Zack, age 6, presents to the office with symptoms of worsening cough and wheezing for the past 24 hours. He is accompanied by his mother, who is a good historian. She reports that her son started having symptoms of a viral upper respiratory infection 2 to 3 days ago, beginning with a runny nose, low-grade fever of 100.5ºF orally, and loose cough. Wheezing started on the day before the visit, so Zack’s mother administered albuterol metered-dose inhaler (MDI) two puffs before bed and then two puffs at around 2 a.m. The cough and wheezing appear worse today, according to the mother. Zack had difficulty taking deep-enough breaths to inhale this morning’s dose of albuterol, even using the spacer.
Zack has been a patient at the clinic since birth and is up to date on his immunizations. His growth and development have been normal, and he has been generally healthy except for mild intermittent asthma. His asthma is usually precipitated by a viral upper respiratory infection. He has required oral prednisone an average of two or three times per year for the past 3 years. He has an albuterol MDI at home with a spacer, which his parents are comfortable using. He is in first grade. This is the first asthma exacerbation of the school year, and his mother expresses a concern about sending him to school with an inhaler.
The patient’s assessment is as follows:
Zack is afebrile with a respiratory rate of 36 and a tight cough every 1 or 2 minutes. He weighs 45 pounds. The examination is all within normal limits except for his breath sounds. He has diffuse expiratory wheezes and mild retractions. Pulse oximeter readings indicate oxygen saturation of 93%.
Answer the following questions.
Which medications do you feel are safe and appropriate to utilize initially?
Which medications do you feel will be safe and appropriate to prescribe and/or recommend for chronic, ongoing management?
Author: admin
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Title: Managing an Acute Asthma Exacerbation in a 6-Year-Old Child
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“Exploring the Fundamentals of Writing: A Comprehensive Analysis of Chapters 1-11”
“WRITTEN REPORT PART II – ESSAY
ASSIGNMENT” only
– 1-2 pages per chapter.
– Must include information from
reading AND from videos to answer
questions (all videos must be
viewed).
– Some prompts have more than one
set of questions (ex: chpt 11. “or” –
choose either set of questions)
– questions should be written up top
and the answer should go under.
the rubic is also within the -
“Exploring Therapy Modalities: Understanding Criteria for Psychoanalytic Therapy and Adlerian Psychotherapy”
As you have learned from several of your readings, choosing a therapy modality is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis and then match a therapy that has been shown to be effective.
For each therapy modality, you will identify the following:
Therapy criteria:
Identify the therapy modality by name.
Identify the originator (creator) of the specific modality.
Identify a specific diagnosis or population this modality is especially helpful with.
Note specific focus, emphasis, and/or goals of this modality.
Therapy modalities (define criteria for each modality):
Psychoanalytic Therapy
Adlerian Psychotherapy -
“The Role of Cardiac Enzymes in Heart Failure: A Comprehensive Analysis of Creatine Kinase, Troponin T, and Troponin I as Biomarkers, Considering the Influence of Age, Gender, Obesity, Diabetes, and Smoking Title: Investigating the Effects of Ammonium Nitrate Concentration on the Growth of Seagrass (Zostera spp) in Californian Bays “Maintaining Consistency and Critical Thinking in Scientific Research: A Guide to Writing an Effective Essay” “Maximizing the Impact of Processed Data in the Argument of an Extended Essay: A Guide for Students” “The King of Creativity: How Originality Drives the Research Process in Cardiology” Introduction: Research is a crucial aspect of the field of cardiology, as it allows for the discovery of new treatments and advancements in patient care. However
Answer question: To what extent can the cardiac enzymes Creatine Kinase, Troponin T, and Troponin I be used as biomarkers of Heart Failure, with the influence of factors such as age, gender, obesity, diabetes, and smoking?
Variables: age, gender, obesity, smoking, diabeties, Creatine Kinase, Troponin T and Troponin I
Type of research and data collection: secondary research
answer the question based on secondary reasearch to find a correlation and relationship or not for each variable focusing on the question 🙋
Structure:
Table of Contents
● Mandatory element
● List of all the sections and subsections per title, in order of appearance and with reference to
their respective commencing page numbers
1. Introduction Try to make it clear to the reader the context of your essay in a very clear and objective way.
b) Include known data/results and references from the scientific literature (articles or books) to
show prior knowledge and good research basis.
c) Give your essay a context and a justification that shows why it is important to study this topic
and personal interest/significance/curiosity.
d) Bring light towards your research question and hypotheses.
e) Note the correct writing and formatting of scientific names.
f) Make sure to introduce the reader to all information necessary for a better understanding of the
entire essay.
