Nicholas Carr was born in 1959 and first gained widespread recogni.docx
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Nicholas Carr was born in 1959 and first gained widespread recognition with his 2003 Harvard Business Review article “IT doesn’t Matter.” He has continued to write about technology, culture, and economics for the Guardian, the Atlantic, the New York Times, the Wall Street Journal, Wired, the New Republic, the Financial Times, and Technology Review. He is the author of The Big Switch: Rewiring the World, from Edison to Google (2008) and Does IT Matter? Information Technology and the Corrosion of Competitive Advantage (2004). Carr’s most recent book, The Shallows: What the Internet is Doing to Our Brains, was nominated for a 2011 Pulitzer Prize. “Is Google Making Us Stupid?” originally appeared in the Atlantic in 2008. Carr expanded the article into a book-length exploration of the topic—The Shallows—publishedthree years later. As in much of his work, Carr examines the impact of technological innovation, specifically in computing, on the way we live now, asking readers to step out of the fast-running stream of computing progress—from the expansion of information technology to cloud computing to our ever-increasing time spent online—and think about what we’re doing and what effects it has. As you read this essay, note the way Carr slows us down and helps us look around. NICHOLAS CARR Is Google Making Us Stupid? “Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bownam in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “brain.” “Dave, my mind is going,” HAL says forlornly. “I can feel it. I can feel it.” I can feel it, too. Over the past few years I’ve had an uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or lengthy article used to be easy. My mind would get caught up in the narrative of the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle. I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libr.
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![uncomfortable sense that someone, or something, has been
tinkering with my brain, remapping the neural circuitry,
reprogramming the memory. My mind isn’t going—so far as I
can tell—but it’s changing. I’m not thinking the way I used to
think. I can feel it most strongly when I’m reading. Immersing
myself in a book or lengthy article used to be easy. My mind
would get caught up in the narrative of the turns of the
argument, and I’d spend hours strolling through long stretches
of prose. That’s rarely the case anymore. Now my
concentration starts to drift after two or three pages. I get
fidgety, lose the thread, begin looking for something else to do.
I feel as if I’m always dragging my wayward brain back to the
text. The deep reading that used to come naturally has become
a struggle.
I think I know what’s going on. For more than a decade now,
I’ve been spending a lot of time online, searching and surfing
and sometimes adding to the great databases of the Internet.
The Web has been a godsend to me as a writer. Research that
once required days in the stacks or periodical rooms of libraries
can now be done in minutes. A few Google searches, some
quick clicks on hyperlinks, and I’ve got the telltale fact or pithy
quote I was after. Even when I’m not working, I’m as likely as
not to be foraging in the Web’s info-thickets, reading and
writing emails, scanning headlines and blog posts, watching
videos and listening to pod-casts, or just tripping from link to
link. […] For me, as for others, the Net is becoming a universal
medium, the conduit for most of the information that flows
through my eyes and ears and into my mind (Carr 91-92).
Works Cited
Carr, Nicholas. “Is Google Making Us Stupid?” 50 Essays: A
Portable Anthology. Ed. Samuel Cohen. Boston: Bedford/St.
Martin’s, 2014. 91-102. Print.
1. Who wrote this essay?
2. Is he an expert? How do you know?
3. What is the larger context for this essay?](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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moments of despair. If you find that writing is
hard, it's because it is hard (Zinsser, 2006: 9).
Most of us struggle with our writing. We
thrash and hack our way through paragraphs,
writing and editing and rewriting until we think
we've made some progress on that God-for-
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work of art is a muddled mess. We curse, hit the
delete key, and start again. It can be a frustrat-
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But we hang in there. We finish the manu-
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"I'm puzzled a s to what exactly you are trying to
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are an endless literature review." "I had to read
several pages into the manuscript to get a hint
about what you are trying to achieve." "What
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twice, I'm still not sure."^
We open the freezer and reach for the Häagen-
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viewers? Why couldn't they understand the
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was it?"
The first challenge of clear writing is to un-
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editors, editors, and special issue reviewers to
Many thanks to the AMB reviewers who shared their per-
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also thank the editor, associate editors, and my doctoral
students (Dianne Murphy and Kyle Ehrhardt) for their com-
ments and suggestions on earlier drafts of this manuscript.
Most of all, I thank my husband, Erik Thelen, for encouraging
me to write this essay and for being my sounding board
throughout the process.
' These are actual reviewer comments that were shared
by one of the reviewers who participated in the infor-
mal poll.
get their insights and recommendations on the
craft of clear writing, particularly as it applies to
theoretical articles. I asked them to share (1)
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scripts; (2) their thoughts on why authors engage
in poor writing practices; and, perhaps most im-
portant, (3) their advice and iecommendations
for writing clear theoretical articles. This simple
request opened a floodgate: sixty-seven review-
ers responded with over a hundred pages of
advice and reflections on the craft of writing.
I've selected a few of the most common themes
and practical recommendations, which I hope
you find interesting ...
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Review for Eng 4C Exam
This document provides a review for an Eng 4C exam, covering four main topics:
1. Learning literacy and the research process, including learning styles, goals reflection, and the four steps of research.
2. College-level writing, focusing on memos and short investigative reports. Examples are provided.
3. Non-fiction genres like biography, creative non-fiction, and news articles. Characteristics and examples of each are discussed.
4. An assignment analyzing an article about the power of drugs, including autobiographical examples and factual inaccuracies. Reflection questions relate to the article's point and missing scholarly elements.
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docx
John Q. Student
Professor Stalbird
English 1201.xxx
27 February 2020
Annotated Bibliography
Author’s Last Name, First Name. “Name of Article in Quotation Marks.” Name of Source/Publication in Italics. Publication Date/Info. Name of Database in Italics. Url. Date Accessed.
This article discusses (give the thesis of the article). In the next 2-4 sentences, give the main points of the article. Tell what the article said.
The purpose of this article is ______. The intended audience seems to be _______. Address the credibility of the source and the author. For example, for a database article you could write: The source came from the Sinclair database and the article came from a scholarly peer-reviewed journal. The author seems credible because she has written many other articles on the subject. The article was written in 2020.
I can use this source for ______. I plan to use the following quote: “______.”
Next Citation. Note there are no extra lines of white space anywhere. Double-space throughout.
Writing the Annotated Bibliography
From the Working Bibliography that you created, you will choose 10 sources that best answer the questions you posed in your Research Proposal. Those sources will form the basis for the Annotated Bibliography. You will need a minimum of five sources from Sinclair databases and at least three of those sources should be "scholarly."
Briefly, the annotated bibliography includes notes and analysis on sources that will be quoted and paraphrased in the final essay. You have already had practice with the skills that are required, but the assignments do require that you set aside several hours for reading and analysis.
If you've taken ENG 1101 at Sinclair recently, you may have already had some experience with the annotated bibliography.
Annotated Bibliography
To begin to put the Annotated Bibliography together, review the sources you listed on your Working Bibliography. Choose 10 that look like they come the closest to answering the research questions you posted in your Research Proposal. If, after reading and researching further into your topic, you realize that you do NOT have 10 that address the issue you are writing about, go back to the library databases and find more sources. Keep searching until you have ten.
Choosing the 10 sources for the Annotated Bibliography is important because you are going to spend considerable time reading, summarizing, and critiquing these sources. Make sure you take as much time as necessary to read and choose sources that answer the questions you posed in your research proposal. The work that you do for the annotated bibliography will form the basis for your research paper. The time you put into this assignment will pay off when you go to write the paper because what you create for the annotated bibliography will go directly into your paper to support the ideas that you are sharing with your readers. This assignment is one of the most important steps in writing the paper. ...
Research Paper Current Perspective of Consumer Technology .docx
Research Paper: Current Perspective of Consumer Technology
Choose a current (within the last 5 years) movie or documentary about – or involving -
consumer technology. Write a synopsis of the movie. Do additional research about the
technology and the consumer that the movie addresses. Some ideas of consumer technology
can be the use of 3D Printers, medical technology, nutrition and farming technology, etc.
Be sure to answer these questions in your paper:
• When and how was the technology developed?
• Who was the technology specifically developed for and who is currently using the
technology?
• What are future expectations for this technology and how is it expected to benefit
consumers?
• What are the global applications of this technology for international consumers?
You will be using the Writing Specifics instructions listed below. You will be graded on
your originality, analysis, and reflections. Please cite the used references for this paper in the
latest APA format.
Research Paper Tips: Before writing your paper, review the APA Writing guide. Make sure to
use Times New Roman 12 pt. font, double space formatting and create your paper in MS Word
only. Be sure to proof read your work for continuity, content, grammar, punctuation and spelling
before submitting. Submit to the Dropbox by the due date specified in the course schedule. Late
work will not be accepted.
Research Specifics: Use a minimum of three credible resources for your research. Include at
least one source from our class curricula. Additional resources can be from the internet (both
articles and video links), but do not use any Wiki resources of any kind as these are not
considered credible resources.
Writing specifics: Be sure to write your paper using an Academic APA Writing style. This
means to write using a third person style, not using first person referencing. Do not use “I” or
“We” in the writing. Your paper should be a minimum of 5 pages, excluding the title and
reference pages.
