My Blog

Competency
Determine the success of marketing campaigns using data analytics.
Student Success Criteria
View the grading rubric for this deliverable by selecting the “This item is graded with a rubric” link, which is located in the Details & Information pane.
Scenario
You have just been hired as the new Chief Marketing Officer or CMO for Bean Inc, a ceramics company. The company has been around for over 30 years, and they have been using traditional marketing for their marketing campaigns. The company has just undergone a reconstruction and has hired you as the new CMO because your background in marketing data analytics impressed the CEO. The CEO now wants to have an executive meeting to discuss your new marketing strategy and highlight the use of data analytics as part of your new strategy to solicit additional support from the executive leaders.
Instructions
Prior to the executive meeting, the CEO wants you to write an email describing the highlights of your presentation. Be sure to include the following in your email:
An overview of your new marketing strategy for Bean Inc.
The significance/benefits of using data analytics in the new marketing strategy.
Discussion of the measurements used to determine the success of the new marketing strategy.
Justification of the use of a software (Chartio, Hubspot, MailChimp, Marketo, or others) to support your new marketing strategy.
A conclusion.
A – 4 – Mastery
Comprehensive overview of new marketing strategy for Bean Inc.
A – 4 – Mastery
Comprehensive description of significance/benefits of using data analytics in the new marketing strategy
A – 4 – Mastery
Comprehensive discussion of the measurements used to determine the success of the new marketing strategy.
A – 4 – Mastery
Comprehensive justification of the use of a software (Chartio, Hubspot, MailChimp, Marketo, or others) to support the new marketing strategy.
A – 4 – Mastery
Comprehensive conclusion.

