find research- and practice-tested intervention examples that can
be replicated in their communities for childhood obesity prevention.
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NU32CH19-Foltz ARI 9 July 2012 19:45
IOM: Institute of
Medicine
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . 392
INTERVENTIONS BY
SETTINGS . . . . . . . . . . . . . . . . . . . . . . . 394
Early Care and Education . . . . . . . . . . 394
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Health .
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related to immobility
4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure
5. Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion
6.
Excess Fluid Volume related to
increased antidiuretic hormone (ADH) production, and sodium/water retention.
.
Nursing Documentation Is it valuable Discuss the value of nursin.docxhoney725342
"Nursing Documentation: Is it valuable?" Discuss the value of nursing documentation in healthcare planning. Compare these purposes with the documentation format used in your area of practice. What are potential uses of the data you collect beyond the care of the individual patient?
Please reference Sewell, J. (2016). Informatics & Nursing:
Opportunities & Challenges
(5th ed.) Lippincott, Williams & Wilkins: Philadelphia.
.
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
Number 11. Describe at least five populations who are vulner.docxhoney725342
Number 1
1. Describe at least five populations who are vulnerable to PTSD
2. What are eight DSM5 criteria for PTSD
3. Describe possible signs and symptoms a client experiencing PTSD could exhibit
4. Describe at least five triggers and how they can be manifested in client experiencing PTSD
5. Describe five treatment options for clients experiencing PTSD
Number 2
1) Describe some day to day challenges that face people who are voice hearers
2) Explain the subjective experience of hearing voices that are disturbing
3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique
4) What other conditions can stimulate or trigger hearing voices in the mind?
.
ntertainment, the media, and sometimes public leaders can perpetuate.docxhoney725342
ntertainment, the media, and sometimes public leaders can perpetuate anxieties about the prevalence of crime, leading to feelings of vulnerability. Was there ever a more innocent, less crime-ridden era? If so, might the country be able to return to this state of perceived safety sometime in the future?
For this Discussion, imagine you are designing the police force of the future. Would you choose to expand or restrict that force’s role? Consider also how your decision might change the public perception of crime and safety.
By Day 3 of Week 2
Post:
To what degree do you think the role of law enforcement
should or should not
expand in the future? Why?
.
Now that you have completed Lesson 23 & 24 and have thought a.docxhoney725342
Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
Base on the information above, how can you change or refine your practice to meet each community's specific needs?
Your paper should:
be typed doubled-space.
a total of 100 to 200 words (not counting your list of commonalities and differences).
Use factual information.
be original work and will be checked for plagiarism.
have required APA format if references are utilized – type references according to the
APA Style Guide
.
.
nothing wrong with the paper, my professor just wants it to be in an.docxhoney725342
nothing wrong with the paper, my professor just wants it to be in an outline format and also include how this information is relevant to the Saint Leo University Core Values of
Excellence
and
Integrity
in the context of health care policy analysis.
I will attach the original paper that was submitted as well as the guideline that my professor provided me. The topic cannot be changed "Drug enforcement program for WIC".
.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
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Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
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5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
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Accounting for Restricted Grants When and How To Record Properly
1 Created in 2015 GUIDELINES FOR PARAPHRASING SOUR.docx
1. 1
Created in 2015
GUIDELINES FOR PARAPHRASING SOURCES
Paraphrasing
We have all watched a good television show or an interesting
news story that we wanted to tell others
about. When you are explaining the show or story, you most
likely tell your friends, your family, or your
coworkers what happened, how it happened, and why it
happened. In doing so, you describe things like
the plot, the main characters, the events, and the important
points using your own words. This skill is
paraphrasing–using your own words to express someone else's
message or ideas.
When you paraphrase in writing, the ideas and meaning of the
original source must be maintained; the
main ideas need to come through, but the wording has to be
your own. And, of course, credit needs to be
given to the author. You don’t want to over quote in your paper.
A great alternative to quoting is to
paraphrase information. However, paraphrasing takes a little
more skill than directly quoting information,
because, to paraphrase correctly, you need to understand what
the original quote or passage is about in
order to write about it in your words.
