Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event?
HIS 200 Historical Analysis Essay Progress Check 2 Guidelines and Rubric
Overview
Throughout Modules Five and Six, you have been guided through beginning your Project 2: Historical Analysis Essay assignment, which you will continue to work on in Modules Seven and
Eight and formally submit for completion at the end of Module Eight of the course. This progress check assignment provides you with an important opportunity to get valuable instructor
feedback on the progress you are making and to ensure you are on the right track for your later submission.
Prompt
Modules Five and Six have introduced you to how historians approach assessing historical evidence to re?ne their thesis statement and message. By now you should have enough evidence
compiled from your research to begin writing your historical analysis essay. You will begin working on the essay piece by piece. In Module Six: Analyzing History, continued, learning block 6-4
(page 1) in the webtext, you will work on drafting the body of your essay. Return to your submission for Progress Check 1 and draft three body paragraphs that explore the causes, course, and
consequences of your chosen historical event and use evidence from primary and secondary sources to support your thesis.
Speci?cally, in this assignment, you will submit the following elements of your Project 2: Historical Analysis Essay for review by your instructor:
In Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, you worked toward the following elements:
I. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your
sources. Speci?cally, you should:
A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the
event?
B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the
perspectives of the key participants differ?
C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society?
D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with speci?c examples from your sources.
Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project 2 Guidelines and Rubric. You will ultimately also need
to include a conclusion and reference list and make sure you communicate your essays overall message in your ?nal historical analysis essay, but you do not need to do so in this submission.
You will be prompted to build upon this progress check submission to prepare your ?nal historical analysis essay for submission in Module Eight.
What to Submit
??
The Historical Analysis Essay Progress Check 2 must be submitted as a 1- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Follow the formatting of the example included in Module Six: Analyzing History, continued, learning block 6-4 (page 1) in the webtext, and include identifying information (name, course code
and title, name of university, and date) as well as section headings (draft submission) as appropriate.
Historical Analysis Essay Progress Check 2 Rubric
Criteria Pro?cient (100%) Needs Improvement (75%) Not Evident (0%) Value
Body: Causes Describes the causes of historical event,
citing source(s)
Describes the causes of historical event,
but with gaps in detail, accuracy, clarity, or
citation
Does not describe the causes of historical
event
20
Body: Course Illustrates course of historical event, citing
source(s)
Illustrates course of historical event, but
with gaps in detail, accuracy, clarity, or
citation
Does not illustrate course of historical
event
20
Body: Consequences Describes immediate and long-term
consequences of historical event for
American society, citing source(s)
Describes immediate and long-term
consequences of historical event for
American society, but with gaps in detail,
accuracy, clarity, or citation
Does not describe immediate and long-
term consequences of historical event for
American society
20
Body: Evidence Discusses historical evidence that supports
conclusions about impact of event on
American society, citing source(s) and
providing speci?c examples
Discusses historical evidence that supports
conclusions about impact of event on
American society, but with gaps in detail,
support, or citation
Does not discuss historical evidence that
supports conclusions about impact of event
on American society
20
Articulation of Response Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to
citations, grammar, spelling, syntax, or
organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
citations, grammar, spelling, syntax, or
organization that prevent understanding of
ideas
20
Total: 100%
If you are in the K-12 track, imagine that you are a K-12 superintendent of a school division and you need to present a solution specific to K-12. What decision would you make that is legal and equitable?
Chapter 7 of our text, Today’s Guide to Educational Policy: Pandemics, Disasters, Nationalism, Religion, and Global Politicspresents The Problem. After reading the scenario, discuss how you would solve this issue. Respond to this week’s discussion according to your focus, K-12 or Higher Education.
K–12: If you are in the K-12 track, imagine that you are a K-12 superintendent of a school division and you need to present a solution specific to K-12. What decision would you make that is legal and equitable?
Higher Education: If you are in the Higher Education track, imagine that you are a university administrator and you need to present a solution specific to Higher Education. What decision would you make that is legal and equitable?
Discuss how US overseas expansion influenced the character of the nation. How did the authors from this weeks readings link the concepts of immigration/migration and empire? How did US encounters in Asia and later with Asian immigrants influence the nation?
For this week’s post, discuss how US overseas expansion influenced the character of the nation. How did the authors from this week’s readings link the concepts of immigration/migration and empire? How did US encounters in Asia and later with Asian immigrants influence the nation?
