Essay 3 – Analysis/Synthesis The final major assignment will build on strategies you developed while crafting the summary/strong response essay. For this essay, however, you’ll engage with two texts, each one contributing toward a greater understanding or awareness of an issue. You’ll summarize and analyze both articles, present your synthesis stance on the issue at hand, and then support your stance with sections, quotes, or ideas from both articles. Analysis/synthesis is an intellectual activity you’ll encounter in many academic settings. In fact, as you learn new theories and concepts, your worldview will change through these innovative understandings. Requirements · An introductory paragraph that gives context to the argument and includes a clear, specific question that drives your investigation/research. · A paragraph for each article in which you summarize and analyze. · At least 1 synthesis paragraph in which you explain your stance and provide support in the form of quotes and points from both articles. · Use at least 4 shortquotes, 2 from each article, to support your stance. Quotes must be correctly cited (please ask for help in citing if you are unsure). · A conclusion that clearly and distinctly answers your initial question. · 1000-1200 words · Format must be MLA or APA. Successful essays will accomplish the following: 1. Address a synthesis question and make a claim (thesis) about the readings. 2. Summarize and analyze both articles, focusing on key points and insightful information. 3. Express your stance and support it with discussion over points from each article. This can include rejecting some points, but the focus is upon which points you are building your stance upon. 4. Be cognizant of rhetoric, style, formality, and genre, along with shaping your writing toward a target audience (a writing instructor with broad, but limited knowledge, who is interested in your writing but also skeptical of unsupported statements or opinions) In this essay, choose an issue that you want to research and discuss. I’m flexible on this, you can choose anything from gun control to your favorite movie. This freedom does come with a cost, you must find 2 well-written articles on this subject that hold differing perspectives. When in doubt, consult me for guidance. These articles can agree on an issue but show different angles of vision or they can be articles that disagree and show vastly different perspectives on the issue. You must read both articles, wallow in complexity on the points each makes, and then construct your stance based upon this new information. You are not comparing/contrasting these articles, nor are you using one to point out why the other is wrong. You are taking ideas from both, and the focus is upon your thoughts, revelations, and stance. If you were to read an article on gun control and an article on gun freedom, you might write how you think that firearms should not be in the hands of the averag ...

1. Essay 3 – Analysis/Synthesis
The final major assignment will build on strategies you
developed while crafting the summary/strong response essay.
For this essay, however, you’ll engage with two texts, each one
contributing toward a greater understanding or awareness of an
issue. You’ll summarize and analyze both articles, present your
synthesis stance on the issue at hand, and then support your
stance with sections, quotes, or ideas from both articles.
Analysis/synthesis is an intellectual activity you’ll encounter in
many academic settings. In fact, as you learn new theories and
concepts, your worldview will change through these innovative
understandings.
Requirements
· An introductory paragraph that gives context to the argument
and includes a clear, specific question that drives your
investigation/research.
· A paragraph for each article in which you summarize and
analyze.
· At least 1 synthesis paragraph in which you explain your
stance and provide support in the form of quotes and points
from both articles.
· Use at least 4 shortquotes, 2 from each article, to support your
stance. Quotes must be correctly cited (please ask for help in
citing if you are unsure).
· A conclusion that clearly and distinctly answers your initial
question.
· 1000-1200 words
· Format must be MLA or APA.
Successful essays will accomplish the following:
1. Address a synthesis question and make a claim (thesis) about
the readings.