Structure your paper with the following sections:
Introduction: Create a topic sentence that summarizes your topic and explains the title of the
paper. Flesh out the introduction with an overview of what your paper will cover. A good rule of
thumb is to write one sentence for each section of your paper in your introduction.
Body of your paper: You can label this section as appropriate to your research and analysis of
your findings on your topic. For instance you can label this section as Literature Review (or
Findings) of Your Topic. You can have sub-topic areas in this section as appropriate to your
topic. <See APA template for how to properly lay out your paper and the various sections.>
Next section of your paper: This area can be labeled as Conclusion. In this area you will
conclude your findings on your topic and provide suggestions for further/future research.
Last section of your paper: This is the Reference section. Any res.
Pml 8
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
NT2580 Week 1 Understanding IT Infrastructure Security An.docx
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
payment card transactions. TJX’s core information security policies were found to be so ineffective that the
judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
claim against him of $171 million is valid.
Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
scope of the breaches trickled out. Customers reacted angrily when they learned that nearly six weeks had
passed between the discovery of the breach and its notification to the public. News organizations ran
headline stories that painted a picture of TJX as a clueless and uncaring company. Consumer organizations
openly warned people not to shop at TJX stores. TJX’s reputation and brand.
NTC362 Week 3OSI Model, Switching Systems, Network Channel Pr.docx
This document discusses a technology plan for Ace Real Estate Agency located in Kodiak, Alaska. The agency plans to utilize social media, microblogging, and e-commerce to gain customers and sell homes more effectively than competitors. Microsoft Dynamic CRM is selected as the customer relationship management software to track customers, provide good service, and streamline key processes like offline data access and instant messaging. The software will be used on Windows desktops and Apple iPads to give agents mobile accessibility while showing homes to customers.
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Esteban lara's powerpoint presentation
The document is a lecture presentation on diagnosing the fundamental constituents of an essay. It begins with engaging students in a K-W-L chart activity to access their prior knowledge of essay components. The presentation then covers key parts of an essay like the introduction, thesis, topic sentences, evidence, and conclusion. Additional concepts discussed include rhetorical devices, themes, and tone. Examples are provided throughout from sample articles. Students participate in activities to analyze essays and assess their understanding of essay fundamentals.
Text types
This document provides information about various text types that could be used for a written task 1, including letters to the editor, blogs, opinion columns, speeches, magazine articles, and news reports. It outlines key defining features and structural elements of each text type, as well as advantages and disadvantages of using different types for a written assessment. The document aims to help students choose an appropriate text type and understand conventions for composing texts in that genre.
Shre presentation 2012
This document summarizes research on academic blogging. It finds that most academic blogs are single-authored blogs written by academics for an audience of peers. They typically take the form of informal essays commenting on academia and research. While academic blogging expands the dissemination of ideas, the research shows bloggers primarily converse with each other rather than engaging the general public. Academic blogs form interconnected communities rather than a cohesive online forum for broader debate.
How to Write an Article
Guidelines to help you write an article in English as a Second Language. This will help you to tackle the writing part of Cambridge and Trinity ISE, both C1 and C2 exams.
Esteban lara's powerpoint presentation
This document outlines a lecture on diagnosing the fundamental constituents of an essay. It begins with engaging students through a K-W-L chart activity to access their prior knowledge of essay parts. The lecture objectives are defined as classifying essay constituents to effectively convey ideas, identifying fundamental writing components to enhance skills, and analyzing arguments to reinforce knowledge of structure. Key essay elements are defined, including the introduction, thesis, topic sentences, evidence, conclusion, and more. Body paragraph structure is demonstrated through a burger graphic. Comprehension checks and discussions are included to reinforce understanding of essay fundamentals.
The reflective essay took an emotional appeal. I can sense both sy.docx
The reflective essay took an emotional appeal. I can sense both sympathy and empathy in certain parts of it. I think at some point or another we have all swallowed our pride and moved forward. The purpose or goal of the essay was to explain what the writer overcame during the current term to help him get better. What seem to be a good direction is explaining something that you have overcome this semester during the course. What you took from this was more than an academic challenge, it was the beginning of a personal growth. My overall impression of what you have as your draft is good job, stay on focus with this. The aspects you have touched on with your writing has been ethos, pathos, and kairo. Although you limited help from others, it was time you moved away from that. I would incorporate more about class and maybe throughout your understanding the first few weeks before asking for help. What led you to finally opening up. Give a few examples in your intro of pride in your academics before this that went well and others that didn’t. I’ve read your assignments assignment last week and this has a stronger feel to it. I would highly recommend that each paragraph you ask yourself why? Then from that answer within you expand on it and tie it in with academics.
To be more reflective in your essay I would go back to what was your reasoning for not asking for help in the past, when did you know it was time to let that go, and how will this help you academically from now on.
Yes, the essay is easy to follow I would advise not go off focus here, I could see how that could happen in an assignment where you are talking about something personal such as this.
Ask yourself why and what I recently learned myself is the so what and now what structuring.
Good luck!
Format: 1500 word response
About this assessment
Critical reflection is an assignment that is designed to assess the student's ability to reflect, describe, explain, justify and demonstrate knowledge of one or more of the main principles of the Leadership subject.
This is a two-part assessment item where you are required to address each of Parts A and B individually. The assessment requires the students to write two short reflective pieces using the theories and concepts covered in Parts A and B. Each reflective piece should be a minimum of 750 words each, not exceeding 1500 words in total (plus or minus 10%). Use minimum of 9 references from credible sources for this assessment. Both written works should be submitted as one, single document.
Part A: Reflective Piece (750 words)
The impact of leadership style often manifests in the quality of relationships which a leader builds over time with others, in particular subordinates and peers. Drawing from two situations from your own experience as a leader (or from a leader you have witnessed), discuss one example where you (or a leader) demonstrated a high level of emotional intelligence, and in another example where you (or a leader) allo.
Assignment Write a 6 page analytic research essay in which you re.docx
Assignment: Write a 6 page analytic research essay in which you research and analyze one theme or aspect of Toni Morrison’s novel The Bluest Eye. (See steps below.) The paper must be double-spaced, following APA style.
Steps to Follow to Prepare and Write Your Paper
Step 1
Fine-Tuning Your Thesis to Build a Strong Outline
Adapted from the Pocket Wadsworth Handbook
Tentative Thesis Statement (rough, more vague)
Not all Americans have access to the Internet, and this is a potentially serious problem.
Final Thesis Statement (more precise)
Although the Internet has changed our lives for the better, it threatens to leave many people behind, creating two distinct classes – those who have access and those who do not.
Step 2
In one or two sentences, identify what you think is the most important theme in TheBluest Eye. Or you might notice a key symbol or detail that runs like a thread through the novel. For example, how does Morrison portray God in the novel? Or race relations. Or family dynamics throughout the story. As you do your research, you will certainly find specific and detailed ideas that you could pursue in a paper. It is this important theme or main idea that leads into your thesis statement.
Step 3
Spend some time thinking about how to support your thesis statement. In this case, you think about how Morrison uses the various elements of fiction to highlight or explain your theme, idea, detail, symbol, etc. Identify specific passages, events, character actions, conflicts, descriptions, and details, etc. that support your thesis. This is the textual evidence that you will provide in support of your thesis.
Step 4
After you prepare your annotated bibliography, read through the five sources, the so-called "secondary" works on the novel, which you found. Add two or three more with further study as needed. (These are books, journal articles, interviews, websites on Morrison, audio-visual materials, etc.) Identify passages you can quote, paraphrase, or summarize and use as supporting evidence for the thesis of your essay. These expert sources will support your own voice as you construct your argument.
Step 5
Use the evidence from the text that you have identified, as well as the additional researched materials you have compiled, to compose a focused, well-organized, academic essay of 6 pages, double-spaced. Remember, as stated above, the essay must have an introduction that contains your thesis statement, a body of evidence that supports your thesis, and a conclusion that sums up your main points and restates your position. A basic outline might look like this:
I. Introduction – Begin with a quote related to your thesis, then create a transition into your thesis statement. Your thesis lets your reader know your main idea. Everything else in the essay then supports your main idea with examples and evidence.
II. First Example from the Novel to Support the Thesis
A. Quote from novel and discussion.
B. Support from critic or secondary ...
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success
1. Comments on Titles:
Sample #1: chose strong language to show writer’s claim; first part grabs attention, second part gets focused
Sample #2: Please Help! Grabs the reader on an emotional level—got attention—the beginning part wasn’t as strong!!
Too fake! Not specific enough—(turned attention away) too blunt! Gives away too much!—
Sample #3: attention grabbing—polarizing language, strong words—can see both sides—
Critique: include “Formation” or not? Too much? Too litte?
Is it too exaggerated? Overly done? Not serious enough?
2. What goes in the first paragraph?
b. what worked?
Introduces the issue
Using some data? Used a quote? Create a sense of urgency or importance=gives justification, gives context
How is this different than Sec 3 (background)?
In claim—give a quick glimpse of the issue—
Sample 3—clear description of problem-
Quote? Expert echoes your statement so it doesn’t sound like you are making it up
Why not use it? Summarize
Sample 1 quote –early? Suspicious
In Sec 3 dig into the details more
c. what didn’t?
what didn’t work
MLA incorrect
Sample #2—too general---too broad!