Assessing and Diagnosing Patients With Anxiety Disorders, PTSD, and OCD
· For this Assignment, you practice assessing and diagnosing patients with anxiety disorders, PTSD, and OCD. Review the  DSM-5-TR criteria for the disorders within these classifications before you get started, as you will be asked to justify your differential diagnosis with  DSM-5-TR criteria. 
· Consider what history would be necessary to collect from this patient.
· Consider what interview questions you would need to ask this patient.
· Identify at least three possible differential diagnoses for the patient. 
Complete and submit your Comprehensive Psychiatric Evaluation, including your differential diagnosis and critical-thinking process to formulate primary diagnosis.
Incorporate the following into your responses in the template:
· Subjective: What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life? 
· Objective: What observations did you make during the psychiatric assessment?  
· Assessment: Discuss the patient’s mental status examination results. What were your differential diagnoses? Provide a minimum of three possible diagnoses with supporting evidence, listed in order from highest priority to lowest priority. Compare the DSM-5-TR diagnostic criteria for each differential diagnosis and explain what DSM-5-TR criteria rules out the differential diagnosis to find an accurate diagnosis. Explain the critical-thinking process that led you to the primary diagnosis you selected. Include pertinent positives and pertinent negatives for the specific patient case.
· Reflection notes: What would you do differently with this client if you could conduct the session over? Also include in your reflection a discussion related to legal/ethical considerations (demonstrate critical thinking beyond confidentiality and consent for treatment!), health promotion and disease prevention taking into consideration patient factors (such as age, ethnic group, etc.), PMH, and other risk factors (e.g., socioeconomic, cultural background, etc.).
Neurocognitive and Neurodevelopmental Disorders Training
Title 48 Name: Sarah Higgins Gender: female Age: 11 years old T- 97.4 P- 58 R 14 98/62 Ht 4’5 Wt 65lbs Background: no history of treatment, developmental milestones met on time, vaccinations up to date. Sleeps 9-10hrs/night, meals are difficult as she has hard time sitting for meals, she does get proper nutrition per PCP. she has a younger brother. lives with her parents in Washington, D.C. No hx of head trauma.
Transcript of the video: fidgeting, no eyes contact; came with her mom
BEGIN TRANSCRIPT: 
00:00:00[sil.] 
00:00:15OFF CAMERA Well, thank you for bringing in these completed questionnaires on attention deficit hyperactivity disorder. 
00:00:25MRS. HIGGINS Yeah, you asked me to have some of her teachers fill out the forms, and so, I had two, and I filled out one. 
00:00:35OFF CAMERA Great, great, that’s wonderful, and these look very, yep, very completely filled out. How are you today, Sarah? 
00:00:40SARAH Fine, thank you. 
00:00:45OFF CAMERA Is it okay if I ask you some of the questions about how well you pay attention in school? 
00:00:50SARAH Uh-huh. 
00:00:55MRS. HIGGINS Sarah, use full words. 
00:00:55SARAH Yes, sir. 
00:00:55OFF CAMERA You are very polite. Thank you. Some people your age have difficulty being polite. You are very polite. When teachers tell you assignments in school, how well do you remember what they said your assignments are? 
00:01:10SARAH Not very well. 
00:01:10OFF CAMERA Mm-hmm. 
00:01:10SARAH They have to write her down a list. 
00:01:15OFF CAMERA Okay. Does that list help? 
00:01:20SARAH Sometimes I lose the list. 
00:01:20OFF CAMERA Oh, do you forget where you put the list of assignments? 
00:01:25SARAH Uh-huh. I mean, yes, I forget. 
00:01:25OFF CAMERA Does that happen every time or sometimes or not very much? 
00:01:30SARAH It happens sometimes. 
00:01:35MRS. HIGGINS Actually, every day. 
00:01:35OFF CAMERA Okay. Do you think maybe your mom is right about that, that you forget your assignment list almost every day? 
00:01:45SARAH Yes. 
00:01:45MRS. HIGGINS Yeah, they have to leave me a list on my cell phone. 
00:01:50OFF CAMERA Oh, okay. How long has this been a problem? 
00:01:55MRS. HIGGINS Pretty much since she started school, kindergarten. 
00:02:00OFF CAMERA Uh-huh, let’s see what else is on this list. How well do you sit still in your chair at school? 
00:02:10SARAH Not very well. 
00:02:10OFF CAMERA Uh-huh, do you fidget? 
00:02:10SARAH (chuckles) Yes. 
00:02:10OFF CAMERA Do you get in trouble for fidgeting or getting out of your chair? 
00:02:15SARAH Sometimes. 
00:02:20OFF CAMERA Okay, and if you’re reading from a book or a paper, can you sit still then and read? 
00:02:25SARAH Sometimes. 
00:02:25OFF CAMERA Mm-hmm. 
00:02:25MRS. HIGGINS If she really, really likes it, she’ll last about five minutes or so. 
00:02:30OFF CAMERA Do you remember what you read? Sarah, do you remember what you read? 
00:02:40MRS. HIGGINS Sarah, he’s talking to you. 
SARAH Not much. 
00:03:00OFF CAMERA Mm-hmm. What if the teacher reads the book to you, do you remember what the teacher read? 
00:03:05SARAH No, sir. 
00:03:05OFF CAMERA Mm-hmm, you are very polite, and thank you for answering my questions. I have a few more. Is that okay if I ask you some more? 
00:03:20MRS. HIGGINS Sarah, he’s asking you a question, not me. 
00:03:20OFF CAMERA Is that okay if I ask you some more questions? 
00:03:25SARAH Yes. 
00:03:25OFF CAMERA Do you lose things at home like keys or books or pencils? Just anything. Do you lose or misplace things you need? 
00:03:35SARAH I lost my geography book yesterday. 