2. How Do You Paraphrase a Source?
hree times or until you understand
it and its meaning.
own words. Say what the source
says, but no more, and try to reproduce the source's order of
ideas and emphasis.
t unfamiliar words, observing carefully the
exact sense in which the writer uses the
words.
original for accurate tone and meaning,
changing any words or phrases that match the original too
closely. If the wording of the
paraphrase is too close to the wording of the original, then it
can be considered plagiarism.
source, quote them in your
paraphrased version.
ur paraphrased version near the same length of
the original text. For example, if
the paragraph you are paraphrasing is five sentences long, try to
make your paraphrased
paragraph five sentences as well.
rmation (including
the page numbers, if available) so
that you can cite the source accurately. Even when you
paraphrase, you must still give credit to
3. the original author.
When Is Paraphrasing Useful?
You should paraphrase when…
express the author's idea but not necessarily the
author’s language;
yourself;
lectures, etc; or
2
Created in 2015
Examples of Good Paraphrasing
Paraphrasing can be done with individual sentences or entire
paragraphs. Here are some examples:
Original sentence #1:
4. “Her life spanned years of incredible change for women”
(Smith, 2015, p.1).
Paraphrased version:
Mary lived through an era of liberating reform for women
(Smith, 2015, p.1).
Original sentence #2:
“Giraffes like Acacia leaves and hay, and they can consume 65
pounds of food a day” (“National
Geographic,” 2013, p.16).
Paraphrased version:
A giraffe can eat up to 65 pounds of Acacia leaves and hay
every day (“National Geographic,”
2013, p.16).
As you can see in the examples, the essence and meaning of the
paraphrased versions are similar to the
original sentences. The paraphrased sentences even used the
main keywords from the original source,
but the order and the structure of the sentence changed when the
author put the information in his own
words. You can apply these same tactics to paraphrasing longer
5. texts as well. Here is an example of how
to paraphrase a paragraph of information:
Original paragraph:
“The feminization of clerical work and teaching by the turn of
the century reflected the growth of
business and public education. It also reflected limited
opportunities elsewhere. Throughout the
nineteenth century, stereotyping of work by sex had restricted
women's employment. Job options were
limited; any field that admitted women attracted a surplus of
applicants willing to work for less pay than
men would have received. The entry of women into such
fields—whether grammar school teaching or
office work—drove down wages.”
Woloch, N. (2002). Women and the American experience: A
concise history. New York, NY: McGraw–Hill
Higher Education.
Paraphrased version:
According to Nancy Woloch (2002) in Women and the
American Experience: A Concise History,
the "feminization" of jobs in the nineteenth century had two
major effects: a lack of employment
opportunities for women and inadequate compensation for
positions that were available. Thus, while
clerical and teaching jobs indicated a boom in these sectors,
women were forced to apply for jobs that
would pay them less than male workers were paid (p. 170).
This version is properly paraphrased because…
6. esembles the original passage’s own words and sentence
structure;
quotation marks; and
1
Created in 2015
GUIDELINES FOR INCORPORATING QUOTES
Incorporating Outside Sources
Quoting from outside sources is an important part of academic
writing because it puts you into the
scholarly conversation and makes your own ideas and your
paper more credible. Using quotes is a great
way for readers to “hear” the expert voices talking about your
writing topic.
When quoting, focus on (a) introducing the quote, (b)
7. explaining its relevance, and (c) citing the
sources—both in your writing and in formal citations. This form
is known as the ICE method.
The ICE Method
When including outside sources in your writing, follow the ICE
method:
I: Introduce
C: Cite
E: Explain
Use this method when inserting direct quotations as well as
when you’re paraphrasing or summarizing
the ideas of another.
Introduce the Source
Introduce the source by giving your reader any information that
would be useful to know: Who said it?
Where did this idea come from? When was it said? Here are
some examples of how to introduce a
source:
In her essay, “The Crummy First Draft,” Lekkerkerk (2014)
argues that…
Michandra Claire Jones (2015), celebrated poet and author,
wrote that…
8. In the textbook, Information Literacy, Mossler (2015) states ….
After introducing the quote, be sure that you use a signal verb
to indicate that the source’s words are
next. In the third example above, you can see that "states" has
been used to signal the source’s
words. Other signal verbs include:
acknowledges
advises
agrees
argues
analyzes
answers
asserts
assumes
believes
charges
claims
considers
criticizes
declares
describes
disagrees
discusses
explains
emphasizes
expresses
holds
implies
interprets
leaves us with
10. When citing outside sources, you are required to include: the
author(s)' last name(s); the date of
publication; and, for direct quotations, the page number on
which the quoted passage appears. If
there is no page number, use the paragraph number to indicate
the location of the quotation.