2. 2. Summarize and analyze both articles, focusing on key points
and insightful information.
3. Express your stance and support it with discussion over
points from each article. This can include rejecting some
points, but the focus is upon which points you are building your
stance upon.
4. Be cognizant of rhetoric, style, formality, and genre, along
with shaping your writing toward a target audience (a writing
instructor with broad, but limited knowledge, who is interested
in your writing but also skeptical of unsupported statements or
opinions)
In this essay, choose an issue that you want to research and
discuss. I’m flexible on this, you can choose anything from gun
control to your favorite movie. This freedom does come with a
cost, you must find 2 well-written articles on this subject that
hold differing perspectives. When in doubt, consult me for
guidance. These articles can agree on an issue but show
different angles of vision or they can be articles that disagree
and show vastly different perspectives on the issue. You must
read both articles, wallow in complexity on the points each
makes, and then construct your stance based upon this new
information. You are not comparing/contrasting these articles,
nor are you using one to point out why the other is wrong. You
are taking ideas from both, and the focus is upon your thoughts,
revelations, and stance.
If you were to read an article on gun control and an article on
gun freedom, you might write how you think that firearms
should not be in the hands of the average citizen on the street
but still hold a place in home defense. You would quote from
each article to support your stance.
I am providing some samples that you may use if you are
struggling to find an issue to write about.
1. The current phenomenon of big data has created big buzz and

3. big business. It’s now possible for almost any action in our
lives to be translated into digital data points for multiple
applications, including tracking college students like you from
entrance through graduation. What particular ethical
considerations, responsibilities, and consequences do university
administrators face as they gather and use (your) big data on
college campuses?
a. “Big Data on Campus” – Marc Parry
http://www.nytimes.com/2012/07/22/education/edlife/colleges -
awakening-to-the-opportunities-of-data-mining.html
b. “Ethics, Big Data, and Analytics: A Model for Application” –
James E. Willis III, John P. Campbell, and Matthew D. Pistilli
http://www.educause.edu/ero/article/ethics-big-data-and-
analytics-model-application
2. Editors and journalists are grappling with when or whether to
publish disturbing or violent images, particularly those
involving victims. What kinds of ethical considerations
influence decisions about publishing these kinds of images?
What does the public have a right to see and what do the media
have a right and/or obligation to publish or suppress?
a. “Victims of Violence” – Paul Martin Lester (Excerpt from his
book, Photojournalism: An Ethical Approach, available in .pdf)
https://proquest-safaribooksonline-
com.ezproxy.lib.uh.edu/9781315455112
b. “How Newspapers Decided to Run Disturbing 9/11 Photos” –
Renee Martin Kratzer and Brian Kratzer. Newspaper Research
Journal 3.21, Winter 2003; available through the UH Library
database, Communication & Mass Media Complete
3. Given the many social media and other digital platforms
available to journalists, how should we rethink journalists’

4. ethical responsibilities to their readers and to each other?
a. “Is All of Twitter Fair Game for Journalists?” – Amanda Hess
http://www.slate.com/articles/technology/technology/2014/03/t
witter_journalism_private_lives_public_speech_how_reporters_
can_ethically.html
b. “Digital Media Ethics” – Stephen J. A. Ward
https://ethics.journalism.wisc.edu/resources/digital -media-
ethics/
4. How far are advertisers allowed to go? Companies spend
untold amounts of money to manufacture arguments that rely on
damaging norms (or conversely, the newest political or social
movement) and pathos-driven rhetoric to sell a product. Does
there need to be regulation on the kinds of advertisements
product-makers release, or do consumers need to be more aware
of how these advertisements work?
a. “The Psychology of Advertising” – Walter D. Scott
https://www.theatlantic.com/magazine/archive/1904/01/the-
psychology-of-advertising/303465/
b. “Ethics and Advertising” – William M. O’Barr
https://muse.jhu.edu/article/221968
5. Digitally manipulating photographs feels like normal practice
now for anyone with Instagram, Photoshop, or even a simple
cropping tool. How does the manipulated image create
dilemmas for journalists and editors whose ethical standards
require truthful depictions of reality?
a. “Distorted Picture” – Sherry Ricchiardi
http://ajrarchive.org/Article.asp?id=4383
b. “The Reality of a Fake Image: News Norms,