00:03:35OFF CAMERA Mm-hmm, did you find it? 
00:03:40MRS. HIGGINS I think she left it on the bus. The bus driver is very nice, and we put her name in the book, so we think we’ll get it back. 
00:03:45OFF CAMERA Well, that’s good. 
00:03:50SARAH I lost my bracelet, too. 
00:03:50OFF CAMERA Was that a bracelet you like? 
00:03:55SARAH Mimi gave it to me. 
00:03:55MRS. HIGGINS My mother. 
00:03:55SARAH My grandmother. 
00:04:00OFF CAMERA Where do you think you lost it? 
00:04:00SARAH On a trip, maybe in the bathroom at the restaurant. 
00:04:05MRS. HIGGINS Yeah, we think she took it off to wash her hands. 
00:04:05OFF CAMERA Sarah, do you love that bracelet? 
00:04:10SARAH Lots. 
00:04:10OFF CAMERA Mm-hmm, so then that was sad for you? 
00:04:15SARAH Uh-huh, I mean, yes, it was sad. 
00:04:15OFF CAMERA Do you ever have problems losing your temper? 
00:04:20SARAH Sometimes. 
00:04:20OFF CAMERA Mm-hmm, what is something at school that makes you angry? 
00:04:25SARAH When the teachers say they asked me to do something, and I didn’t hear them. 
00:04:30OFF CAMERA Mm-hmm, do you daydream in school sometimes? 
00:04:35SARAH Yes. 
00:04:35OFF CAMERA What do you daydream about? 
00:04:35SARAH Going home and playing with Conley. 
00:04:40MRS. HIGGINS That’s her dog. 
00:04:40OFF CAMERA Oh, so you think about good times? 
00:04:45SARAH Yes. 
00:04:45OFF CAMERA Do you ever think about bad times, too, when you daydream? 
00:04:50SARAH Sometimes. 
00:04:50OFF CAMERA Mm-hmm, what sorts of bad times? 
00:04:50SARAH Missing Mom. 
00:04:55MRS. HIGGINS Yeah, we’re separated right now, and we’re split up, but Mom’s working on us being back together real soon. 
00:05:05OFF CAMERA Good, any time, Sarah, thinking about anyone, way anyone has hurt you or someone did something bad to you that they wish they didn’t do? 
00:05:15SARAH No, May Ann hit me one time at school, though. 
00:05:20OFF CAMERA Mm-hmm, do you daydream about her hitting you? 
00:05:25SARAH No. 
00:05:25OFF CAMERA Oh, when you do your homework or classwork, do you make mistakes? 
00:05:30SARAH Lots. 
00:05:30OFF CAMERA Mm-hmm, is that pretty frustrating? 
00:05:30SARAH Yes, ’cause I try to do it right. 
00:05:35OFF CAMERA Mm-hmm, that must not feel good. 
00:05:35SARAH It doesn’t feel good. 
00:05:40OFF CAMERA What are some of the questions I asked you today? 
00:05:40SARAH Uh, about my dog? 
00:05:45OFF CAMERA Yeah, okay. Anything else I asked you today? 
00:05:50SARAH Uh, I don’t know. 
00:05:50OFF CAMERA Mm-hmm, were you just thinking about something else? 
00:05:55SARAH I guess so. 
00:05:55OFF CAMERA What were you thinking about just then? 
00:05:55SARAH Your picture on the wall. 
00:06:00OFF CAMERA Ah, do you like that picture? 
00:06:00MRS. HIGGINS Sarah loves art, and she loves museums. 
00:06:05OFF CAMERA Uh-huh, do you stand and look at the paintings for a long time? 
00:06:10MRS. HIGGINS No, she runs from painting to painting, three or four times. 
00:06:15OFF CAMERA Oh, let’s see. I see in this form from your teachers that sometimes you have trouble waiting your turn, and yet, you are very polite today. 
00:06:25MRS. HIGGINS Yeah, she’s very polite, but in groups, she has a little bit more difficulty. 
00:06:30OFF CAMERA Uh-huh, is it difficult to sit still? 
00:06:35MRS. HIGGINS Answer his question. 
00:06:40OFF CAMERA Mm-hmm, we’ve been sitting still a pretty long time. 
00:06:40MRS. HIGGINS Yeah, this is the longest that I’ve seen her sit still. 
00:06:45OFF CAMERA Uh-huh, do you play video games? 
00:06:45MRS. HIGGINS Yeah, she likes her video games. She can stay on those for long periods. 
00:06:50OFF CAMERA Uh-huh, is that right, Sarah? Is that right, Sarah? 
00:06:55SARAH Is what right? 
00:07:00OFF CAMERA That you can play a video game for a long time. Do you get injured much? 
00:07:05SARAH Sometimes. 
00:07:05OFF CAMERA Mm-hmm. 
00:07:10MRS. HIGGINS Not so much now. When she was younger. We couldn’t even take her to the zoo. She used to stick her hand inside of the bars where the animals could bite her. 
00:07:20OFF CAMERA Oh. 
00:07:20MRS. HIGGINS And she was this little thing, and she would jump up on the walls, and she even jumped in a pool before she learned how to swim, and that, that really scared us. 
00:07:30OFF CAMERA Is that something that doesn’t happen so much now? 
00:07:35MRS. HIGGINS No, thank God. 
00:07:35OFF CAMERA So, Sarah, from what your mom told me, and what these teachers listed on these forms, it sounds like everyone is in agreement that you have some kind of trouble paying attention and with remembering things and about losing things and some other problems. Do you think you’d like help with all of that? 
00:07:55SARAH I guess so. 
00:08:00MRS. HIGGINS Yes, we would. 
00:08:05[sil.] 
00:08:05END TRANSCRIPT 
Important
Informal blogs, internet posts and websites that are not part of a scholarly review process. This includes popular hospital websites (such as MayoClinic.org), Patient facing websites with information designed for the patient, not the provider (such as WebMD, Healthline and MedicineNet, among many others), and UptoDate.com. Information should not be utilized from UptoDate.com since all information is a synthesis of the most up to date literature available. If you wish to use information from UpToDate, use the original sources, not the UpToDate website.
Another student’s work. Regardless of where it is obtained, the use of another student’s written work is never appropriate. This includes use of another student’s work as a “reference”, or exemplar assignment. Templates and examples are often provided in the classroom. If they are not and you would like one, please request this from your instructor.