Precisely how do you insert this required information into your
writing? You have two options. The
first is to include the full or last name(s) of the author(s)
directly in a sentence, and the year of
publication in parentheses just following the name(s). If
directly quoting, include at the end of your
sentence the page number where the quotation can be found.
Here are some examples:
Johansson (2009) says he believes that scholars...
OR
Norman Johansson (2009) says, "Scholars should pursue PhDs"
(p. 167).
Your second option is to include all of the required information
in parenthesis at the end of the
sentence. Here are some examples:
Research suggests that graphic warnings on cigarette packages
promote smoking cessation
(Smith, 2015).
OR
11. According to one research study, “In the year following the
introduction of graphic warnings…”
(Smith, 2015, p. 16).
OR
Marcus explains that smoking can be deterred by “carefully
placed warnings with disturbing
imagery included” (Tomlinson, 2008, p. 16).
Notice in the above examples that quotation marks always have
a beginning and end, occurring
immediately before the first word of the quotation and
immediately after the last word. Periods are
always placed after the end-of-sentence parentheses, as in (p.
132).
Explain the Relevance
After introducing and citing the passage, you will need to
explain the significance: How might this
author’s idea relate to my thesis? How does this data add to
what I am trying to prove in this
paragraph? Why am I putting this quotation in my paper? What
am I trying to show here? Never leave
any room for interpretation. It is your responsibility as the
writer to interpret the information for your
reader and identify its significance. Remember, a quote does not
speak for itself or prove anything on
its own. That is your job!
12. Here is an example of an explanation that would be appropriate
to accompany the Mack quotation
above: Judge Mack viewed juveniles as children first. He
envisioned a system that would protect and
give treatment to these young offenders so that they could
become productive adults, and saw no
place for criminal responsibility and punishment within this
system.
3
Created in 2015
Now, here is an example of the ICE method at work in a
paragraph:
In the beginning stages of the juvenile justice system, it
operated in accordance to a paternalistic
philosophy. This can be understood through the published words
of Judge Julian Mack, who had a
hand in the establishment of the juvenile justice system. In
1909, he stated that this system
should treat juveniles “as a wise and merciful father handles his
own child” (as cited in Scott &
Steinberg, 2008, p.16). Judge Mack viewed juveniles as children
first. He envisioned a system
that would protect and give treatment to these young offenders
so that they could become
productive adults, and saw no place for criminal responsibility
13. and punishment within this
system.
relationship or authority on the topic.
Five Tips for Effective Quoting
While quoting from reliable sources is an important part of
writing a research-based paper, some students
can become too reliant on quotes to do the work for them, over-
running their papers with other peoples’
words. The purpose of quoting is to include an expert’s voice
that is unique and different from your own in
order to support your ideas.
Here are five key tips for effectively incorporating quotes into
your writing:
1. Make Quotes Count. You should quote sparingly, so make
sure the quotes you include are
impactful and approach the subject in a way that you might not.
Part of quoting is “capturing”
someone else’s voice and unique expression of an idea. If you
could summarize the information
and lose none of its meaning, then do that. But if you feel like
the expert says it best, then quote
the expert.
2. Copy Quotes Correctly. It is important to be accurate when
14. you are quoting – the whole point of
quoting is to exactly represent another person’s words. Be
careful to copy the quote correctly,
and if you need to change anything, do so by indicating that you
are changing something. If you
need to insert a word, for instance, use brackets, like this: “In
this quote [the author] states that
people always rise to the occasion.” If you need to delete a
word or phrase, use ellipses to
represent this deletion, like this: “In this quote…people always
rise to the occasion.”
3. Your Words First. Because you are writing the paper, your
words should begin and end it – this
goes for the paragraphs as well as the whole paper. Avoid
beginning paragraphs with a quote –
start with your idea and create a topic sentence. Additionally,
avoid ending paragraphs with a
quote – you may analyze a quote prior to the end of the
sentence, and conclude that its meaning
informs your point. Use your words first – quotes should be
working for you, not the other way
around.