3. What goes in the second paragraph?
MAP:
All major points of the paper (introduce or touch on every required section)
--Section 2—Suvin and short story
Map out the required sections of this paper (all your big moves!)
--solution (section 6)
Taking a stand –say what you argue and why it matters! Last two sentence of paragraph 2
Use first person? To use or not to use?
Feel more comfortable –easy to use commanding words
Sounding confident
Assert yourself into your argument—easier to sound confident
Map—chronological—follow the order of the paper!!
b. what worked?
c. what didn’t?
this is not project proposal writing
Is it specific? Controversial?
Map? What does that mean??
Stakes?
Final Research PAper
Final Research Paper: What’s the New Cognition? Estrangement in Octavia’s Brood
For your final paper, please select a novum you find cognitively estranging in one short story. Using outside research, write a 6-8 page, double spaced, 1 inch margins, 12pt font, Times New Roman research paper that investigates the new cognition the estrangement leads you to explore. The page requirement does NOT include the Works Cited.
Final version due to Canvas 3/20 before 11:59 pm.
Your bibliography should have at least 10 sources to support your argument and to detail what the new cognition is for you on this particular issue. Darko Suvin’s “Estrangement and Cognition” and the short story of your choice count as two of the ten sources.
At least three of your sources must be from academic, peer-reviewed journals. The other five (min.) can be from popular sources.
You need one quote in every paragraph, Sections 3-6.
Organization, Section I
2 paragraphs that outline the claim, complete with stakes. Recall, strong claims are specific, take a stand on something controversial, and they matter. Your claim should provide a ma.
What is Digital Scholarship?
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Major assignment 3 lecture five historicizing the text
The document provides instructions for students to analyze a scholarly article by historicizing the text. It explains why this type of analysis is important for understanding the context in which a piece was written. Students are directed to research the author's credentials, publication details, intended readership, and date to properly situate the text. Specific questions are outlined to guide the research process, including the author, publisher, typical audience, and timeframe. Answering these questions will help students comprehend the text and broader discussion it engages with.
English 202 Feb 3rd 2010
This document provides an agenda and announcements for an English 202 class. It discusses upcoming deadlines, guest speakers, reading techniques like annotation, and reflective writing assignments. Students are asked to read chapters from Malcolm Gladwell's book "The Tipping Point" and discuss key concepts from chapter 2 like connectors, mavens, and salesmen in small groups. The document provides discussion questions and links to example texts to analyze critical reading skills.
Thesis In A Essay
The document is a thesis paper about modernism. It discusses how during the 19th and 20th centuries, intellectuals began questioning traditional views in religion, art, and literature in response to changes in society. This marked the beginning of the modern era, also known as modernism. Modernist texts used themes of city life, industrialization, and the bleak outlook on life after World War I and II to express the thoughts and feelings of the time through literature. The mistrust of the world caused by the world wars psychologically impacted individuals and caused writers to shift their focus from the external world to inner thoughts and stream of consciousness themes.
Academy ol Management Review2012. Vol. 37. No. 4. 490-501..docx
* Academy ol Management Review
2012. Vol. 37. No. 4. 490-501.
hltp*dx.doi.org/10.M65/amr.2012.0165
EDITOR'S COMMENTS:
REFLECTIONS ON THE CRAFT OF
CLEAR WRITING
Writing is hard work. A clear sentence is no ac-
cident. Very few sentences come out right the first
time, or even the third time. Remember this in
moments of despair. If you find that writing is
hard, it's because it is hard (Zinsser, 2006: 9).
Most of us struggle with our writing. We
thrash and hack our way through paragraphs,
writing and editing and rewriting until we think
we've made some progress on that God-for-
saken manuscript. The next morning we turn on
the computer, read the file, and realize that our
work of art is a muddled mess. We curse, hit the
delete key, and start again. It can be a frustrat-
ing process, particularly for theory papers,
which are all about the writing.
But we hang in there. We finish the manu-
script and submit it to AMR. We wait. We wait
some more. We get the reviews. The rejection
stings, but the reviewer's comments are worse:
"I'm puzzled a s to what exactly you are trying to
accomplish here." "The first twenty-three pages
are an endless literature review." "I had to read
several pages into the manuscript to get a hint
about what you are trying to achieve." "What
exactly is this paper about? After reading it
twice, I'm still not sure."^
We open the freezer and reach for the Häagen-
Dazs. We think, "What is wrong with these re-
viewers? Why couldn't they understand the
point of my manuscript? It was so c l e a r . . . or
was it?"
The first challenge of clear writing is to un-
derstand your reader. With this in mind, I polled
current and past AMR board members, associate
editors, editors, and special issue reviewers to
Many thanks to the AMB reviewers who shared their per-
sonal reflections and insights on the craft of clear writing. I
also thank the editor, associate editors, and my doctoral
students (Dianne Murphy and Kyle Ehrhardt) for their com-
ments and suggestions on earlier drafts of this manuscript.
Most of all, I thank my husband, Erik Thelen, for encouraging
me to write this essay and for being my sounding board
throughout the process.
' These are actual reviewer comments that were shared
by one of the reviewers who participated in the infor-
mal poll.
get their insights and recommendations on the
craft of clear writing, particularly as it applies to
theoretical articles. I asked them to share (1)
their peí peeves about the writing style, organi-
zation, and presentation of theoretical manu-
scripts; (2) their thoughts on why authors engage
in poor writing practices; and, perhaps most im-
portant, (3) their advice and iecommendations
for writing clear theoretical articles. This simple
request opened a floodgate: sixty-seven review-
ers responded with over a hundred pages of
advice and reflections on the craft of writing.
I've selected a few of the most common themes
and practical recommendations, which I hope
you find interesting ...
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Reflectivewritingandrevision group2morningb
This document discusses the importance of reflection and reflective writing in the writing and revision process. It provides examples of student letters to readers where they reflect on their writing intentions, processes, and insights. The document emphasizes that reflection helps writers develop their purpose, understand their audience, identify problems, set revision goals, and make stylistic choices. It also notes that establishing reflective thinking habits has long-term benefits and improves writing.
Review for Eng 4C Exam
This document provides a review for an Eng 4C exam, covering four main topics:
1. Learning literacy and the research process, including learning styles, goals reflection, and the four steps of research.
2. College-level writing, focusing on memos and short investigative reports. Examples are provided.
3. Non-fiction genres like biography, creative non-fiction, and news articles. Characteristics and examples of each are discussed.
4. An assignment analyzing an article about the power of drugs, including autobiographical examples and factual inaccuracies. Reflection questions relate to the article's point and missing scholarly elements.
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docx
John Q. Student
Professor Stalbird
English 1201.xxx
27 February 2020
Annotated Bibliography
Author’s Last Name, First Name. “Name of Article in Quotation Marks.” Name of Source/Publication in Italics. Publication Date/Info. Name of Database in Italics. Url. Date Accessed.
This article discusses (give the thesis of the article). In the next 2-4 sentences, give the main points of the article. Tell what the article said.
The purpose of this article is ______. The intended audience seems to be _______. Address the credibility of the source and the author. For example, for a database article you could write: The source came from the Sinclair database and the article came from a scholarly peer-reviewed journal. The author seems credible because she has written many other articles on the subject. The article was written in 2020.
I can use this source for ______. I plan to use the following quote: “______.”
Next Citation. Note there are no extra lines of white space anywhere. Double-space throughout.
Writing the Annotated Bibliography
From the Working Bibliography that you created, you will choose 10 sources that best answer the questions you posed in your Research Proposal. Those sources will form the basis for the Annotated Bibliography. You will need a minimum of five sources from Sinclair databases and at least three of those sources should be "scholarly."
Briefly, the annotated bibliography includes notes and analysis on sources that will be quoted and paraphrased in the final essay. You have already had practice with the skills that are required, but the assignments do require that you set aside several hours for reading and analysis.
If you've taken ENG 1101 at Sinclair recently, you may have already had some experience with the annotated bibliography.
Annotated Bibliography
To begin to put the Annotated Bibliography together, review the sources you listed on your Working Bibliography. Choose 10 that look like they come the closest to answering the research questions you posted in your Research Proposal. If, after reading and researching further into your topic, you realize that you do NOT have 10 that address the issue you are writing about, go back to the library databases and find more sources. Keep searching until you have ten.
Choosing the 10 sources for the Annotated Bibliography is important because you are going to spend considerable time reading, summarizing, and critiquing these sources. Make sure you take as much time as necessary to read and choose sources that answer the questions you posed in your research proposal. The work that you do for the annotated bibliography will form the basis for your research paper. The time you put into this assignment will pay off when you go to write the paper because what you create for the annotated bibliography will go directly into your paper to support the ideas that you are sharing with your readers. This assignment is one of the most important steps in writing the paper. ...
Research Paper Current Perspective of Consumer Technology .docx
Research Paper: Current Perspective of Consumer Technology
Choose a current (within the last 5 years) movie or documentary about – or involving -
consumer technology. Write a synopsis of the movie. Do additional research about the
technology and the consumer that the movie addresses. Some ideas of consumer technology
can be the use of 3D Printers, medical technology, nutrition and farming technology, etc.
Be sure to answer these questions in your paper:
• When and how was the technology developed?
• Who was the technology specifically developed for and who is currently using the
technology?