The ability to reflect on your own growth and awareness is necessary for effective practice with diverse populations. As a social work professional, even after you graduate, you will learn many lessons from your clients. You will consistently be challenged to obtain new skills and knowledge to provide the most effective evidence-informed practice that demonstrates cultural competence. And you will consistently analyze your own reactions to clients as a means to explore potential biases or threats to the therapeutic alliance.
In your Practice Toolbox summary, you identified your preferred client population. Knowing your preferences and strengths in this area can help you steer your career to specialize in a particular demographic or age group. However, social workers don’t always get to choose with whom they work. In this final Discussion, you reflect not only on how you have progressed in knowledge and skills but also on a population with which you are less familiar. You then consider ways in which you might increase your comfort and familiarity with this population in order to further develop.
 Reflect on what you have learned throughout the course and how you envision your future practice. What population are you less familiar and/or less comfortable with? Explain why. Then, identify at least one opportunity for personal or professional development that would enhance your comfort with that population. Finally, explain how elevating your understanding and comfort with a range of populations supports the NASW Code of Ethics. 

CH9.docx

Instructions: The patient is an 81 year old with DMII, hypertension, sinus arrythmias, depression, hypothyroidism, fibromyalgia. What follows is his MAR. Review his problem list and then utilize one of the instruments for evaluating safe medications among the elderly: Either   Beers Criteria list  or  STOP/STARTT .  Report what you find: Is benadryl safe? Do not stop with diphenhydramine continue on with the rest of the medications. Look for medications that are in the same of class or any that are on the “The Beers’ criteria list”?
American Geriatrics Society. https://www.americangeriatrics.org/
Aspirin 325 mg once daily
Metformin 1000 mg Twice daily
Glipizide XL 20mg once daily
Pioglitazone 30mg once daily
Metoprolol XL 100mg daily
Diltiazem ER 120mg once daily
Alprazalam 10mg PRN anxiety
Amiodarone 200mg twice daily
Digoxin 0.125mg every other day
Dabigatran 150mg twice daily
Levothyroxine 150ug daily
Cyclobenzaprine 10mg at bedtime
Naproxen sodium 500 mg twice daily
Venlafaxine 150mg once daily
Diphenehydramine 25mg one PO at bedtime
1. Your paper should be:
· One (1) page or more or  300 words or more
· Use factual information from the textbook and/or appropriate articles and websites.
· Cite your sources – type references according to the  APA Style Guide

 Respond to at least two colleagues by suggesting additional methods to become comfortable or more familiar with the identified population. 

