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What principles from GCU’s mission, vision, and Christian mission that you read about in Chapter 2 of the University Success Guide in this week’s readings can you implement in your career, personal or spiritual life?
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Read the Topic 3 Resources indicated below before responding to this DQ.
“Time Management” section of Chapter 4 in University Success Guide: Finding Your Purpose
Student Preparation for Distance Education
What strategies do you currently use, or have used in the past, to try to practice good time management? Are there any strategies mentioned in the articles listed above that you use or have used? Are there any strategies from the articles that you will try to use going forward to improve your time management? What time management strategies do you think work best to ensure you have adequate time for studying and school work?
Submit DQ ResponseJP

 When did you first learn about the concept of gender? Growing up who taught you what it meant to be a girl or boy in society and what messages did you receive? Did you align to your assigned gender roles? If so, how? If not, how were you treated by others? 

The students will be knowledgeable of the NBC Component 4 requirements with 90% accuracy.
COMPONENT 4 (Video link):  

demonstrate  evidence of your abilities as an effective and reflective practitioner  in developing and applying knowledge of your students; 
*use assessments to effectively plan for and positively impact your students’ learning; and 
*collaborate (with families, community, and colleagues) to advance students’ learning and growth.

How do you use data to impact your students’ learning?
What types of data are used?
What is the purpose of the data?
How does the data change your teaching?

After watching the Component 4  video, copy or recreate the questions and type your responses to the  bulleted questions in blue font in the right hand column of the chart.

How do you share the data results with parents?
How do you share the data results with students?

How do students assess themselves?

CC: right foot pain for three days. 5/10 intensity on the pain scale.
This is a 58-year-old male with PMH of HTN, HLD, GOUT, ESRD, CVA right side with Hemiplegia-wheelchair bound, HTN, CKD-4 on Dialysis 3x/week, Who presents to the office for regular follow-up. He complains of right foot pain for three days. 5/10 intensity on the pain scale, described as intermittent shooting pain, alleviated by rest and OTC medications, aggravated by mobility, pain does not radiate to another region. No trauma. The patient denies SOB, chest pain, palpitations, headaches, or dizziness. The patient has no new complaints. Urinate once a day. He is not taking medication on Tuesday, Thursday, and Saturday on dialysis.
O: VS BP: 150/100 mmHg (right arm, seated), Heart Rate: 96 bpm, Respiratory Rate: 18 breaths per minute Temperature: 98. 3°F, Spo2: 100%, Room air, Weight: 177 lbs. (BMI: 23.1 kg/m2) (dressed), Height 6ft. 5in. (Without shoes).
OBJECTIVE:

Vital Signs: Ht(without shoes) 172 cm (5’8”). Wt. (dressed) 58.51 kg (184 lbs.) (BMI: 28.0 kg/m2) BP 120/60 mmHg (right arm seated); 125/62 mmHg (left arm, seated); with wide cuff. Heart rate (HR) 70 bpm and regular. Respiratory rate (RR) 18 bpm. Temperature (oral) 97. 9°F, Spo2: 100% Room air.
HEENT : Positive for runny nose, watery eyes, and sore throat. Denies earache or dizziness.
Eyes: Vision 20/20 in both eyes. Visual fields full by confrontation. Conjunctive pink; sclera white. Pupils 4 mm constricting to 2 mm. PERRLA. EOMI. Disc margins are sharp, without hemorrhage or exudate: no arteriolar narrowing or A-V nicking.