• What are future expectations for this technology and how is it expected to benefit
consumers?
• What are the global applications of this technology for international consumers?
You will be using the Writing Specifics instructions listed below. You will be graded on
your originality, analysis, and reflections. Please cite the used references for this paper in the
latest APA format.
Research Paper Tips: Before writing your paper, review the APA Writing guide. Make sure to
use Times New Roman 12 pt. font, double space formatting and create your paper in MS Word
only. Be sure to proof read your work for continuity, content, grammar, punctuation and spelling
before submitting. Submit to the Dropbox by the due date specified in the course schedule. Late
work will not be accepted.
Research Specifics: Use a minimum of three credible resources for your research. Include at
least one source from our class curricula. Additional resources can be from the internet (both
articles and video links), but do not use any Wiki resources of any kind as these are not
considered credible resources.
Writing specifics: Be sure to write your paper using an Academic APA Writing style. This
means to write using a third person style, not using first person referencing. Do not use “I” or
“We” in the writing. Your paper should be a minimum of 5 pages, excluding the title and
reference pages.
Structure your paper with the following sections:
Introduction: Create a topic sentence that summarizes your topic and explains the title of the
paper. Flesh out the introduction with an overview of what your paper will cover. A good rule of
thumb is to write one sentence for each section of your paper in your introduction.
Body of your paper: You can label this section as appropriate to your research and analysis of
your findings on your topic. For instance you can label this section as Literature Review (or
Findings) of Your Topic. You can have sub-topic areas in this section as appropriate to your
topic. <See APA template for how to properly lay out your paper and the various sections.>
Next section of your paper: This area can be labeled as Conclusion. In this area you will
conclude your findings on your topic and provide suggestions for further/future research.
Last section of your paper: This is the Reference section. Any res.
Pml 8
This document provides an agenda and discussion for a class on building a learning environment to support multiliteracies. The agenda includes reminders about blog posts, discussing an article by Kajder, questioning techniques, returning to the 4 Resources Model of literacy and briefly looking at the 3D Model. It then covers discussing the Kajder article in groups by generating discussion questions. The rest of the document goes through the 4 Resources Model which looks at literacy from the perspectives of code breaker, meaning maker, text user, and text analyst. It provides examples and questions for each perspective. It concludes by asking students what other questions they have.
Similar to Nicholas Carr was born in 1959 and first gained widespread recogni.docx (20)
The reflective essay took an emotional appeal. I can sense both sy.docx
The reflective essay took an emotional appeal. I can sense both sy.docx
Assignment Write a 6 page analytic research essay in which you re.docx
Assignment Write a 6 page analytic research essay in which you re.docx
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Notes for Claim Writing Success1. Comments on Titles Sample #.docx
Major assignment 3 lecture five historicizing the text
Major assignment 3 lecture five historicizing the text
Academy ol Management Review2012. Vol. 37. No. 4. 490-501..docx
Academy ol Management Review2012. Vol. 37. No. 4. 490-501..docx
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docx
John Q. StudentProfessor StalbirdEnglish 1201.xxx27 February.docx
Research Paper Current Perspective of Consumer Technology .docx
Research Paper Current Perspective of Consumer Technology .docx
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NT2580 Week 1 Understanding IT Infrastructure Security An.docx
NT2580: Week 1 Understanding IT Infrastructure Security
Analysis 1.1
Case Study
1
In March 2010, 28 year-old Albert Gonzalez was sentenced to 20 years in federal prison for breaching
security measures at several well-known retailers and stealing millions of credit card numbers, which he then
resold across a variety of shadow “carding” Web sites. Using a fairly simple packet sniffer, Gonzalez was able
to steal payment card transaction data in real time, which he then parked on blind servers in places such as
Latvia and Ukraine—countries formerly part of the Soviet Union. Gonzalez named his activities “Operation
Get Rich or Die Tryin'” and lived a lavish lifestyle by selling stolen credit card information. He was eventually
tracked down by the U.S. Secret Service, which was investigating the stolen card ring. Operation Get Rich or
Die Tryin' took place for more than two years and cost major retailers, such as TJX, OfficeMax, Barnes &
Noble, Heartland, and Hannaford, more than $200 million in losses and recovery costs. It is the largest
computer crime case ever prosecuted.
At first glance, Operation Get Rich or Die Tryin' seems to be an open-and-shut case. A hacker commits a
series of cybercrimes, is caught, and is successfully prosecuted. Fault and blame are assigned to the
cybercriminal, and justice is served for the corporations and the millions of people whose credit card
information was compromised.
Unless you ask the shareholders, banking partners, and some customers of TJX, who filed a series of class-
action lawsuits against the company claiming that the “high-level deficiencies” in its security practices make it
at least partially responsible for the damages caused by Albert Gonzalez and his accomplices. The lawsuits
point out, for example, that the packet sniffer Gonzalez attached to the TJX network went unnoticed for more
than seven months. Court documents also indicate that TJX failed to notice more than 80 GB of stored data
being transferred from its servers using TJX’s own high-speed network. Finally, an audit performed by TJX’s
payment-card processing partners found that it was noncompliant with 9 of the 12 requirements for secure
payment card transactions. TJX’s core information security policies were found to be so ineffective that the
judge presiding over sentencing hearing of Gonzalez reviewed them to determine whether TJX’s damages
claim against him of $171 million is valid.
Apart from lawsuits, TJX faced a serious backlash from customers and the media when the details of the
scope of the breaches trickled out. Customers reacted angrily when they learned that nearly six weeks had
passed between the discovery of the breach and its notification to the public. News organizations ran
headline stories that painted a picture of TJX as a clueless and uncaring company. Consumer organizations
openly warned people not to shop at TJX stores. TJX’s reputation and brand.
NTC362 Week 3OSI Model, Switching Systems, Network Channel Pr.docx
This document discusses a technology plan for Ace Real Estate Agency located in Kodiak, Alaska. The agency plans to utilize social media, microblogging, and e-commerce to gain customers and sell homes more effectively than competitors. Microsoft Dynamic CRM is selected as the customer relationship management software to track customers, provide good service, and streamline key processes like offline data access and instant messaging. The software will be used on Windows desktops and Apple iPads to give agents mobile accessibility while showing homes to customers.
NT2580 Week 4 Hardening a NetworkAnalysis 4.2Availability, In.docx
NT2580: Week 4 Hardening a Network
Analysis 4.2
Availability, Integrity, or Confidentiality (A-I-C)
Instructions:
Given the network security applications and countermeasures in the first column of the table below, explore answers to the following questions:
· Where does the countermeasure belong in the seven domains of a typical IT infrastructure?
· What CIA functions does the countermeasure provide?
Provide your answers in the table below.
Network Security Applications and Countermeasures
Domains
CIA Function
Ethical hacker
Intrusion detection system/intrusion prevention system (IDS/IPS)
Access controls
Failover server
Automatic updates
Cryptography
Data backups
Logon rights
Computer cluster
Firewalls
Proxies
Antivirus scanners
As a reminder, the seven domains of a typical IT infrastructure include the following domains:
1. User Domain: Actual users
1. Workstation Domain: Workstations, laptops, and end-point devices, such as smartphones and printers
1. LAN Domain: Physical and logical LAN technologies—100 Mbps/1000 Mbps switched Ethernet, 802.11-family of wireless LAN technologies—used to support workstation connectivity to the organization’s network infrastructure
1. LAN-to-WAN Domain: Routers, firewalls, demilitarized zones (DMZs), and IDS/IPS
1. WAN Domain: Routers, circuits, switches, firewalls, gateways, and equivalent gear at remote locations, sometimes under a managed service offering by the service provider
1. Remote access Domain: Virtual private networks (VPNs), laptops with VPN software, and secured socket layer/VPN (SSL/VPN) tunnels
1. System/Application Domain: Hardware, operating system software, database software, client/server applications, and data that are typically housed in the organization’s data center and computer rooms
Representation of the Seven Domains of a Typical IT Infrastructure
1
.
NTNU, May 2009 ntnu.nocbm 1 LEARNING AND MEMORY .docx
NTNU, May 2009 ntnu.no/cb
m
1
LEARNING AND MEMORY
- Cellular and molecular mechanisms
Øyvind Høydal
NTNU, May 2009 ntnu.no/cb
m
2
What is learning and memory?
Learning can be defined as acquisition of new
knowledge or skills and/or changes in behaviour as
a result of experience.
Memory refers to the storage and retrieval of
learned knowledge, skills or behaviours.
NTNU, May 2009 ntnu.no/cb
m
3
NTNU, May 2009 ntnu.no/cb
m
4
Information and skills are stored within the networks
of neurons in the brain.
When we learn, changes take place that alters the way
neurons communicate with eachother.
Can you guess what changes take place?
NTNU, May 2009 ntnu.no/cb
m
5
Cellular plasticity in learning
and memory
The efficacy of signalling between neurons are altered.
New synapses form
New neurons?
NTNU, May 2009 ntnu.no/cb
m
6
Aplysia californica as a model system for
cellular learning and memory
Studying cellular mechanisms for learning and memory in the mammalian
brain is a formidable challenge due to the enormous number of neurons and
the complexity of synaptic connections.
Aplysia californica is an advantagous model organism because:
- Neurons are quite few (20 000) and can be identified in the circuit.