1-TUB- 
Reflection on what learned and less familiar population.
Throughout this course, I have learned multiple assessments to be used for clients of all ages. Additionally, this course allowed me to take a deeper look into both already known intervention, and new approaches. This helped me when choosing which intervention would be best appropriate to use with a specific age group, enhancing my effectiveness of practice. I envision my future practice, working with mental health illness population in my community.
However, one population I can admit being less familiar with is the older adult population. The geriatric population has always piqued my curiosity. Even though most people do not need geriatric care until they are seventy, seventy-five, or even eighty years old. Besdine says that ” the world in general and the medical establishment, in particular, have sort of defined old as over 65 years of age” (Jefferson, 2019). As a result, many people never even visit a geriatrician. I have never felt comfortable with this population until this class. I suppose I have always compared them to my memories of my grandmother.
Now that I have learned more, I am even more eager to learn more. As social work should provide a ” historic and defining feature of social work is the profession’s focus on individual well-being in a social context and the well-being of society”.
Opportunity for personal or professional development.
One opportunity for personal or professional development that I would like to pursue is volunteering in my community for an agency that supports military families and veterans. My community is diverse with many military families that are active duty, and those that have served. 
As a social worker, it is important to be aware of the unique challenges that this population faces and to be able to provide competent and affirming services. It is common that veterans often experience homelessness, lack of community support, drug addiction, mental health issues, lack of employment, discrimination, and stigma, both from individuals and systemically. Volunteering can support my learning because it offers real-world experience and the opportunity to apply classroom learning to life scenarios.
Elevating your understanding and comfort with a range of populations directly supports the NASW code of ethics by ensuring that social workers can provide culturally sensitive, respectful, and effective services to diverse clients, which aligns with the core values of social justice, dignity and worth of the person, and cultural competence embedded within the code.
Key points on how this aligns with the NASW code of Ethics:
Cultural Competence (Standard 1.05):
The code explicitly states that social workers should demonstrate understanding of culture and its impact on behavior, recognizing strengths across cultures, and adapting practice to meet the needs of diverse clients.
Client self-determination (Ethical principle):
Understanding a client’s cultural background and respecting their values allows for better collaboration and empowers them to make informed decisions about their own care.
Social justice (Core value):
By actively learning about different populations and their unique challenges, social workers can better advocate for marginalized groups and combat discrimination.
Competence (Ethical principle):
Continuously expanding knowledge and skills to work effectively with diverse populations is considered a professional responsibility under the NASW code.
In summary, by actively expanding their knowledge and comfort level with a range of populations, social workers demonstrate a commitment to the ethical principles of the NASW code, ensuring they can provide culturally competent and client-centered services to diverse individuals and communities.
REFERENCES
National Association of social workers (2021). Code of Ethics of the National Association of social workers.
https://www.socialworkers.org/About/Ethics/code-of-Ethics/code-of-Ethics-EnglishLinks to an external site. 

2-ERIN- 
Reflection on Professional Growth and Areas for Development
Throughout this class, I have learned that advanced social work practice encompasses intricate nuances around biopsychosocial needs specific to different populations. Although I have developed a love for working with elderly/aging adults in my profession, we must be well-rounded and ready to work efficiently with all populations.
Looking back, I realize that with fewer prime times available for adolescents, and especially ones struggling with the challenge of substance use disorders, I am less adept and somewhat more uncertain about where to start. I feel awkward and out of my element in providing care for this group just because I have had little experience with it and am ill-equipped to treat adolescents as their healthcare provider or addiction counselor.
Brandell (2020) underscores that providing therapy to adolescents necessitates an expanded paradigm of their developmental stage and the particular obstacles they confront. This will help to promote my comfort and competence engaging with this age group and therefore enhance my ability to work more effectively with them on substance use, or I could also take the opportunity to develop new skills by training in an adolescent-specific intervention for substance use such as Adolescent Community Reinforcement Approach (A-CRA) (Godley et al., 2017).
Furthermore, supervised clinical experiences or internships delivering adolescent SUD treatment would be an invaluable hands-on learning opportunity. This is consistent with the NASW Code of Ethics (2021), which stresses competence and professional development in social work practice. The Code also states that social workers “should critically review and keep current with emerging knowledge relevant to social work practice” (NASW, 2021, 4.01b).
Increasing my learning in working with diverse populations, specifically adolescents exhibiting substance use disorder, aligns with many of the principles listed in the NASW Code of Ethics. The principle also concurs with the NASW ethical standard of competence, which obliges social workers to increase their professional knowledge and skills (NASW, 2021). It also embodies the principle of social justice by equipping me to serve diverse and potentially underserved populations effectively.
In any case, I now prefer to work with elderly/aging adults and understand that I must be prepared to work with all populations. By being proactive in learning to work with adolescents and substance-abusing families, I can more confidently fulfill my ethical responsibilities as a social worker while assisting other diverse populations of clients. The need for training in adolescent substance use is not just a suggestion, but an urgent call to action in our profession.
References
Brandell, J. R. (Ed.). (2020). Theory & practice in clinical social work (3rd ed.). Cognella.
Godley, S. H., Smith, J. E., Meyers, R. J., & Godley, M. D. (2017). The adolescent community reinforcement approach: A clinical guide for treating substance use disorders. Chestnut Health Systems.
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

 1) Review the trial and cast your verdict. How do you find President Truman? Guilty or Not Guilty?  Discuss why you reached that decision. 
https://www.hnn.us/article/hiroshima-harry-truman-on-trial

 In the 1950s the United States enjoyed a broad-based, unprecedented level of prosperity. Rising purchasing power, expanding credit, and a rapidly growing advertising industry stimulated consumerism. One industry that rapidly developed and expanded was the automobile industry. During the 1950s, Americans purchased 58 million cars. By 1960, 75 percent of American families owned one. The automobile created mobility on a scale not known before, and the automobile industry became a vital element in the economy. It became one of the world’s major manufacturing industries. The automobile dramatically impacted American society, whether you owned one or not. 
2) Discuss how the automobile positively or negatively impacted American society.  