5. Photojournalistic Craft, and Brian Walski’s Fabricated
Photograph’” – Matt Carlson
Journalism Practice 3.2, 2009;
Include a Works Cited or References
· Gives the formal citation for your article in MLA (Works
Cited) or APA (References) format.
· Cite both sources and any other sources you wish to include.
· Double check the hanging indent style required.
These parts of the CP requirements – Very Important.
*Students need to address if IV fluids infusing are appropriate
for percent
of burn this patient has received, determining current rate as
well as
rate between hours 9-16 of burn injury
*Students need to create a concept map including 5 NADA
nursing
diagnoses related to this patient and post their work to the drop
box.
*Student will need to review laboratory data and decide what
priority
intervention needs to be completed for this patient
Location (Where are the symptoms located? Are they local or do
they radiate?) – arm, face, chest
Arms, face, chest

6. Duration (When did it start? How long has this problem existed?
Is it getting worse? Changing?)
Timing (When does it occur? Night or day? At work? etc.)
Quality (Characteristics such as constant, sharp, dull, sore) –
Sharp, contant
Sharp, Constant
Severity (How bothersome is the problem? Can you sleep, work,
etc?) - Significant
Significant
Describe this illness/injury related to how and where this
problem began.
16-year-old restrained single passenger involved in MVA today.
Fractures of both arms, ribs and burns to 30% of her body.
Driving the family car home from a part-time job when she lost
control and crashed into a wall. The car exploded into flames. A
passerby quickly reported the accident, and fast action by the
EMS saved her life
16 year old restrained single passenger involved in MVA today.
Fractures of both arms, ribs and burns to 30% of her body.
Driving the family car home from a part-time job when she lost
control and crashed into a wall. The car exploded into flames. A
passerby quickly reported the accident, and fast action by the
EMS saved her life.
What makes this problem worse or better?
Signs and Symptoms
Red, draining wounds of face, chest, and arms. Swelling of
tissue, Severe pain in areas of burns and fractures.
Red, draining wounds of face, chest and arms. Swelling of
tissue, Severe pain in areas of burns and fractures.
Allergies
Peanuts

7. Date allergy noted: 04/28/2002
difficulty breathing
Primary Concern: Multiple fractures and burns
The Patient Summary is read only! To add or edit data you must
open another page by clicking the appropriate tab to the left.
Vital Signs
01/16/2022 1328
01/17/2022 1328
01/18/2022 0728
Heart Rate
110
112
98
Blood Pressure
110/76
100/65
105/65
Respirations
22
20
18
Temperature
100.1°F (Tympanic)
100.6°F (Tympanic)
98.6 (Tympanic)
SpO2 (%)
98%
96%
98%
Pain
8
4

8. 3
Allergies
Allergy
Date Noted
Reaction
Peanuts
04/28/2002
difficulty breathing
Orders
Type of order to view:
All Diet
Medication Nursing/Other Orders
01/16/2022 1328
VANCOMYCIN
Written order
Dose/Frequency: 1000 mg Daily
Rate: 200 mL/hour
Duration: 10
Route: IVPB
Start Date: 01/16/2022 1328
End Date:
01/17/2022 1328 - Given 1000mg
01/16/2022 1328 - Given 1000mg
Active
01/16/2022 1328

9. Insert Intermittent Infusion Device (saline lock, med lock, hep
lock)
Written order
Frequency: Once
Start Date: 01/16/2022 1328
Active
01/16/2022 1328
HYDROMORPHONE
Written order
Dose/Frequency: 4 mg PRN
Route: IV
Start Date: 01/16/2022 1328
End Date:
01/18/2022 0128 - Given 1mg
01/17/2022 1828 - Given 1mg
01/17/2022 1028 - Given 2mg
01/17/2022 0428 - Given 2mg
01/16/2022 2228 - Given 2mg
01/16/2022 1828 - Given 2mg
01/16/2022 1528 - Given 2mg
01/16/2022 1328 - Given 2mg
Hydromorphone 2-4 mg IV every 1 hour PRN for pain
Active
01/16/2022 1328
Diet-Clear liquids