- Neurons are rather big, making them readily accessable
for in vivo intracellular recordings
NTNU, May 2009 ntnu.no/cb
m
7
The gill-siphon reflex in aplysia offers a great
opportunity to link changes in neurons and
synapses with a behavioral output.
When a mechanical stimulus
is applied to the siphon, the
slug responds by withdrawing
its gill.
NTNU, May 2009 ntnu.no/cb
m
8
Gill-siphon-withdrawal reflex
S
M
Tactile
NTNU, May 2009 ntnu.no/cb
m
9
The synapse and some common forms of short-
term synaptic plasticity
Synaptic facilitation: rapid increase in synaptic strength when two APs arrive at the axon terminal
within a short interval of time. Increased Ca+ -influx causes more transmitter substance to be
released.
Synaptic depression: neurotransmitter release decline with sustained stimulation. A possible
mechanism might be depletion of neurotransmitter-containing vesicles in the presynaptic neuron.
Augementation (acts over seconds) and potentation (post-tetanic, acts over minutes) are other forms
of short-term plasticity that enhance transmitter release due to prolonged and increased Ca+ levels.
NMDA
AMPA
AMPA
Na+
AP
Ca+ Ca+ Ca
+
Na+
Na+
NTNU, May 2009 ntnu.no/cb
m
10
Habituation in Aplysia
Habituation: reduced response to a stimulus that is neither harmful nor
beneficial.
In Aplysia: if the siphon is touched repeatedly, the snail will eventually stop
withdrawing its gill.
The response in the sensory neuron is mostly unchanged, so the habituating
effect on behaviour is likely to be mediated by a.
nowHow to be Army StrongI was 18 years old when I saw my fa.docx
now
How to be Army Strong
I was 18 years old when I saw my favorite uncle in his uniform. I could see how much respect he got and how strong of a man he was and I wanted that for myself. I asked him how could I become strong like he was. He said to me, it’s not going to be an easy job. I would have to leave my family, friends and everything behind to fight for my country Saudi Arabia.
The first thing I needed was talk with a recruiter. He tried to make me see how difficult this walk was going to be. I believed the hard work would make me strong just like my uncle. We started off with a whole lot of questions. I filled out many different types of paperwork. The paper work included: criminal background checks, medical history, family history, and job history. I had to take a test to see if I was smart enough for the army. I think it was similar to the test soldiers take in America. It asked questions from basic mechanics, computers, cooking, and all general studies. Its purpose was to find out what job I could choose. I passed the test and then I was able to pick a job. I had my pick of a lot of different jobs but I chose to be a machine gunner. Then, after I chose my job, I signed my contract. After that, I was told to come back in two weeks for a drug test and medical test to see if I was fit for the Army. I had to do psychological testing and the doctor checked everything on my body I received my stamp and it was on to basic training.
The second step in becoming Army strong is going to basic training. There are three phases to go through. I arrived to the training camp called Reception. At Reception I received all of my equipment and clothing. I was assigned to the company where I would learn all about being a soldier. The first day I received a haircut and was taught how to properly exercise and gain strength of my body by doing Physical Training. I started learning how to run long distances and how to breathe the right way so I would not get too tired. I did not enjoy ring but I had to do it. After that I issued a M16 Assault Rifle. I took training classes on how to clean, fix and shoot. The next step was learning about the history of the Army and all the things it takes to make up a true soldier. I went through many field exercises where I learned about teamwork. The men were like brothers; we helped each other like a family I participated in rappelling, nuclear biological defense and weapons training. The next step was learning drill, which is how I am supposed to present my self in parades, when we march and at funerals. After that we learned tactics and techniques to stay alive. Then I learned medical training. I had to learn CPR, Heimlich maneuver, wound care and many other forms of medical procedures. The next stage I learned was radio communication. Radio communication is how I can communicate with other soldiers on a mission in the field. Then I learned combat fighting. I used bayonets, padded sticks and hand and hand comba.
NR-351 Transitions in Professional NursingWebsite Evaluation T.docx
NR-351: Transitions in Professional Nursing
Website Evaluation Template
Student Name:Date:
Directions:
1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment.
2. Rename this document by clicking “Save As.” Change the file name so it reads Your Last Name Website Evaluation.docx. For example, if your last name is Smith, type “Smith Website Evaluation.docx”.
3. Save the document in a file format compatible with Microsoft Word 2010 or later.
4. Type your name and date at the top of this template.
5. Type your answers directly on the saved and renamed template. Follow all instructions. Save frequently to prevent loss of your work.
6. Submit to the Dropbox by the end of Week 6, Sunday at 11:59 p.m. MT.
7. Post questions about this assignment to the Q & A Forum so your classmates can read the advice, too. You may also e-mail questions to your instructor.
Item instructions:
Type your answers below:
General Information:
State the search engine used to locate the website and the URL of the homepage of the selected website.
URL must link to homepage when copied or clicked.
Authority:
Describe the reasons this website would be considered a reliable resource for information on the topic. Include contact information (group name, address, and phone number).
Information:
Describe information presented on the website including all of the main headings of the site. Describe accuracy and thoroughness of information and how you made this determination.
Objectivity:
Explain how content does or does not represent bias based on advertising and sponsorship.
Ease of Navigation:
Discuss the ease of use of this website for healthcare professionals and for lay persons. Differentiate the ease of navigation for each of these two groups.
Usefulness:
Describe how useful the information on this website is for healthcare professionals and for lay persons. Differentiate usefulness for each of these two groups.
Website Evaluation Template.docx Revised 2/9/2013 cjm
1
Website Evaluation GuidelinesPurpose
The purpose of this assignment is to allow the learner to demonstrate effective strategies for evaluation of credible scholarly websites. Course Outcomes
This assignment enables the student to meet the following course outcomes.
1. Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge. (PO #3)
2. Use leadership strategies that promote quality nursing practice and increase collaboration with other disciplines when planning comprehensive care for individuals and groups. (PO #2)
4. Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO #4)
6. Relate application of the legal and ethical requirements of nursing laws and standards to interactions with faculty, peers, and.
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucar.docx
Ntc 362 Week 2, Integrative Network Design Project , Part 1By Alucard1990 | Studymode.com
Kudler Fine Foods Network Overview
Name
University of Phoenix
NTC 362
Date
Instructor
Upon reviewing Kudler Fine Food network, it has been determined that a major network overhaul will need to be conducted to make sure that Kudler is brought up to speed with the latest technology. This is very important because if Kudler is unable to keep up with the technological advances then the company will fall behind. Making sure that Kudler is not only able to keep up with the advances with network systems it is also important to install the proper systems so that no money is wasted. What is meant by this is that if the improper systems and storage units are installed to only handle data over the next year this is only going to force Kudler to spend more money in upgrades in the future. This is why it is vital to install the proper systems that will provide room for future network expansion without having to waste money on unnecessary upgrades. The following is a list of problem areas with the Kudler network: • 56K modems provide slow connections speeds
• Host systems at all site running Window 98 – over 10 years old • Windows NT servers are at the Delmar and Lajolla sites – over 10 years old. • The XLS servers at the Delmar and Lajolla sites are running Office 97 – over 15 years old. • The Novell Servers at the Delmar and Lajolla sites are running this was released in 1994. – over almost 20 years old. • All sites have a stand lone ups system that will need upgraded to provide a redundant power supply to support new systems.
One of the first things that were noticed was that fact that all of the sites are still running 56k modems. This is an old technology and is only hindering the speed between each site. Having the proper connection speed is vital to provide real time updates not only for the profits made each day, but providing the inventory updates on the products that are sold so that those items can be restocked without waiting. These modems will be removed to make the way for the new wide area network and within each site there will be a wireless local area network. The WAN will link all of the site networks together which will in turn boost the network speed and the way employees communicate. The communication aspect of the new network will incorporate a VoIP system and will be managed at one central location. “The great thing about VoIP is that it taps additional value from the already existing infrastructure without additional costs” This will provide the highest quality of phone network will saving on the cost of out phone services.
Another issue that issue that is hindering the speed and efficiency on the network is the fact that all the host systems being used within all the sites are Windows 98. These systems are well over ten years old and a.
NTHEMIND OF GREATCOMPANIESBy Scott BlanchardThe.docx
NTHE
MIND OF GREAT
COMPANIES?
By Scott Blanchard
T
he old saying, "money isn't
everything," rings hollow in
today's business world.
where rninute-by-minute
stock quotes scroll across
our computer monitors, and
careers are won or lost based
on Wall Street's analysis of a
company's perforniance. Throw in giob-
al competition, outdated products and
services, increased costs, corporate silos
and other business challenges, and it's
no wonder that tnatiy of today's compa-
nies focus solely on their bottom line,
ofteti at the expense of customer service
and employee satisfaction.
It need not be this way. Great compa
nies focus on more than one bottom
line when gauging their perforniance.
Ttiey choose to be not only the invest-
ment of choice, but also the provider of
choice for their products or services, as
well as the employer of choice for work-
ers in their industry. By looking beyond
immediate, short term results and focus-
ing on strategies to make their compa-
nies successful for the long-term, they
recognize challenges sooner, identify
solutions more quickly and deliver re-
sults ahead of their competitors. In short,
they learn to lead at a higher level.