Ears: Ear canal clear bilaterally. TM clear bilaterally; bilaterally Ear good cone of light. The cone of light is at 5 o’clock in the right ear and 7 o’clock in the left ear. Rinne test: Positive bilaterally (AC > BC). Weber midline: No lateralization. Mastoid process: No tenderness noted bilaterally.
Nose  Mucosa pink, septum midline. No sinus tenderness. No polyps, turbinate intact, no evidence of bleeding.
Mouth:  Oral mucosa pink. The dentition is good. Tongue midline. Tonsils 1+. Pharynx without exudates. 
Neck:  Neck Supple. Trachea midline. The thyroid isthmus is palpable, and lobes are not felt.
Lymph Nodes:  No cervical, axillary, or epitrochlear nodes. 
Thorax and Lungs:   Thorax Symmetric with good expansion. Lungs resonant on percussion. Breath sounds vesicular with no added sounds. Diaphragms descend 4 cm bilaterally.
Respiratory : Positive for a productive cough with yellowish sputum. Denies shortness of breath (SOB).
Cardiovascular:  Regular rate and rhythm, heart rate 70 bpm. Crisp S1 and S2. At the base, S2 is louder than S1. At the apex, S1 is louder than S2. There are no murmurs or extra sounds.
Abdomen: soft, non-tender + BS, no guarding.
Diagnostics:
Assessment:
Plan:
Pharmacologic:
Medications:
BENAZEPRIL HCL 40 MG TABLET: take one tablet (40 mg) by oral route once daily
METOPROLOL SUCC ER 200 MG TAB, take one tablet (200 mg) by oral route TID
LOW DOSE ASPIRIN EC 81 MG TAB, take 1 tablet (81 mg) by oral route once daily
PRAVASTATIN SODIUM 40 MG TAB: take one tablet (40 mg) by oral route once daily f
ALLOPURINOL 300 MG TABLET: take one tablet (300 mg) by oral route once daily
COLACE-T 100 MG CAPSULE, two tablets oral once daily
COLCHICINE 0.6 MG TABLET: take one tablet (0.6 mg) by oral route once daily
AMBIEN 10 MG TABLET (take one tablet (10 mg) by oral route once daily at bedtime)
Education:
Nonpharmacologic
follow-up
referral
NOTE
· Any diagnostics ordered/planned (this would be diagnostics needed)
· The patient was prescribed Polymyxin B/Trimethoprim solution one drop q 4 hours while awake x7 days. (also enter quantity # here if controlled substance or antibiotics)

NRmodule10discussion.docx
Module X Discussion

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Post your PICOT question and discuss how you will analyze data for your proposal. This involves the collection of data and its interpretation.

Will the presence of “audit committee financial experts” make a difference in terms of financial reporting quality? Why or why not? If yes, should all audit committee directors be “financial experts”?
In your opinion, who should be designated an “audit committee financial expert?” Do you expect differences based on different types of experts (i.e., someone with auditing experience vs. accounting managerial experience vs. non-accounting managerial experience)?
Notes:
 I only need answer for question #2, I added question #1 only for you to have an idea on how the complete assignment looks like. PLEASE ONLY ANSEWR QUESTION #2. Thanks.