Case1WHINSTRUCT.docx

Case 1

 Cases

T.R. is a 45-year-old female patient who came to your office complaining of intermittent and bilateral clear nipple discharge for the last two weeks. She thinks is not related to manipulation of the breast but definitively increases with it.
She notes that it comes from more than one duct. On health history you documented that patient also has frequent headaches and she has noted some visual problems.

Questions for the case

· Discuss the diagnostic test appropriate for T.R. and the rationale. 
· Discuss your presumptive diagnoses and ICD 10 number.
· Develop the management plan (pharmacological and nonpharmacological). 
· Discuss three differential diagnoses for with ICD 10 numbers for each.

Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:
1. An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.
2. Name the different family developmental stages and give examples of each one.
3. Describe family structure and function and the relationship with health care.
Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.

Touchstones are projects that illustrate your comprehension of the course material, help you refine skills, and demonstrate application of knowledge. You can work on a Touchstone anytime, but you can’t submit it until you have completed the unit’s Challenges. Once you’ve submitted a Touchstone, it will be graded and counted toward your final course score.
Touchstone 1.2: Write a Research Question, Thesis, and Outline

ASSIGNMENT: Following the Topic Selection Guidelines below, choose an argumentative topic to research. This will be your topic throughout the entire course (excluding Touchstone 3.1), so the activities required for this assignment will provide the foundation for your future Touchstones. The topic for an argumentative research paper must be an arguable topic, meaning that it involves a stance that advocates for a concrete course of action and at least three supporting reasons which are defensible with credible sources. Additionally, it must take a stance that someone could hypothetically disagree with. You will need to take a firm position on the topic and use verifiable evidence and logic to support the position. Touchstone 1.2 includes a research question, a working thesis, a detailed outline, and a reflection on this pre-writing process. Sample Touchstone 1.2 ( text me if you need the sample) In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review  Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review  Ethical Standards and Appropriate Use of AI.
A. Topic Selection Guidelines

DIRECTIONS: You may choose any topic you wish as long as the stance is arguable and the supporting reasons are defensible with evidence. Your topic should be current, appropriate for an academic context and should have a focus suitable for a 6-8 page essay. In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
EXAMPLE THESIS STATEMENTS (off-limits):
1. Rather than ending at age eighteen, compulsory education in the United States should be lifelong in order to improve civic engagement, teach new skills, and stave off cognitive decline, thus extending life expectancies. 2. Local governments, businesses, and property owners should replace conventional grass lawns with clover lawns in order to create habitat for pollinators, save water, and reduce maintenance, which will also lower carbon emissions. 3. Colleges and universities should prioritize academic freedom for students because sensitive discussions on difficult topics are necessary for students to learn, confidence in their own expertise is essential to teachers being effective, and students should be prepared to be exposed to many different opinions.
B. Research Guidelines

DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. Refer to the Sample Touchstone for additional guidance on structure, formatting, and citation.
1. Research Question and Working Thesis

Keep in mind: The research question and working thesis are the driving force behind your research and eventual argument.
❒ Your research question should be a single sentence, framed as a question.
❒ Your working thesis should be a single focused sentence, framed as an actionable statement that takes a clear position on the research question and includes 3-4 main supporting points for holding that position.
❒ Include your research question followed by your working thesis.
2. Detailed Outline

Keep in mind: Your detailed outline provides a map of the argumentative research essay that you will write in Touchstone 3.2, including your key claims and the sources that support them. You might not have the five to seven required sources yet, and that is fine, but at least three verifiable sources are required at this stage. For a source to be verifiable, it must have a working link, and the author(s), title and publication information must match the reference. (As a heads up, the next unit will focus on sources and will require them all to be credible and mostly peer-reviewed.) The outline is a way to organize your essay and determine which areas (e.g. your sub-points) will require researched evidence as support. NOTE: If any source is not verifiable by a grader, your Touchstone score will be negatively impacted (see “Detailed Outline” component in the rubric).
❒ Headings: one for each paragraph with a brief label of the paragraph’s controlling idea(s).
❒ An introduction, at least five body paragraphs, and a conclusion.
❒ Introduction includes your working thesis.
❒ Body paragraphs should each have their own unique title and key points.
❒ At least one body paragraph is devoted to addressing counterarguments.
❒ Conclusion includes notes on your final thoughts.
❒ Subheadings: two to five for each paragraph/section, below each heading, indicating key points that support the controlling idea
❒ Sources: one to three verifiable sources for each paragraph/section, as relevant, indicating the support for the key points. Do not over-rely on any single source.
❒ For each source, include the author’s name and the idea or information relevant to your argument (e.g. “Lappé (2017) on mono-cropping corn/soy and production”). Link with a website if it is available.
3. Reflection