Here are the readings and an additional one attached:
The Debate Over Empire
The Hawaiian Example
Reading Assignment:
Christina Duffy Burnett, “The Noncitizen National and the Law of American Empire”
Read a short interview of the author here:
http://opiniojuris.org/2008/07/01/they-say-i-am-not-an-american-the-noncitizen-national-and-the-law-of-american-empire/Links to an external site.
Gary Okihiro: “Empire and Migration” short piece
https://www.nps.gov/articles/aapi-theme-study-imperialism-and-migration.htmLinks to an external site.
Primary Documents:
“Hawaii: Life in a Plantation Society,” Library of Congress
https://www.loc.gov/classroom-materials/immigration/japanese/hawaii-life-in-a-plantation-society/
Case Study Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. Explain the cause of pathological fractures in this patient.How could osteoporosis have been prevented in Mrs. L?
Assignment #1: Musculoskeletal Conditions
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Mrs. L is a 63-year-old woman who reports constant back pain. Further inquiry into her medical history revealed that over the past 3 years, she has suffered fractures of her femur and wrist after minor falls. She experienced menopause at age 49. Mrs. L has a secretarial job, drives to work, and she does not have time for exercise. She reports that she consumes 8 to 10 cups of coffee a day and has been a smoker most of her adult life. She has not seen her physician recently nor had a recommended bone density test because of the time and cost involved.
Questions
. Relate Mrs. Ls history to the diagnosis of osteoporosis. What risk factors are present,
and how does each predispose to decreased bone density?
. Explain the cause of pathological fractures in this patient.How could osteoporosis have been prevented in Mrs. L?
. Discuss the treatments available to the patient.
Assignment #2: Cardiovascular system
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study:
Mr. K. is a 57-year-old man who consulted his physician after noticing marked leg pains while playing golf. He had previously noticed increasing fatigue and discomfort in his legs associated with moderate exercise. When sitting for extended periods with legs dangling, his legs became red, and sometimes his feet felt numb. His history indicates he smokes cigarettes and is chronically overweight. His blood cholesterol and other lipid levels are abnormal, and his physician suspects peripheral atherosclerosis as the cause of his discomfort.
Questions
. Discuss the development of atherosclerosis, including the predisposing factors in this
case and the pathophysiological changes.
. Discuss the complications that might develop in this patient.
. Discuss the treatments for all aspects of the patients condition, including slowing the progress of the atherosclerosis, maintaining circulation in the leg, and treating complications.
Assignment #3: The Central Nervous system
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Ms. J, a 19-year-old college student, has been living in a dormitory on campus. She began experiencing severe headaches, neck pain, and nuchal rigidity, along with irritability and nausea. She noticed that when lying with her hips flexed, she found it very hard to stretch out her legs. Within a day her condition deteriorated, she experienced a tonic-clonic seizure, and she was quickly admitted to the hospital. Tests revealed increased intracranial pressure, fever, and leukocytosis. Bacterial meningitis was suspected, and a lumbar puncture was scheduled.
Questions
. Describe the pathophysiologic changes associated with bacterial meningitis.
. Discuss the diagnostic tests available for identifying meningitis. What are the likely
characteristics of the CSF to be found in this case?
. Which signs indicating elevated intracranial pressure are likely to be present?
. Discuss the treatments available to help this patient and possible long-term
complications.
Assignment #4: Shock
Please kindly use (APA, 7th ed.) references separately under each question.
Case Study
Ms. L, a 19-year-old woman with no previous medical history, was involved in a serious automobile accident in which her best friend died. Examination by EMT personnel first on the scene revealed she had only minor scrapes and bruises and no sign of head trauma. While in route by ambulance to the hospital, Ms. L complained of thirst and appeared restless. Further examination indicated a rapid pulse and respirations, with her blood pressure now at 100/60 mm Hg. She appeared less responsive to the paramedics. She was slipping into circulatory shock as they checked her again for internal injuries.
Questions
. Discuss the contributing factors to shock in this case and the pathophysiologic
changes causing the changes in vital signs.
. Discuss the signs and symptoms of shock, including the rationale for each, as seen in
the early stage, and as compensation mechanisms respond.