PM-ENG 111 Essay #1 – Summary, Analysis, and Response Essay –Due 10/30/2024 by 11:59PM
For the first major assignment in our class, you will select a reading from the list below and explain its main claim, real-world issue, expected audience, use of the three appeals, occasion (time and place of writing), and purpose. Assume that each piece has a clear persuasive purpose. You may not use any sources besides the reading for this assignment.
Use the rhetorical analysis techniques we have discussed and practiced in class for this, as well as the templates from They Say/I Say. You may also wish to consult the “analysis questions” sheet attached below. Make sure to pick an article that speaks to you in some way, one that interests, excites, or provokes you. The more you like your topic, the better your paper will be.
While you will start the body of the paper with one paragraph of summary, the focus is on rhetorical analysis and response. In addition to analyzing the reading, you should also respond to it. Do not disagree, agree, or rate the quality of the reading. Instead, consider how you resemble or do not resemble the author’s imagined audience. To what extent does the author’s argument fit a more specific audience that you may not be a part of? Whether you personally found the author’s argument effective or not, you must explain your response and develop some kind of central idea in the response portion. In this part of the paper, you should use “I” statements and avoid generalizations or unsupported claims.
You may choose one of the following essays to summarize and respond to. All four are also linked on the course’s Canvas site:
Judith Ortiz Cofer, “The Myth of the Latin Woman/Just Met a Girl Named Maria”
Frederick Douglass, “Learning to Read and Write”
Peg Tyre, “The Writing Revolution”
Dorothy Allison, “A Question of Class”
Learning Goals 
· Examine the ways authors make arguments using the appeals and the claims-warrants-evidence structure
· Understand writing as a process
· Gain an understanding of the way “they say” can create room for an “I say”
· Gain an understanding of the ways writers make arguments about specific, real-world issues aimed at specific, real-world audiences
· Gain experience with MLA citation and document formats used to give proper credit to others for their words and ideas
What You Will Need to Get Started
· A reading chosen from the list above.
· Good notes on all your sources, including clear indications of which ideas and words come from which sources.
· Resources on MLA citation style and documentation, including The Little Seagull and the Durham Tech Library Guide to MLA Citation. 
· Reliable Internet access.
· At least two reliable places you can save your work as a .doc 
Your Assignment Targets
· Write three to five full pages including a clear thesis statement, a one-paragraph summary of the author’s major claims; a clear, well-supported analysis of the author’s ideas, purpose, and audience; and a response explaining your own perspective on the argument and issue. 
· Integrate and properly cite quotations and paraphrase in each analysis paragraph, making effective, thoughtful choices about when to quote and when to paraphrase.
· Employ multiple “they say” and “I say” templates from your textbook as appropriate.
· Structure the essay so that others can follow it easily and clearly by using a strong overall sense of organization, including good transitions and a clear overall thesis statement and direction using linked, well-structured paragraphs. 
· Conclude in an interesting way.
· Use proper MLA citation throughout and include a correctly formatted Works Cited page. This does not count towards the page limit.
· Employ clear and grammatical writing and an academic but reader-friendly style.
Example templates for the paper:
In her article “[title],” [Author] argues that ____________ in order to convince her audience to _____.
In order to appeal to her audience, [Author] chooses the _____ appeal, as demonstrated by ________. This appeal makes sense for her audience because _________.
While [Author]’s audience is made up of __________, I am ___________. As a result, her argument [was or was not persuasive to me] because _________.
Timeline for the Assignment
9/5 Essay 1 Reverse Outline due
9/12                     Peer Review
9/19 Final version due in Canvas by 11:59PM
A properly formatted Works Cited page with correct entries for all four reading choices is attached below and may be used to help you create the Works Cited page in your own paper.
Works Cited
Allison, Dorothy. “A Question of Class.” 1994. The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class, Sexual Orientation, and Disability, edited by Karen E. Rosenblum and Toni-Michelle C. Travis, McGraw-Hill, 2003, n.p. University of New Mexico, http://www.d.umn.edu/~epeters5/Cst1201/Articles/Question%20of%20Class.pdf. 
Douglass, Frederick. “Learning to Read and Write.” 1845. 75 Thematic Readings: An Anthology, Edited by McGraw-Hill, 2003, pp. 69-74. English 21, https://eng21lasc.files.wordpress.com/2014/09/
learning-to-read-and-write.pdf. 
Ortiz Cofer, Judith. “The Myth of the Latin Woman:/ ‘Just Met A Girl Named Maria.’” 1993. Race, Class, and Gender in the United States: An Integrated Study, edited by Paula S. Rothenberg, St. Martin’s Press, n.d., pp. 203-7. Quia, https://www.quia.com/files/quia/users/amccann10/Myth_of_a_Latin_Woman. 
Tyre, Peg. “The Writing Revolution.” The Atlantic, Oct. 2012, http://www.theatlantic.com/
magazine/archive/2012/10/the-writing-revolution/309090/.
Essay 1 Reading Analysis Questions

Name:                                             Author of Reading:
Title of Reading:
What is the author trying to convince readers to do or believe?

How do we know this is the author’s main purpose or thesis?

What characteristics are shared by the audience the author is trying to convince?

How can we tell this is the audience the author is trying to reach?

What does the author want the audience to do or think if they are convinced?

Which appeals – ethos, pathos, logos – is the author relying on or using the most?

How can we tell these are the appeals the author is using more than other appeals?