❒ Have you displayed a clear understanding of the research activities?
❒ Have you answered all reflection questions including specific and concrete examples that provide thoughtful insight in all responses?
❒ Are your answers included on a separate page below the main assignment?
C. Reflection Questions

DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.
1. Learning to conduct research is important because it is a skill you will use both in academia and in your professional life. It improves critical thinking and empowers you to find information for yourself. Consider the process of researching as a whole. What was the most challenging aspect of the process for you? (2-3 sentences)
2. The working thesis statement is a proposed answer to your research question. It should clearly identify an arguable topic and take a position on one side of that topic. Analyze the effectiveness of your working thesis statement. (3-4 sentences)
3. A detailed outline is an effective tool for laying out the progression of an argument. It allows you to consider the arrangement and organization of your ideas, as well as choose places to incorporate outside source materials. Review your detailed outline and summarize the argument you’ve presented. (3-4 sentences)
4. You will use the same topic on three of the remaining Touchstones in this course. What kind of feedback would be helpful for you? What are specific questions you might have as you go deeper into the research process? (2-3 sentences)
D. Rubric

 

Advanced (100%)

Proficient (85%)

Acceptable (75%)

Needs Improvement (50%)

Non-Performance (0%)

Research Question
Pose a meaningful research question on an arguable topic. (20%)

Constructs a precise and focused research question relative to a current an arguable topic.

Constructs a focused research question relative to an arguable topic.

Constructs a research question relative to an arguable topic; however it is somewhat too broad or too narrow for the assignment.

Constructs a research question; however, the question is too broad or too narrow for the assignment and/or it is not arguable.

Does not construct a research question, or constructs a research question that does not meet any of the rubric criteria.

Working Thesis
Propose a focused working thesis with 3-4 supporting reasons. (20%)

Includes a working thesis with 3-4 reasons that makes a well-articulated, clear, specific argument for an intervention into an issue.

Includes a working thesis with 3-4 reasons that makes a clear, specific argument for an intervention into an issue.

Includes a working thesis that takes a clear position on one side of an issue; however, it lacks specificity or is missing 1-2 reasons.

Includes a working thesis; however, it lacks specificity, missing supporting reasons, and does not take a clear position.

Does not include a working thesis, or includes a thesis that does not take a position.

Detailed Outline
Present a detailed outline that includes coherent headings, subheadings, and source placement notes. At least three verifiable sources are provided. (30%)

Outline is thoroughly developed and clearly labeled with effective notes, such that the reader can easily see how the essay will build its argument; all necessary elements of the outline are present. At least three verifiable sources are provided.

Outline is well-developed and labeled with sufficient notes, such that the reader can get a sense of how the essay will build its argument; all necessary elements of the outline are present. At least three verifiable sources are provided.

Outline is primarily well-developed and labeled with sufficient notes, such that the reader can get an overall sense of how the essay will build its argument; however, a few necessary elements may be unclear or missing. Some sources are unverifiable.

Outline is not fully developed and/or labeling and notes are often unclear, such that the reader cannot easily get a sense of how the essay will build its argument; several necessary elements of the outline are unclear or missing. A majority of sources are unverifiable.

Outline is not developed and/or labeling and notes are unclear or absent, such that the reader is unable to see how the essay will build its argument; most necessary elements of the outline are unclear or missing. No sources are verifiable.

Style
Establish a consistent, informative tone and make thoughtful stylistic choices. (10%)

Demonstrates thoughtful and effective word choices, avoids redundancy and imprecise language, and uses a wide variety of sentence structures.

Demonstrates effective word choices, primarily avoids redundancy and imprecise language, and uses a variety of sentence structures.

Demonstrates generally effective style choices, but may include occasional redundancies, imprecise language, poor word choice, and/or repetitive sentence structures.