A clear warning sign that your busi-
ness is trapped in a short-term mindset
is the presence of an "either/or" philoso-
phy. Managers either believe they can
achieve profitability or they can develop
a great workplace, but not both. These
leaders don't always take morale and job
satisfaction into consideration. Their
focus is only their financial bottom line.
From there, it's a short leap to the false
notion tlrat making money is the sole
reason to be in business.
A NEW APPROACH
Contrary to the either/or philosophy,
leading at a higher level requires man-
agers to embrace a "both/and" approach.
In great companies, the development of
people is of equal importance to finan-
cial performance. As a result, the focus
is on long-term results and human satis-
faction. Accordingly, great companies
begin by both creating and nurturing a
vision of the future, and then measuring
progress against that vision.
There are three questions to ask,
which represent the main components
of a corporate vision. By focusing on
these questions, companies are more
likely to ensure they don't lose sight of
their path to success. They are:
• What business are you in? This will
help you identify your company's signif-
icant purpose.
• What will the future look like if you
are successful?
• What guides your behavior and deci-
sions on a daily basis? This will help
you identify clear values.
Great companies keep al! three of
these ideas clearly in mind and make
necessary course corrections when they
realize they are off track.
The next step is to create a corporate
culture that both reflects and reinforces
the corporate vision. The culture con-
sists of the values, attitudes, beliefs,
behaviors and practices of the organiza-
tion's members. Culture is an organiza-
tion's personality, and it can help or hin-
.
nR E E 693 5T o c o m p l e t e th i s e x a m y o u n.docx
n
R E E 693 5
T o c o m p l e t e th i s e x a m y o u n e e d t o a n s w e r 8 q u e s t i o n l i s t e d b e lo w . T h e
f i r s t t w o q u e s t i o n s a r e t o b e a n s w e r e d i n E x c e l u s i n g th e a s s o c ia t e d t a b s
i n c l u d e d o n t h e e x a m R E E 6935 t h a t i s p r o v i d e d t o y o u q u e s t i o n 3
- 8 a r e
t o b e a n s w e r e d o n a Wo r d D o c u m e n t i n t h e o r d e r i n w h ic h t h e y a p p e a r .
D u e A p r i l 28 , 2015 .
1. ) (9 P o i n t s ) U s i n g t h e d a t a p r o v i d e d t o y o u i n t h e P r o b l e m 1 t a b ,
c a lc u la t e t h e r e q u e s t e d v a l u e s a n d i n c l u d e y o u r a n s w e r i n th e i r
r e s p e c t i v e c e l ls h i gh l ig h t e d i n y e l lo w .
2 . ) (10 P o i n t ) T h e t a b la b e l e d P r o b l e m 2 i n c l u d e s m o n t h ly p r i c e d a t a o n
th e SA P 500 (SPY ) a s w e l l a s o n K B H o m e (K B H , a r e a l e s t a t e
d e v e lo p m e n t c o m p a n y ) a n d o n H o m e P r o p e r t i e s I n c . (H M E , a n d e q u i t y
R E I T s p e c ia l i z e s i n a p a r tm e n t r e n t a ls ) . U s i n g r e g r e s s i o n c a l c u l a t e t h e
B e t a o f e a c h o f t h e s e 2 r e a l e s t a t e c o m p a n ie s f o r t h e f u l l t im e p e r i o d
p r o v id e d t o y o u .
a . D is p l a y y o u r c a l c u l a t e d B e t a s i n t h e c e ll s h i g h l igh t e d i n y e l l o w .
Y o u m a y i n c l u d e y o u r f u l l r e g r e s s i o n r e s u l t s i n t w o o th e r s e p a r a t e
t a b s
b . W h i c h c o m p a n y h a s a h i g h e r B e t a ? I n o n e t o tw o s e n t e n c e s
e x p l a i n w h y y o u d id o r d i d n
'
t e x p e c t t h a t c o m p a n y t o b e
a s s o c ia t e d w i t h a h ig h e r B e t a .
3 . (10 P o i n t s ) P l e a s e r e f e r t o t h e p a p e r t it l e d O n t h e R e la t i o n b e t w e e n
L o c a l A m e n i t ie s a n d H o u s i n g P r ic e C h a n g e s
"
p r o v i d e d t o y o u w i t h t h i s
e x a m a n d a n s w e r t h e f o l lo w i n g q u e s t io n s .
a . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m F ig u r e 2 ? A r e t h e s e
r e s u l t s e x p e c t e d ? Wh y ?
b . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m f i g u r e 4? A r e t h e s e r e s u l t s
e x p e c t e d ? W hy ?
c . B r i e f ly e x p l a i n w h a t w e c a n l e a r n f r o m t h e r e g r e s s i o n r e s u l t s
p r e s e n t e d i n c o l u m n (4) o f t a b l e 4 . H o w t h e s e r e s u lt s a r e d if f e r e n t
f r o m t h e r e s u l t s p r e s e n t e d i n c o l u m n (2) o f t a b le 4?
d . B r i e f l y e x p l a i n w h a t w e c a n l e a r n f r o m t a b l e 6 t h a t w e d o n
'
t
a l r e a d y k n o w f r o m t h e r e s u l t s p r e s e n t e d i n t h e p r e v i o u s t a b l e s .
NEATPAGEINFO:id=C46A481D-C837-496A-BF88-1036B1B658D9
NEATPAGEINFO:id=1C69E900-548F-4525.
NSG6001 Advanced Practice Nursing I Page 1 of 5 © 2007 S.docx
NSG6001 Advanced Practice Nursing I
Page 1 of 5
© 2007 South University
Week 1: Cardiology Clinical Case
HPI
A 52-year-old Irish American male is discharged from the hospital. He was hospitalized for four
days after a stent placement, following admission from the emergency room with angina
symptoms. This patient presented to the emergency room with four hours of crushing chest pain.
He was short of breath with exertion and diaphoretic. The patient thought he was having a heart
attack and was afraid to come to the hospital. The symptoms lasted for four days before the
patient sought help. The patient had been suffering from similar symptoms for the past six months
but thought that he just out of shape. It was worse upon admission to the hospital. Prior to this,
the symptoms disappeared with rest.
His symptoms were relieved in the emergency department with medication and he was
transferred to the cardiac floor for catheterization.
The patient’s symptoms were highly debilitating upon his admission to the emergency
department.
Prior to his admission to the hospital for this event, the patient was not very active because of his
angina symptoms. The pain that he had was substernal and crushing and radiated to his neck
and jaw. His symptoms resolve with rest only. He has not sought any therapeutic maneuvers.
He is currently asymptomatic and is here for a follow-up visit from his hospitalization to discuss
his risk factors. The patient is still concerned that he may have other episodes of angina, even
after the stent placement.
PMH
The patient has not sought care for his problems in the past. He had been treated for
hypertension and high cholesterol in the past but stopped medication on his own. Besides that,
he has had no other significant illnesses.
He was hospitalized for a cholecysectomy ten years ago.
NSG6001 Advanced Practice Nursing I
Page 2 of 5
© 2007 South University
This patient had a baseline EKG at his doctor’s office when he was first prescribed his blood
pressure medication. Otherwise he’s had no other investigations for heart disease besides his
cholesterol levels checks.
Results of Laboratory Investigations Following Hospitalization
Total cholesterol - 210
LDL- 200
HDL- 25
Triglycerides – 250
Fasting blood sugar – 140
HgbA1c – 7.5
CXR – hyperinflation of the lungs – no infiltrate
EKG – no change from baseline.
Risk Factors:
• High blood pressure
• Hypercholesterolemia
• Type 2 diabetes
• Android obesity
• Cigarette smoker
• Positive family history
Past surgical history of Cholecysectomy, almost 10 years age without any complications.
ROS
Review of systems is otherwise negative
DISCHARGE MEDICATIONS
Tenormin XL 50 mg QD
Lipitor 10 mg QD
Glucophage – 500mg BID
Baby ASA QD
Patient is now compliant with the prescribed regimen, but wasn’t in the past. The medicines were
prescribed by the physician who disc.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docx
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.
ns;,eilrlt.lnterviewing is one HR function.docx
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rl
t.
lnterviewing is one HR function that
almost all managers are involved
with at some point. Here are some
tips for conducting interviews that
identify the best candidates:
. Be prepared-Make sure the
place where you interview is
accessible and comfortable
for you and the candidate.
Read the candidate's r6sum6
and other paperwork ahead
of time, to avoid asking for
information that has already
been provided. Prepare a list
of questions, as well as infor-
mation about the company's
history, culture, and other
details the candidate might be
interested in knowing.
t Put the applicant at ease- A
nervous or cautious job candi-
eate !'!':ay not show his or her
es. qua\itres. Express your
appreciation tor the candr-
date's time, and let the person
know you're glad to meet him
'';
i- i lr'
or her. Briefly explain what to
expect during the interview.
. Ask about past behaviors-
Talking about specific events
makes it harder for a candidate
to focus on guessing what the
interviewer wants to hear, and
the answers give clues about
what the candidate will do in
new situations. For examPle,
depending on the type of job,
you might ask, "Ptease telt
me about a time when you
received a customer comPlaint
and how you handled it," or
"This job involves tight dead-
lines; could you tell me about
a time when you faced a dif-
ficult deadtine?"