Given the audience the author is trying to convince, why are these appeals especially good or reasonable choices?

You receive change-of-shift report about a recently admitted client. The outgoing nurse reports that the client is immobile and has required two nurses for repositioning. Consider the following questions, and respond to each in your initial discussion post:
What complications are associated with immobility?
What nursing interventions can help prevent these complications?
How will you ensure your own safety when assisting this client?
How will you ensure the client’s safety?
Responses to Peers
This discussion requires two replies to classmates. In your replies, compare and contrast your classmates’ initial posts with your own. Critique your classmates’ posts by suggesting an area for improvement or something new to add to the discussion.
Your initial post must contain at least two professional references, published within the past 5 years. At least one of your replies must contain a professional reference, published within the past 5 years.

ISM-5150 Tableau Activity Version 1.0
Tableau Police Killings 2013-2020+
In this exercise you are playing the role of an analyst at one of the major news organizations in the United States.
Today there was another police killing/shooting and your boss needs detailed information on police killing from 2013 through 2020. This MUST be accurate as it will be used by the news reporters in their articles/news casts. Retractions are not acceptable!
Instructions: Just like you did in the Tableau Lab example this week, use the data file, “Killings by Police.xlsx” (found along with this assignment in Canvas) to answer the following questions.

10 Questions, 10 points each
Exercise #1
Using “for lines” chart, what state shows the highest number of police killings? What was the amount?
Hint: Drag “2013-2020 Police Killings (Count)” to Rows, drag “Date of Incident” to Columns. You now have a screen that looks like this:

Something isn’t right! Why is there a big drop-off in 2021? If you look at the data in the Excel file, you’ll see that there are only a few months of data in 2021, and since you’re being asked for data from 2013 through 2020, you need to filter out 2021.
Hover over YEAR (Date….) in the columns area. On the right side, click the dropdown arrow, go to filter and uncheck 2021. Apply and say OK. You will now see you line chart more level and 2021 is gone.
But we’re looking for states, so drag States to Columns. Note the chart changes to a bar chart automatically. Click the
button to change the orientation, then click the sort button to sort from high to low.
If you’re showing individual years, drag State on top of “Date of Incident”.
If you now drag “2013-2020 Police Killings (Count)” to the Label box, you’ll get the values for each state.
Put your answer here. What was the Amount? ________________
Show your work with a screen shot here:
Exercise #2
Using a pie chart, show how many males AND females died in this time-period. Be sure to label your chart with the sex and the number that died. How many females died during this time-period?

1. Place your answer here. ___________________
2. Place your screen shot here.
Exercise #3
There were various ways that people were killed. No doubt, gunshot was the #1 cause. Using a horizontal bar chart, how many died by beating? (Note, there are 2 lines of beating, add them together).
Place your ANSWER here: ______________
Place your screen shot here.
Exercise #4
Using a Treemap, what city in Florida had the most deaths? What was the amount?
Place your answer here ___________________________
Place a screen shot here.
Exercise #5
Using a packed bubble chart, display in color and with labels show the Armed/Unarmed status of the victims. How many were shown as “Unarmed”?
Place your answer here ___________________________
Place a screen shot here.
Exercise #6
Using a line chart, what year saw the most use of body cameras? How many were used that year?
Place your answer here ___________________________
Place a screen shot here.
Exercise #7
Using any chart, what year saw the least off duty killings? How many were there that year?
Place your answer here ___________________________
Place a screen shot here.
Exercise #8
Using any chart, of all the “Initial Reported Reason for Encounter”, what was the SECOND most deadly encounter? HINT: Domestic Disturbance was number one.
What was the SECOND most deadly encounter, and what was the amount?
Place your answer here ___________________________
Place a screen shot here.
Exercise #9
Using a packed bubble chart, how many were killed while fleeing?
Place your answer here ___________________________
Place a screen shot here.
Exercise #10
Using a bar chart, show how many were killed by race. How many Asian’s were killed during this time-period?
Place your answer here ___________________________
Place a screen shot here.
©2021 Dr. Ed Lindoo Nova Southeastern University

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