Frequently includes poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.

Consistently demonstrates poor word choices, redundancies, imprecise language, and/or repetitive sentence structures.

Conventions
Follow conventions for standard written English. (10%)

There are only a few, if any, negligible errors in grammar, punctuation, spelling, capitalization, and usage.

There are occasional minor errors in grammar, punctuation, spelling, capitalization, and usage.

There are some significant errors in grammar, punctuation, spelling, capitalization, and usage.

There are frequent significant errors in grammar, punctuation, spelling, capitalization, and usage.

There are consistent significant errors in grammar, punctuation, spelling, capitalization, and usage.

Reflection
Answer reflection questions thoroughly and thoughtfully. (10%)

Demonstrates thoughtful reflection; consistently includes specific and concrete examples that provide thoughtful insight, following or exceeding response length guidelines.

Demonstrates thoughtful reflection; includes multiple specific and concrete examples that provide thoughtful insight, following response length guidelines.

Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight; primarily follows response length guidelines.

Shows limited reflection; the majority of responses are lacking in detail or insight, with some questions left unanswered or falling short of response length guidelines.

No reflection responses are present.

E. Requirements

The following requirements must be met for your submission to be graded:
· Double-space the outline and use one-inch margins.
· Use a readable 12-point font.
· All writing must be appropriate for an academic context.
· Composition must be original and written for this assignment.
· Use of generative chatbot artificial intelligence tools (ChatGPT, Bing Chat, Bard) in place of original writing is strictly prohibited for this assignment.
· Plagiarism of any kind is strictly prohibited.
· Submission must include your name, the name of the course, the date, and the title of your composition.
· Submission must include your research question, working thesis, outline, and reflection questions.
· Include all of the assignment components in a single file.
· Acceptable file formats include .doc and .docx.
F. Additional Resources

The following resources will be helpful to you as you work on this assignment:
1. Purdue Online Writing Lab’s APA Formatting and Style Guide
a. This site includes a comprehensive overview of APA style, as well as individual pages with guidelines for specific citation types.
2. Frequently Asked Questions About APA Style
b. This page on the official APA website addresses common questions related to APA formatting. The “References,” “Punctuation,” and “Grammar and Writing Style” sections will be the most useful to your work in this course.
3. APA Style: Quick Answers—References
c. This page on the official APA Style website provides numerous examples of reference list formatting for various source types.

nus509discussion.docx

A 52-year-old male patient who is a house painter presents to the office reporting chronic fatigue and “mild” chest pain. When he is painting, chest pain is relieved after taking a break. He reports that the pain usually lasts 5 minutes or less and occasionally spreads to his left arm before subsiding. The patient was last seen 3 years ago by you, and you recommended diet changes to manage mild hyperlipidemia, but the patient has gained 30 pounds since that time. The patient’s medical history includes anxiety, vasectomy, cholecystectomy, and mild hyperlipidemia. The patient does not smoke or use other tobacco or nicotine products. The patient cares for his wife, who has multiple sclerosis and requires 24-hour care. His daughter and grandson also live with the patient. His daughter assists with the care of his wife, and his job is the major source of income for the family. The initial vital signs are: blood pressure 158/78, heart rate 87, respiratory rate 20, and body mass index 32. As part of the diagnostic work-up, an ECG, lipid levels, cardiac enzymes, and C-reactive protein (CRP) are ordered. The patient reports that he does not have time to “be sick” and says that he needs to take care of everything during this visit so he can return to work and care for his wife. Discuss the following: 
1. What additional information should you obtain about the pain the patient is experiencing?
2. What additional physical assessment needs to be performed with this patient?
3. What considerations are important to remember if the patient’s CRP level is elevated?
4. What differential diagnoses should be considered for the patient?
5. What patient teaching will be incorporated into the visit to modify the patient’s risk factors?
6. How will you respond to the patient’s statement that he does not have time to “be sick” and needs to take care of everything during this visit?

Submission Instructions:
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.

nus509Ldiscussion.docx

Describe your clinical experience for this week.
· Did you face any challenges, any success? If so, what were they?
· Include getting use to seeing multiple patients compared to the hospital setting having 3-4 patients all
Patient that has a UTI
· Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales.
· Mention the health promotion intervention for this patient.
· What did you learn from this week’s clinical experience that can beneficial for you as an advanced practice nurse?
· Support your plan of care with the current peer-reviewed research guideline.
Submission Instructions:
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.