. Listen-fhe interview infor-
mation is only as good as the
interviewer's ability to gather
it. Let the candidate do most
oi \he ta\krng, and par; atten-
tion to what is being said and
not said. lf a candidate sounds
vague or too good to be true,
ask follow-up questions to
gather details.
. Take nofes-As much as you
can without distracting Your-
self or the candidate, jot down
notes to remind you of keY
points. Also schedule 5 or 10
minutes after each interview for
writing down your impressions.
r At the end of the interview,
make sure the candidate
knows what to expect next-
for example, a phone call or
additional interviews within
the next week.
Sources: U.S. Department of Com-
merce, Minority Business Development
Agency, "Tips on How to SuccessfullY
tnterview Job Candidates," November 17.
2009, raruw.mbda.gov; University o{ South
Carolina Division of.Human Resources,
"Tips on lnterviewing University Job
Applicants, " http://hr.sc.eoi.r, accesseo'
March 23,2010; and Dun & Bradstreet,
"How to Conduct an E{iective Emp\oyee
lnterview," Small Business
Solution
s,
http:l/smallbusiness.dnb.com, accessed
March 23,2010.
t-I
rl
i.
i.
s
.S
k
S
t
t
5
t
S
{
Preparing to lnterview
Organizations can reap the greatest benefits from intervierving if they prepare care-
fully. A well-planned intervierv should be standardized, comfortable for the partici-
pants, and focused on the job and the organization. The interviewer should have a
cluiet place in rvhich to conduct interviervs r.vithout interruption. This person should
be trained in how to ask objective questions, u'hat subject matter to avoid, a.
NR443 Guidelines for Caring for PopulationsMilestone 2 As.docx
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such as professional journal articles related to your problem.
· Summary: The summary paragraph of your paper should include a statement about the problem, the population at risk for this problem, and the major direct or indirect factors that contribute to this problem. This information should be no more than one or two paragraphs.
· Reference page: All references cited within the paper should be included on a separate References page.Guidelines
· Application: Use Microsoft Word 2010™ to create this assignment.
· Use the categories above as APA headings for the sections of your paper.
· Length: This paper is expected to be no more than four pages in length (not including the title pa.
NRB Dec’99 1WHITHER THE EMERGENCY MANAGER 1Neil R Bri.docx
NRB Dec’99 1
WHITHER THE EMERGENCY MANAGER? 1
Neil R Britton, PhD
Ministry of Emergency Management & Civil Defence
Wellington, NEW ZEALAND2
Introduction
The invitation to comment on Thomas E Drabek’s Human System Responses to
Disaster: An Inventory of Sociological Findings provides an opportunity to reflect on
the practice of emergency management and the evolving role of the emergency manager.
This focus is timely. The past decade has brought disaster into sharp relief for many;
several large-scale impacts have occurred; and disaster costs (in lives and property
damage) have escalated. The links between community growth, land-use management
practices and vulnerability have become more apparent. These issues have taken place at a
time when the clarion call is for smaller government and more fiscal constraint. This
combination is prompting questions, particularly from central government, about the
function and value of emergency management arrangements.
It is also appropriate to re-think the emergency manager’s role in contemporary society.
Much has changed in 10 years, ranging from the burgeoning of relevant information to the
need to develop integrated management programs for responders. This is leading to a re-
definition of the task-set and a re-evaluation of the emergency manager’s job parameters.
College-level programs and other knowledge-based accreditation courses are rapidly
becoming a prerequisite. These developments are enhancing the image of emergency
management and helping it progress to being a distinctive professional sector.
This essay uses Drabek’s 1986 publication Human System Responses to Disasters as a
vehicle to reflect on major developments influencing emergency management practice. It
begins by locating Human System Responses to Disasters within the disaster sociology
literature, and argues that the book makes two major contributions to disaster study. From
here, the focus of the essay shifts from Drabek’s work to identifying elements that
characterized emergency management practice at the time when Drabek wrote his text.
The essay moves on to look at some current issues pertaining to emergency management,
and leads into a discussion of where the practice might be heading in the coming decade.
A brief return to Human System Responses to Disasters completes the discussion.
1 Paper requested by the Editor, The International Journal of Mass Emergencies and Disasters.
Statements in this paper were first presented at a session of the International Research
Committee on Disasters (ISA Research Committee 39), at the 14th World Congress of
Sociology, Montreal (Quebec), Canada. 26 July - 1 August 1998. The session explored the
contribution of Thomas E Drabek’s textbook Human System Responses to Disaster: An
Inventory of Sociological Findings.
2 Neil Britton manages the Sector Development and Education unit in the Ministry of Emergency
Management & Civil Defence. The commen.
Now, its time to create that treasure map to hide the treasur.docx
Now, it's time to create that treasure map to hide the treasure from Ol' Red Coat's family.
Decide on which quadrilateral you will create. For this activity you may use a kite, trapezoid or a parallelogram (that is not a square, rhombus, or rectangle).
Graph the quadrilateral on a coordinate plane. You may print and use graph paper a drawing program such as GeoGebra. The four vertices of the quadrilateral will serve as four destinations on your map. One can be the starting point, the others can be clues along the way, and the last one will be where X marks the spot!
Find the length and slope of each side to justify the classification of your quadrilateral. For example, if your map was a square, your calculations would prove that all four sides are congruent, slopes of opposite sides are congruent, and slopes of adjacent sides are opposite reciprocals.
You need to create a set of directions so you can come back and find the treasure later. Your directions need to explain how to get from each destination on the map to the next one. Use the properties of quadrilaterals in your directions. At least three different quadrilateral properties must be used.
What does it mean to use properties of quadrilaterals in your directions? Here is an example: If your map is in the shape of a parallelogram, your opposite sides will have equal slopes. You could say that to get from Point A to Point B you travel up 3 units and right 2 units to the Palm Tree. From there you might travel East 5 units to Point C. From Point C, you would travel down 3 and left 2 units, where X marks the spot. This proves that the slopes of opposite sides are equal. Include two more properties in your directions. Don’t forget to finish the directions to return to the starting point. See example below.
Get creative and think of clever ways to use the different properties!
Create a key for your map. Show proof that following the directions will get you to the treasure. If one of the directions is to make a 90 degree turn, show how you can prove the turn from one side to another is 90 degrees.
If one of the directions is to travel the same distance as a previous side, use the distance formula to show the two distances are the same.
Submit the following to your instructor:
1. The treasure map on a coordinate plane
2. The length and slope of each side to justify the classification of your quadrilateral
3. The directions to finding the treasure: Include the explanation for how each direction represents a quadrilateral property. Be sure to include at least three properties.
*Note: Please submit the written portion of this assignment using a word processing document or by copying and pasting into the assignment box.
1.1 Elements of Inquiry Used to Study the Workplace
1.2 Methodology Used to Study the Workplace
1.3 The Impact of Paradigms and Trends
1.4 The Major Sociological Perspectives
1.5 The Paradigm Shift to Capitalism
1.6 The Progressive Era
1.7 The Gr.
NR361 Information Systems in HealthcareInterview with a Nursing.docx
NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
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 #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a Telenurse, you would want.
NR360 Information Systems in Healthcare Team Technology Pr.docx
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
Objective
The purpose of this Team Technology Presentation is to provide students the opportunity to explore a technology used in the healthcare
system. The project requires students to work in a small team together in order to describe how this technology supports the patient care
experience through the use of information technology and information structures. Additionally, the student will explore the experience of
clear and concise communication skills, when interacting with peers, who may or may not be from the same geographical area, or campus as
they are. The final product and discussion/critique of this project is to be completed online with the class in Unit 8.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes:
CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)
CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)
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 delivery of nursing care. (PO 8)
Guidelines
• This is a Team or Group project. You will be assigned to groups, and given a topic (According to class size—typically 3-5 students
will be in a group).
Please do not ask to change groups, etc. as the group will not be changed. As nurses, we need to be able to participate as a part of a
multidisciplinary team, no matter where we are located, and regardless of whether or not we are familiar with a particular individual!
All group members will receive the same grade for each deliverable, UNLESS it is determined that a group member has not been
participating in assigned portions of the project. This is why documentation and communication in the assigned Team discussion
threads is essential. EVERYONE must complete/sign the Team Charter Form and place it in your designated Group discussion
thread under “Team Collaboration” in Course Home.
1. Communicate with your team members in the “Team Collaboration” Area of your Course Home, located under Week 8.
NR360 Information Systems in Healthcare
Team Technology Presentation Guidelines and Grading Rubric
Revised: 01/26/2014, 07/09/2014 09/12/2014 DA
***You will use the Group Project Team Collaboration Threads in the Course home as a “meeting” or communication venue. Be
sure you are documenting in YOUR Team’s discussion area, identified by a color assigned to your team! This will also serve as
documentation/verification for group members should there be ins.
NR443 Guidelines for Caring for PopulationsMilestone 2 Assess.docx
NR443 Guidelines for Caring for Populations
Milestone 2: Assessment and Diagnosis
Purpose
The purpose of this paper is to provide an opportunity to utilize community assessment strategies, uncover a community health problem, and identify the components of the problem related to the community dynamics.
Course Outcomes
This assignment enables the student to meet the following Course Outcomes.