. Discuss emergency and follow-up treatment for shock and for complications that may
arise if not treated quickly.
. Compare the types of shock, giving a specific cause, classification, and any significant
changes in onset or manifestations.
Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to (choose 3): 1. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences. 1. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
Instructions.AgingFamily.docx
Instructions
Purpose: The purpose of this assignment is to provide the student with an opportunity to reflect on selected RN-BSN competencies acquired through the course.
Requirements:
1.
The length of the reflection is to be 3 pages excluding the title page and reference pages.
2.
APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
Components:
· Title page
·
Introduction Write an introduction but do not use Introduction as a heading
· Course Reflection
· Conclusion
· References
Course Reflection:
Reflect on the course readings, discussion threads, and applications you have completed across this course and
write a reflective essay regarding the extent to which you feel you are now prepared to (choose 3):
1. Deliver compassionate, patient centered, evidence-based care that respects patient and family preferences.
1. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
1. Create a safe care environment that results in high quality patient outcomes.
1. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team
1. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
1. Communicate effectively with all members of the healthcare team, including the patient and the patients support network.
1. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
This is about an indian is answering about the mexico climate. Need 3 to 4 lines answer per question 1. What is your perspective on climate change? How did you acquire this perspective? 2. Which aspects of your cultural identity can you relate to this issue?
This is about an indian is answering about the mexico climate. Need 3 to 4 lines answer per question
1. What is your perspective on climate change? How did you acquire this perspective?
2. Which aspects of your cultural identity can you relate to this issue?
3. what is the impact of climate change on your personal life?
4. What are the beliefs about the issue in your peer group, family and community?
5. How do you think these groups acquired this perspective or beliefs?
6. How do you think climate change is present in mexico?
What steps do you take to locate primary and peer-reviewed research articles when performing a literature search? What resources are available to you to engage in a meaningful and successful literature search?
What steps do you take to locate primary and peer-reviewed research articles when performing a literature search?
What resources are available to you to engage in a meaningful and successful literature search?
As you have explored throughout this course, Walden University provides vast resources for student support to ensure success in their academic program of study. When it comes to research and using Library resources, several support mechanisms are available to you as well.
Taking the first step to think about a research topic or area of interest and filtering that topic using a series of keywords and operations will be a fundamental component for performing a literature search in Walden Librarys databases. While the ultimate goal is to produce a set or results that match your search criteria, you must keep in mind that that the quality of the research articles obtained will likely vary. Thus, you must critically examine and analyze the aims of the research produced and how it aligns, confirms, or negates your topic or area of research. As you develop proficiency in this area, you will discover that you can extract content themes and frameworks to enhance future research and the need to identify additional research support.
For this Assignment, consult the Walden Library webinars and resources provided. These resources serve as a general good first step for performing literature searches and engaging with the databases of research available to you. Think about a research topic or area of interest to focus on for this Assignment. Then, search the Walden Library to locate and retrieve peer-reviewed research articles that pertain to your topic or area of interest.
6-paragraph assignment in which you do the following:
a 1-pararaph introduction of how you conducted your literature search and the databases consulted in your search in relation to your practice area or area of interest. Be specific and provide examples.
a 1-paragraph summary of each of the articles you have selected (a total of 3 paragraphs).
1 paragraph that synthesizes the three articles using a scholarly voice.
a final paragraph in which you discuss the differences between summarizing and synthesizing research. Be specific and provide examples.
Shea, C. M., Jacobs, S. R., Esserman, D. A., Bruce, K., & Weiner, B. J. (2014). Organizational readiness for implementing change: A psychometric assessment of a new measureLinks to an external site.. Implementation Science, 9(7), 115.
Walden University. (2021). DNP capstone resources NURS 8702 and NURS 8703Links to an external site.. Office of Research and Doctoral Studies. https://academicguides.waldenu.edu/research-center/program-documents/dnp-8702-8703
Walden University. (n.d.). Subject research: Nursing.Links to an external site. Walden Library. https://academicguides.waldenu.edu/library/subject/nursing
Walden University. (n.d.). Using evidence: Synthesis.Links to an external site. Writing Center. https://academicguides.waldenu.edu/writingcenter/evidence/synthesis
Westlake, C. (2012). Practical tips for literature synthesis. Clinical Nurse Specialist,Links to an external site. 26(5), 244249. https://doi.org/10.1097/NUR.0b013e318263d766
Consider the following hypothesis test. H0: ?1-?2=0 Ha: ?1-?2?0 The Following results are for two independent samples taken from two populations. Sample 1: n1 = 80, mean1 = 104, standard deviation1 = 8.4Sample 2: n2 = 70, mean2 = 106, standard deviation2 = 7.6 a. What is the value of the test statistic? b. What is the p-value?c. With a= .05, what is your hypothesis testing conclusion?