4. Keep Quotes Short. Quoting sources should not be a tactic to
fill space on the page. Not only
should your paper be written in your own words, but the amount
of space given to others’ words
should be brief. As a general rule of thumb, no more than 15%
of your entire paper should be
quoted material. Achieve this general goal by using only a few
quotes, and keeping those few
quotes as brief as 1–2 sentences.
15. 5. “Block” Long Quotes. When your paper necessitates it, you
may use a longer quote. In this
case, “longer” quotes consist of four or more lines, or
approximately 40+ words. When you have a
quote of this length, you format it differently in your paper than
just incorporating it into the normal
4
Created in 2015
sentence structure. Long quotes must be made into “blocks” – a
visual indicator that this is a long
quote. In order to create this block, indent all the lines twice,
but keep the double-spacing.
Here’s an example of creating a block quotation:
Sometimes peoples’ viewpoints can be surprising. According to
Robert Coles in his 1989 book, The Call
of Stories,
On the way home Daddy became an amateur philosopher; he
said God chooses some
people to be rich, and that’s how it is, and you have to settle for
your luck, and ours isn’t
all that good, so that’s too bad, but if you just smile and keep
going, then you’ll be fine;
16. it’s when you eat your heart out that you can get in trouble. (41)
NOTE: When you create a block quotation, you do two things
differently than if you’re incorporating
shorter quotes into your sentence regularly.
1. First, you do not encase the quote in quotation marks – the
indentation replaces the quotation
marks.
2. Second, you punctuate the quoted material with a period
before the parenthetical citation – with
no ending punctuation after the parentheses.
ENG125: Introduction to Literature
List of Literary Techniques
Technique Description
Allusion
A reference to a recognized literary work, person, historic
event, artistic achievement, etc. that enhances the
17. meaning of a detail in a literary work.
Climax
The crisis or high point of tension that becomes the story’s
turning point—the point at which the outcome of the
conflict is determined.
Conflict The struggle that shapes the plot in a story.
Dramatic irony
When the reader or audience knows more about the
action than the character involved.
Epiphany
A profound and sudden personal discovery.
Exposition
Setting and essential background information presented at
the beginning of a story or play.
Falling action
18. A reduction in intensity following the climax in a story or
play, allowing the various complications to be worked out.
Fate
An outside source that determines human events.
Figurative language
Language used in a non-literal way to convey images and
ideas.
Figures of speech
The main tools of figurative language; include similes and
metaphors..
First-person point of view
Occurs when the narrator is a character in the story and
tells the story from his or her perspective.
Flashback
The description of an event that occurred prior to the
action in the story.
Foreshadowing
A technique a writer uses to hint or suggest what the
19. outcome of an important conflict or situation in a narrative
ENG125: Introduction to Literature
will be.
Imagery
A distinct representation of something that can be
experienced and understood through the senses (sight,
hearing, touch, smell, and taste), or the representation of
an idea.
Irony
A contradiction in words or actions. There are three types
of irony: verbal, situational, and dramatic.
Limited omniscient point of
view
Occurs when a narrator has access to the thoughts and
feelings of only one character in a story.
Metaphor
20. A figure of speech in which an implied comparison is made
between one object and another that is different from it.
Objective point of view
A detached point of view, evident when an external
narrator does not enter into the mind of any character in a
story but takes an objective stance, often to create a
dramatic effect.
Omniscient point of view
An all-knowing point of view, evident when an external
narrator has access to the thoughts and feelings of all the
characters in a story.
Persona
Literally, in Latin, “a mask.”
Plot
A connecting element in fiction; a sequence of interrelated,
21. conflicting actions and events that typically build to a
climax and bring about a resolution
Point of view
The perspective of the narrator who will present the action
to the reader.
Resolution The outcome of the action in a story or play.
Rising action
Conflicts and circumstances that build to a high point of
tension in a story or play.
ENG125: Introduction to Literature
Situational irony
When the outcome in a situation is the opposite of what is
expected.
Simile
A figure of speech that compares two objects or ideas that
are not ordinarily considered to be similar, linked by using
like or as.
Song
22. A lyrical musical expression, a source of emotional outlet
common in ancient communities and still influential in
contemporary culture.
Symbol
An object, person, or action that conveys two meanings: its
literal meaning and something it stands for.
Third-person point of view
Occurs when the narrator tells the story using third-person
pronouns (he, she, they) to refer to the characters.
Tone
In a literary work, the speaker’s attitude toward the reader
or the subject.