10. Written order
Frequency: Continuous
Start Date: 01/16/2022 1328
Active
01/16/2022 1328
Consult-Wound Care
Written order
Frequency: Once
Start Date: 01/16/2022 1328
Wound dressing changes per wound nurse recommendation
Active
01/16/2022 1328
0.9% SODIUM CHLORIDE (NACL)
Written order
Dose/Frequency: Continuous
Rate: 250 mL/hour
Route: IV
Start Date: 01/16/2022 1328
End Date:
01/16/2022 1328 - Started
Maintain systolic BP above 100 mmHG
Active
Showing 1 to 6 of 6 entries

11. · Previous
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Labs
Lab
Range
01/18/2022 0728
01/16/2022 1328
Hematology
White blood count (WBC) (x th cells/μL)
4.0-10.0
12.9
10.3
Red Blood Cell (mil/uL)
female-4.00-5.20 male-4.50-5.90
3.5
3.97
Hemoglobin (g/dL)
male-13.5-17.5 female-12-16
10.5
11.4
Hematocrit (%)
male-42-54 female-37-47
32
36
Mean corpuscular volume (MCV) (fL)
80–100 fL Pediatric:
Mean corpuscular hemoglobin (MCH) (g/dL)
26–35 g/dL
Mean corpuscular hemoglobin concentration (MCHC) (gdL)

12. 32–36 g/dL
Platelet count (x th/μL)
150–350 x th/μL
293
Neutrophils
40%-60%, 2500-8000
Lymphocytes
20%-40%, 1000-4000
Monocytes
2%-8%, 100-700
Eosinophils
1%-4%, 50-500
Basophils
0.5%-1%, 25-100
Band
0%-3%
Absolute Neutrophil Count (ANC) (cells/mm3)
1500-8000
Chemistry

13. Glucose (mg/dL)
fasting---60–110 mg/dL nonfasting--60-140mg/dL
98
Urea nitrogen (BUN) (mg/dL)
8–20 mg/dL
25
22
Creatinine (mg/dL)
0.7–1.3 mg/dL
1.2
1.4
Bun/Creatinine Ratio
19
20
Sodium
136–145 mEq/L
140
142
Potassium (mEq/L)
3.5–5 mEq/L
3,8
3.6
Chloride
98-106 mEq/L
102
100
Calcium
8.7 - 10.7 mg/dL
9.1
8.9
Magnesium (mEq/L)
1.5-3 mEq/L
2.1

14. 2.0
Phosphate
2.5-4.5 mg/dL
Total CO2 (mEq/L)
23-29 mEq/L
26
24
AST (SGOT) (units/L)
3-44 units/L
42
44
Alkaline phosphatase (ALP) (U/L)
36–92 U/L
56
45
Total Protein (g/dL)
6.3-8.2
6.0
5.9
ALT (SGPT) (units/L)
0-40 units/L
36
35
Albumin (g/dL)
3.5–5.5 g/dL
3.3
3.4
Bilirubin: Total (mg/dL)
0.3–1.2 mg/dL
1.0
1.0
Total Calcium (mg/dL)
<10 days: 7.6- 10.4 mg/dL Umbilical: 9.0 - 11.5 mg/dL 10 days
- 2 years: 9.0 - 10.6 mg/dL Child: 8.8 - 10.8 mg/dL Adult: 9.0 -

15. 10.5 mg/dL (Decreases with age)
Serum bicarbonate (HCO3)
Adult/child: 21-28; Newborn/infant: 16-24 (mEq/L)
Student’s Name
NPR Concept Plan
Date
Possible Nursing Diagnosis
Possible Medications
Medical Interventions
Medical Diagnosis
Pathophysiology

16. Diagnostic Data
Patient Education
Nursing Interventions
Clinical Manifestations
Subjective:
Objective:
Patient Data/Risk Factors
[Type text]

17. 0413