Consider the following hypothesis test.
H0: ?1-?2=0 Ha: ?1-?2?0
The Following results are for two independent samples taken from two populations.
Sample 1: n1 = 80, mean1 = 104, standard deviation1 = 8.4Sample 2: n2 = 70, mean2 = 106, standard deviation2 = 7.6
a. What is the value of the test statistic? b. What is the p-value?c. With a= .05, what is your hypothesis testing conclusion?
List four skillsets that you must possess to be a culturally competent evaluator. Then discuss how you will have each of these before you embark on an evaluation.
1 Which of the following is an appropriate a way to figure out the best solution when dealing with an ethical dilemma in evaluation research? (select all that apply)2 List four skillsets that you must possess to be a culturally competent evaluator. Then discuss how you will have each of these before you embark on an evaluation. Provide specific steps you will take to ensure you have these skills.
Case study: A 74-year-old African American woman, Ms. Richardson, was brought to the hospital emergency room by the police. She is unkempt, dirty, and foul-smelling. She does not look at the interviewer and is apparently confused and unresponsive to most of his questions. Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.
After studying Module 6: Lecture Materials & Resources, discuss the following:
Case Study
A 74-year-old African American woman, Ms. Richardson, was brought to the hospital emergency room by the police. She is unkempt, dirty, and foul-smelling. She does not look at the interviewer and is apparently confused and unresponsive to most of his questions. Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.She knows her name and address, but not the day of the month. She is unable to describe the events that led to her admission.
The police reported that they were called by neighbors because Ms. Richardson had been wandering around the neighborhood and not taking care of herself. The medical center mobile crisis unit went to her house twice but could not get in and presumed she was not home. Finally, the police came and broke into the apartment, where they were met by a snarling German shepherd. They shot the dog with a tranquilizing gun and then found Ms. Richardson hiding in the corner, wearing nothing but a bra. The apartment was filthy, the floor littered with dog feces. The police found a gun, which they took into custody. The following day, while Ms. Richardson was awaiting transfer to a medical unit for treatment of her out-of-control diabetes, the psychiatric provider attempted to interview her. Her facial expression was still mostly unresponsive, and she still didnt know the month and couldnt say what hospital she was in. She reported that the neighbors had called the police because she was sick, and indeed she had felt sick and weak, with pains in her shoulder; in addition, she had not eaten for 3 days. She remembered that the police had shot her dog with a tranquilizer and said the dog was now in the shop and would be returned to her when she got home. She refused to give the name of a neighbor who was a friend, saying, hes got enough troubles of his own. She denied ever being in a psychiatric hospital or hearing voices but acknowledged that she had at one point seen a psychiatrist near downtown because she couldnt sleep. He had prescribed medication that was too strong, so she didnt take it. She didnt remember the name, so the interviewer asked if it was Thorazine. She said no, it was allal. Haldol?, ask the interviewer. She nodded.
The interviewer was convinced that was the drug, but other observers thought she might have said yes to anything that sounded remotely like it, such as Elavil. When asked about the gun, she denied, with some annoyance, that it was real and said it was a toy gun that had been brought to the house by her brother, who had died 8 years ago. She was still feeling weak and sick, complained of pain in her shoulder, and apparently had trouble swallowing. She did manage to smile as the team left her bedside.
Questions:
Remember to answer these questions from your textbooks and clinical guidelines to create your evidence-based treatment plan. At all times, explain your answers.
Summarize the clinical case including the significant subjective and objective data.
Generate a primary and two differential diagnoses. Use the DSM5 to support the assessment. Include the DSM5 and ICD 10 codes.
Discuss a pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.
Discuss non-pharmacological treatment would you prescribe? Use the clinical guidelines to support the rationale for this treatment.
Describe a health promotion intervention that would be appropriate for this patient.