Verbal irony
When words are used to convey a meaning that is opposite
of their literal meaning.
23. List of Writing Prompts
For students:
There are three prompts below each with four texts. For your
literary analysis essay, choose
ONE prompt and text pairing that interests you. Then, take a
look at the guiding questions for
the text you choose. You don’t necessarily need to answer all
of these questions in your paper.
The questions are there to help get you thinking in a direction
that will be more likely to lead
you to a successful literary analysis.
PROMPT 1.
Write an analysis of a key character in a literary work. Focus on
two or three key actions of that
character. Discuss the character’s motivations and decisions in
terms you can support with clear
evidence from a critical reading of the text. Consider whether
this character’s actions fit
together or contradict each other. You may also want to
consider whether or not any other
characters in the story are aware of this conflict, and if so, how
they influence the character you
are writing about.
Literary Works (choose one):
“Interpreter of Maladies” (Jhumpa Lahiri, 1999)
Guiding Questions:
1. How does a new outsider community member like Mrs. Das
24. influence Mr. Kapasi, who
seems to have become bored with his life and his role in the
community?
2. How does Mr. Kapasi’s desire for Mrs. Das make him unable
to understand Mrs. Das’
desires, leading to his failure to fulfill his role as the Interpreter
of Maladies?
3. How do the Das family’s actions surrounding their children
show that their desires or
interests do not accord with their obligations?
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003)
Guiding Questions:
1. How does the grandmother’s property at the pawn shop help
to define the narrator’s
desires and feeling of obligation to recover it? Why is it so
important?
2. How does the character accomplish his objective, and how is
this surprising considering
all of the unfortunate events and bad decisions he makes along
the way?
3. How do the other characters--the Aleuts, the pawn shop
owner, the waitress, the police
officer, the other Indians at the bar--each play an important role
in showing how the
http://central-lausd-
ca.schoolloop.com/file/1251955222331/1251955217263/227976
7265736662414.pdf
25. http://www.newyorker.com/magazine/2003/04/21/what-you-
pawn-i-will-redeem
narrator is committed to an important mission he is worthy of
completing?
“We Came All the Way from Cuba so You Could Dress Like
This?” (Achy Obejas, 1994)
Guiding questions:
1. To what conflicts does the title allude (social? Political?
Cultural? others?)?
2. The first-person narrator switches tenses (from present to
future). How does this create
tension in the story?
3. How is the narrator’s internal conflict (“man v. self”) merely
an internalization of
political, familial, and social conflict?
“The Things They Carried” (Tim O’Brien, 1990) - 5.4 in
Journey into Literature
Guiding Questions:
1. The second paragraph of the story begins, “The things they
carried were largely
determined by necessity” (O’Brien, 1990). Were the soldiers
truly able to carry
everything they needed? What needs were left unfulfilled by
these items, and what in
the story suggests this?
26. 2. The narrator also lists specific items that each man carried.
How do these items
symbolize the emotions that they carried with them, and how
does this understanding
enrich our understanding of the characters?
3. Often a comparative analysis can help us to notice elements
of a story that we might not
otherwise notice. Choose two or three characters and compare
the things they carried.
How does this comparison help qualities of each come to the
surface?
PROMPT 2.
In some stories, characters come into conflict with the culture in
which they live. Often, a
character feels alienated in his/her community or society due to
race, gender, class or ethnic
background. The texts below all contain a character who is
‘outcast’ or otherwise disconnected
from society in some way, reflecting important ideas about both
the character and the
surrounding society’s assumptions, morality, and values.
Choose a text and consider the
questions below as you critically read the text. Then, craft a
working thesis that suggests how
this alienation is expressed in the text and why it is significant.
Literary Works (choose one):
“What You Pawn, I Will Redeem” (Sherman Alexie, 2003)
Guiding Questions:
1. What beliefs and values from Native American culture does
27. the narrator consider
important, based on ideas and actions in the story?
2. What kinds of experience and values do characters share
across cultural differences like
Native Americans and whites, or even between different native
groups in the story?
https://latinosexualitygender.files.wordpress.com/2013/02/obeja
s-we-came-all-the-way-from-cuba.pdf
http://www.newyorker.com/magazine/2003/04/21/what-you-
pawn-i-will-redeem
3. How do the bisexual character, the narrator, and the homeless
characters in the story all
demonstrate and resolve different “outsider” identities?