CO 1. Evaluate the planning of delivery of care to individuals, families, aggregates, and communities in a variety of healthcare settings based on theories and principles of nursing and related disciplines. (PO 1)
CO 2. Integrate clinical judgment in professional decision-making and implementation of the nursing process through analysis of community health nursing practice. (PO 4)
CO 7. Accept accountability for personal and professional development as part of the life-long learning process. (PO 5)
Due Date
Submit to the appropriate basket in the Dropbox by 11:59 p.m. MT Sunday of Week 4.
Points
225 pointsDirections
This paper is expected to be no more than four pages in length (not including the title page and reference list). Typical papers are usually three pages. Below are the requirements for successful completion of this paper.
· Introduction: This should catch the reader’s attention with interesting facts and supporting sources and include the purpose statement of the paper. This should be no more than one or two paragraphs.
· Community: Identify the community by name that you will be using for this paper and provide a brief, general description of the community. Your community should be the area where you live or work. This should be one or two paragraphs.
· Demographic and epidemiological data: Compile a range of demographic (population description) and epidemiological (causes of health problems and death) data for your community by examining census reports, vital statistic reports, city records, morbidity and mortality reports, and other agency sources. Using these data, describe the community and the problem. Compare your community data to state or national data. This comparison will help to identify a community health problem specific to your community. A summary of these data should be no more than one page.
· Windshield survey: Provide a brief summary of the findings from your first assignment. Make sure to discuss elements that link your observations to your identified problem. This should be no more than one or two paragraphs.
· Problem: Using the assessment data, identify the problem that you consider to be a priority concern. Provide a rationale for your choice and relate your choice to one of the Healthy People 2020 specific numbered objectives. Healthy People objectives are located within a topic area under the Objectives page. Your rationale should also include why this is specifically a problem in your community. This should be no more than three paragraphs. Include support of your rationale with at least two scholarly sources such.
Nowak Aesthetics, was founded by Dr. Eugene Nowak in 1999, in Ch.docx
Nowak Aesthetics was founded in 1999 in Chula Vista, California by Dr. Eugene Nowak to provide dermatological, cosmetic surgery, and skin rejuvenation procedures to residents of San Diego County. Dr. Nowak is board certified in dermatology and aims to help patients regain confidence and achieve their desired look through both medical and cosmetic procedures. Nowak Aesthetics has consistently ranked in the top 5 dermatologists in San Diego County for customer service and innovative procedures.
NR305 Health Assessment Course Project Milestone #2 Nursing Di.docx
NR305 Health Assessment
Course Project Milestone #2: Nursing Diagnosis and Care Plan Form
Your Name: Date:
Your Instructor’s Name:
Directions: Refer to the Milestone 2: Nursing Diagnosis and Care plan guidelines and grading rubric found in Doc Sharing to complete the information below. This assignment is worth 250 points, with 10 points awarded for clarity of writing, which means the use of proper grammar, spelling and medical language.
Type your answers on this form. Click “Save as” and save the file with the assignment name and your last name, e.g., “NR305_Milestone2_Form_Smith” When you are finished, submit the form to the Milestone 2 Dropbox by the deadline indicated in your guidelines. Post questions in the Q&A Forum or contact your instructor if you have questions about this assignment.
1: Analyze Assessment Data:
Based on the health history information, identify the following:
A. Areas for focused assessment (30 points)
Provide a brief overview of those areas of strength and weakness noted from Milestone 1: Health History.
B. Client’s strengths (30 points)
Expand on areas identified as strengths related to the person's overall health. Support your conclusions with data from the textbook.
C. Areas of concern (30 points)
Expand on areas previously identified as abnormal and those that place the person at a health risk. Support your observations with data from the textbook.
D. Health teaching topics (30 points)
Identify health education needs. Support your statements with facts from the Health History and information from your textbook.
2: Nursing Care Plan
Next, plan your care based on your analysis of your assessment data:
A. Diagnosis (30 points)
Write one nursing diagnosis that reflects a priority need for this person. Remember a wellness diagnosis is a possibility.
B. Plan (30 points)
Write one goal and one measurable expected outcome related to your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural considerations for this client.
C. Intervention (30 points)
Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed.
D. Evaluation (30 points)
You will not carry out your care plan so you cannot evaluate the effectiveness of your nursing interventions. Instead, comment on what you would look for in order to evaluate your effectiveness.
Milestone #2: Nursing Diagnosis and Care Plan Form 8-6-13 jm
2
NR 305 Health Assessment
Guidelines for Course Project Milestone 2:
Nursing Diagnosis and Care Plan AssignmentPurpose
This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and develop a nursing care plan.Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a .
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- 1. Nicholas Carr was born in 1959 and first gained widespread recognition with his 2003 Harvard Business Review article “IT doesn’t Matter.” He has continued to write about technology, culture, and economics for the Guardian, the Atlantic, the New York Times, the Wall Street Journal, Wired, the New Republic, the Financial Times, and Technology Review. He is the author of The Big Switch: Rewiring the World, from Edison to Google (2008) and Does IT Matter? Information Technology and the Corrosion of Competitive Advantage (2004). Carr’s most recent book, The Shallows: What the Internet is Doing to Our Brains, was nominated for a 2011 Pulitzer Prize. “Is Google Making Us Stupid?” originally appeared in the Atlantic in 2008. Carr expanded the article into a book-length exploration of the topic—The Shallows—publishedthree years later. As in much of his work, Carr examines the impact of technological innovation, specifically in computing, on the way we live now, asking readers to step out of the fast-running stream of computing progress—from the expansion of information technology to cloud computing to our ever- increasing time spent online—and think about what we’re doing and what effects it has. As you read this essay, note the way Carr slows us down and helps us look around. NICHOLAS CARR Is Google Making Us Stupid? “Dave, stop. Stop, will you? Stop, Dave. Will you stop, Dave?” So the supercomputer HAL pleads with the implacable astronaut Dave Bownam in a famous and weirdly poignant scene toward the end of Stanley Kubrick’s 2001: A Space Odyssey. Bowman, having nearly been sent to a deep-space death by the malfunctioning machine, is calmly, coldly disconnecting the memory circuits that control its artificial “brain.” “Dave, my mind is going,” HAL says forlornly. “I can feel it. I can feel it.” I can feel it, too. Over the past few years I’ve had an
- 2. uncomfortable sense that someone, or something, has been tinkering with my brain, remapping the neural circuitry, reprogramming the memory. My mind isn’t going—so far as I can tell—but it’s changing. I’m not thinking the way I used to think. I can feel it most strongly when I’m reading. Immersing myself in a book or lengthy article used to be easy. My mind would get caught up in the narrative of the turns of the argument, and I’d spend hours strolling through long stretches of prose. That’s rarely the case anymore. Now my concentration starts to drift after two or three pages. I get fidgety, lose the thread, begin looking for something else to do. I feel as if I’m always dragging my wayward brain back to the text. The deep reading that used to come naturally has become a struggle. I think I know what’s going on. For more than a decade now, I’ve been spending a lot of time online, searching and surfing and sometimes adding to the great databases of the Internet. The Web has been a godsend to me as a writer. Research that once required days in the stacks or periodical rooms of libraries can now be done in minutes. A few Google searches, some quick clicks on hyperlinks, and I’ve got the telltale fact or pithy quote I was after. Even when I’m not working, I’m as likely as not to be foraging in the Web’s info-thickets, reading and writing emails, scanning headlines and blog posts, watching videos and listening to pod-casts, or just tripping from link to link. […] For me, as for others, the Net is becoming a universal medium, the conduit for most of the information that flows through my eyes and ears and into my mind (Carr 91-92). Works Cited Carr, Nicholas. “Is Google Making Us Stupid?” 50 Essays: A Portable Anthology. Ed. Samuel Cohen. Boston: Bedford/St. Martin’s, 2014. 91-102. Print. 1. Who wrote this essay? 2. Is he an expert? How do you know? 3. What is the larger context for this essay?
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- 4. the essay is about ii. End your introduction with a thesis statement 1. Your thesis should indicate the three elements of the rhetorical situation you intend to analyze 2. Your thesis should indicate why it is important to consider these elements (what people can expect to learn by reading your essay) 3. Example: By examining Carr as an author, exploring the context in which he wrote, and considering the message he conveys through his essay, his audience can arrive at a deeper understanding of how technology influences the intellectual experiences of people in the United States. b. Paragraphs Two through Four: Main Body i. You must write three paragraphs in the Main Body of your essay. Each paragraph should address one part of the rhetorical situation (purpose, audience, message, context, or author). ii. Each paragraph should begin with a topic sentence that indicates the rhetorical element you will be discussing. iii. Each paragraph should include supporting details from the essay you are analyzing. 1. You must include two short quotations (no more than one sentence each). 2. Your quotations must be properly cited in MLA format. iv. Questions to consider in the Main Body of the essay (depending on the topics of your paragraphs): 1. What is the essay’s context? What does the essay tell us about the values of the society in which it was created? How do you know? 2. Who is the author? Why should we trust the author? How do you know the author is credible? What qualifies the author to write about the topic? Is the author an expert? How do you know? 3. What is the author’s purpose? How do you know? 4. Who is the essay’s intended audience? How do you know? 5. Does the author have an agenda? How is the essay manipulating its viewers? What does the author want readers to
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