Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. – Savvy Essay Writers | savvyessaywriters.net

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. – Savvy Essay Writers | savvyessaywriters.net

Discussion Question

Regardless of political affiliation, individuals often grow concerned when considering perceived competing interests of government and their impact on topics of interest to them. The realm of healthcare is no different. Some people feel that local, state, and federal policies and legislation can be either helped or hindered by interests other than the benefit to society.

Consider for example that the number one job of a legislator is to be reelected. Cost can be measured in votes as well as dollars. Thus, it is important to consider the legislator’s perspective on either promoting or not promoting a certain initiative in the political landscape.

To Prepare:

· Review the Resources and reflect on efforts to repeal/replace the Affordable Care Act (ACA).

· Consider who benefits the most when policy is developed and in the context of policy implementation.

Discussion Question: Post an explanation for how you think the cost-benefit analysis in terms of legislators being reelected affected efforts to repeal/replace the ACA. Then, explain how analyses of the voters views may affect decisions by legislative leaders in recommending or positioning national policies (e.g., Congress’ decisions impacting Medicare or Medicaid). Remember, the number one job of a legislator is to be re-elected. Please check your discussion grading rubric to ensure your responses meet the criteria.

Rubrics

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style

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Apply Blooms taxonomy to a new concept you have learned within the RN-BSN program. – Savvy Essay Writers | savvyessaywriters.net

To support your work, use your course and text readings and also use resources from the University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this APA Citation Helperas a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.

TASK

Post your initial response to one of the two topics below.

Topic 1

Blooms Application

Apply Blooms taxonomy to a new concept you have learned within the RN-BSN program.

a. Reflect on how you would teach this concept to a nursing peer.

b. Construct three learning objectives containing appropriate active verbs.

c. Identify a possible teaching strategy for each of your objectives.

d. Indicate how you plan to measure each objective.

Topic 2

Technology and Teaching

Identify technology you would include within a patient education scenario.

a. Provide information related to setting, patient, and topic

b. Discuss your rationale for choosing a technology tool

c. Explain your lesson and how you would evaluate learning.

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Complementary and Alternative Medicine

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Week 4 discussion

Common Illnesses and the Use of CAM

The Course Outcome covered this week is CO1.

CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)

We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.

Select a common (or not so common) illness or condition that affects a specific ethnic group.

Identify two (2) CAM therapies that patients are likely to try before seeking (or in addition to) allopathic, osteopathic, or ayurvedic medical intervention for the illness or condition.

Discuss the effectiveness of each therapy you identified.

Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.

Common Illnesses and the Use of CAM

The Course Outcome covered this week is CO1.

CO1: Identify theories, concepts, and beliefs related to transcultural nursing. (PO1)

We encounter patients after they have explored various avenues of self-help. At times, these avenues involve the use of complementary and alternative medicine (CAM). Our readings this week are very helpful.

Select a common (or not so common) illness or condition that affects a specific ethnic group.

Identify two (2) CAM therapies that patients are likely to try before seeking (or in addition to) allopathic, osteopathic, or ayurvedic medical intervention for the illness or condition.

Discuss the effectiveness of each therapy you identified.

Note: Do not discuss an illness or condition about which a classmate has already posted. The diversity will lead to a more robust discussion. There are many examples you may discuss, including sickle-cell disease in African Americans, constipation in the elderly people, or the use of Reiki for mental and emotional healing by Japanese people. Think of others from your practice settings or prelicensure experiences.

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Assignment: SCI115 Week5 Discussion-STR

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SCI 115 Week 5 Discussion STR
Choose one of the following three topics for your primary post. Your primary post should address everything that the instructions call for (for the topic you choose). Your post should also be at least 125 words in length. Additionally, please respond to at least one other discussant on any topic.

Topic 1. Sexual Reproduction in Unicellular Eukaryotes. Watch the instructor’s video about “Sexual Reproduction in Unicellular Eukaryotes” (1)* which can be found in the Instructor Insights section for this week. For a single-celled species to be capable of sexual reproduction, the species must have both haploid and diploid forms

(a) Describe four things that you learned from the video.
(b) Explain how this relates to this week’s lesson.
Topic 2. Apoptosis. Watch the Khan Academy video about apoptosis (2)*, then address the following issues in your own words:

(a) What is the difference between apoptosis and necrosis?
(b) What is the role of apoptosis in the normal, healthy development of animals?
Reminder: you don’t need to cite the Khan Academy video for this topic, but if you use any other sources, you must cite them.
Topic 3. Tumor-suppressor genes versus Proto-oncogenes. This is a library-research topic in which you are required to provide your sources. Mutations in tumor suppressor genes can contribute to or cause cancer, just as mutations in proto-oncogenes can also contribute to or cause cancer. However, tumor suppressor genes are very different from proto-oncogenes.

(a) What is the basic difference between a tumor suppressor gene and a proto-oncogene?
(b) Explain why a gain-of-function mutation to a proto-oncogene (or its promoter) may be associated with increased risk of cancer.
(c) Explain why a loss-of-function mutation to a tumor suppressor gene may be associated with increased risk of cancer.
References:

James Cox, April 15, 2018, Sexual reproduction in a unicellular eukaryote (version 2). See the video in the Week 5 Instructor Insights or the following link https://cdnapisec.kaltura.com/index.php/extwidget/preview/partner_id/956951/uiconf_id/38285871/entry_id/0_7ruy782g/embed/dynamic
Khan Academy, No date given, Apoptosis, https://www.khanacademy.org/science/biology/cellular-molecular-biology/stem-cells-and-cancer/v/apoptosis

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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