“A Very Old Man with Enormous Wings” (Gabriel García
Marquez, 1955)
Guiding Questions:
1. How is the supernatural made familiar and the familiar
defamiliarized in the story? Is
the angel made more human? Are humans made supernatural or
less humane?
2. How is the tension between supernatural and human resolved
(or not) in the story?
3. What doe the community’s treatment of this ‘outsider’ reveal
about its culture, values,
and beliefs?
28. “A Hunger Artist” (Franz Kafka, 1924) – 7.5 in Journey into
Literature
Guiding Questions:
1. What is the “hunger artist’s” art, and how does it challenge
the understanding of the
men who look after the artist as well as the audience that
ignores him?
2. Why does the artist have to explain so much about his “art”
throughout the story-- is he
explaining it for others to understand or as part of his own self-
definition?
3. How does the young panther capture the audience’s attention
so easily yet they ignore
the artist-- what does this say about “appreciating” what others
value?
“Everyday Use” (Alice Walker, 1973)
Guiding Questions:
1. How do we know that the protagonist is impoverished? Is she
content with her class?
Why or why not?
2. How do we know that she is African-American? How does
her alienation due to her race
also connect with her education?
3. The protagonist’s daughter, Dee, who has embraced her
African roots, accuses her
mother of not understanding her heritage. Why? What is the
situational irony at the
29. end of the story?
PROMPT 3.
Consider the role of setting, or context, in one of the works. For
example, a story that takes
place in a wild and natural setting might include characters
struggling against nature to survive.
A story set in a city might include themes of alienation and
anonymity because of the
impersonal crowds and busy city life. Cultural contexts can
combine with both urban and rural
elements to produce further meaning, as well. Consider the
following questions as you
critically read one of the texts below: Does the protagonist
conflict with the setting or have
particular interactions with it? Does the protagonist’s
relationship with the setting connect with
his/her development as a character? Does the setting reveal
other themes and conflicts?
Literary Works (choose one from any of the lists below):
“The Man of the Crowd” (Edgar Allan Poe, 1845)
https://docs.google.com/document/d/1WD0f_YhxqZO8avsfAmP
tA2ngivbyqwJxY17XdBk2iyY/mobilebasic?pli=1
https://www.deanza.edu/faculty/leonardamy/Everyday%20Use.p
df
http://poestories.com/read/manofthecrowd
Guiding Questions:
1. How does the city setting--busy streets, buildings with
specific purposes, dark
30. backstreets-- produce a disorienting and confining experience
for people in the story?
2. How do all of the different occupations and “types” of
workers in the city combine to
communicate that no one is an individual person and no one
really knows each other?
3. What sorts of problems do the narrator and some of the other
characters have as a
result of this alienating city life? (Think of the narrator’s
obsession with the man.)
“The Things They Carried” (O’Brien, 1990) - 5.4 in Journey
into Literature
Guiding Questions:
1. How does the story communicate the uncertain and
frightening setting these soldier-
characters experience? (Consider repeated phrases or other
devices.)
2. What sorts of emotions, such as stress or fear, does the
Vietnam context cause the
characters to experience? Give specific examples from the
story, and consider how
these emotions might be “told” to us in multiple ways.
3. How do the soldiers in the story cope with their
setting/context, whether through
imagined escapes or other means, and are they successful?
31. “A Worn Path” (Eudora Welty, 1941) – 5.3 in Journey into
Literature
Guiding Questions:
1. Clugston suggests that “[t]he setting in this story is in a
particular season -- the
Christmas season.” Why is this significant considering the plot?
2. Clugston (2011) further writes: “The physical setting changes
during Phoenix Jackson's
journey. How does each environment she encounters reflect her
character?”
3. Phoenix Jackson encounters many obstacles on her journey.
To what non-physical
challenges do they allude?
“Sonny’s Blues” (James Baldwin, 1957)
Guiding Questions:
1. How do the characters’ interactions with the multi-faceted
“local color” and
communities of Harlem articulate the differences between those
characters?
2. What does the story suggest about a neighborhood’s cultural
identity and the diverse
life experiences possible, even when people seem to come from
the same place?
3. What aspects of the setting (the neighborhood, the school,
etc.) could be characterized
as liberating or oppressive, and how is this reflected in the