1.1. Hypothesis
H1 Alternative hypothesis: explain with reasoning and citations your hypothesis
H0 Null hypothesis: state that the treatment you have chosen has no effect
1.2. Objective
a) It represents the central idea of the essay.
b) May be written as a single statement in a succinct and objective way.
2. Methodology
Plan to collect between 5 to 10 replications of each independent variable with a minimum of
25 collections in total.
b) Scientific papers are usually written within a paragraph form instead of a list.
c) Be specific, but do not include statements such as: “put gloves on” or “clean up after the
experiment”, because these steps are part of any lab experiment and, therefore, are not
mentioned in scientific papers.
d) Write down what are the variables (dependent, independent and controlled) of your essay,
providing a brief description, units of measurement, range and justification for having chosen
them. It can be done in the form of a text or of a table.
2.2. Safety, ethical and environmental considerations
a) Would someone be injured by your data collection/experimentation? If yes, how? If not, why
not?
b) What are the actions you would take to make sure you will fully respect and be concerned
about any animals, humans, the environment, and health issues your work might involve?
c) Will your work have any impact on the environment? If yes, what actions would you take to
minimize this impact at minimum?
3. Data Collection
Raw Data
a. Headings, units and uncertainties are correctly included in the table.
b. Raw data is precise and consistent with the same number of significant figures and no
variation in precision.
c. Qualitative data is correctly included.
Processing Raw Data
a. Qualitative data is correctly analyzed and, if necessary, is presented in a suitable “best-fit”
graph type. Choosing which statistical test to use.
b. Recording and processing data can be shown in a table, but they must be clearly
distinguishable from one another.
c. The collection of data from any other works (e.g. students, books or scientific literature) must
be properly referenced and clearly explained.
Presenting the Processed Data
a. If comparing a relationship between parameters, then evaluate if a graphical
representation would be a best-fit as it provides a visual representation of the data.
b. The graph is numbered and titled as a figure.
c. X and Y axes are labeled and units are correctly shown.
d. Data is accurately plotted and error bars are shown.
4. Discussion
a. Should be reasonably based on the interpretation of the data and comparison with literature.
b. Identify and discuss any anomalies, weaknesses and strengths of the study/quality of method
and materials used.
c. Suggest what could realisticaly be improved (solutions) with regards to the quality of
data/method and further investigated in future scientific works.
5. Conclusion
a. Should be reasonably justified and based on the interpretation of the data.
b. Connect it to the hypothesis and the research question.
c. Shouldn’t be a repetition of statements from Introduction/Analysis/Discussion.
d. Should be clear and focused
e. Might be written within a single paragraph form.
Bibliography
List all the sources you have used.
Criteria:
Criterion A: Focus and Method – 6 points possible
The topic of the biology EE must be outlined at the start of the essay and should clearly establish the context of the research question.
This should include the area of the research and the purpose and focus of the essay.
It is usually appropriate also to include the general background biological theory required to understand how the research question has
arisen. For example, an essay’s topic may be “Factors affecting the distribution of seagrass in Californian bays”. The explanation of this
topic may include reference to inshore ecosystems, pollution, the decline in seagrasses and the possible relationship to sea otter
populations.
The research question is best expressed in the form of a question. It should be the precisely formulated question that the research will
attempt to answer. The research question based on factors affecting the distribution of seagrass in Californian bays could be: “How do
different concentrations of ammonium nitrate in sea water tanks affect the growth of seagrass ( Zostera spp) over a three-month
period?”
The research question must be:
answerable within the limitations of resources, time and words at the student’s disposal
identified clearly
clearly set within the academic framework of biology
set out prominently at the start of the essay.
The student can then use the research question to formulate a hypothesis, or hypotheses, which can be tested.
Students need to demonstrate within the essay that the research has been well planned. They should show that they have researched
the topic and selected an appropriate biological approach to address the research question. This applies both to their literature research
and to practical data collection.
Students must demonstrate that their chosen methods and materials are appropriate for addressing the research question. They should
explain their rationale for choosing practical methods. If they undertake experimental work, they must include sufficient information on
their methodology for the work to be repeated.
The sources consulted must be sufficient and each must contribute to the research focus of the essay. If the study is based on the
research of secondary data, students need to ensure that their selection of sources is sufficiently wide and reliable.
If students have undertaken an investigation under guidance in an external laboratory, they must clearly demonstrate:
their understanding of the methods and materials applied
their role in choosing and applying them.
Criterion B: Knowledge and Understanding – 6 points possible
Experimental work is not a requirement for a biology EE. However, a theoretical dimension must be part of any empirical investigation.
The source materials accessed should be:
clearly relevant and appropriate to the research question
effectively referenced and incorporated into the body of the essay in a way that demonstrates the student’s understanding
predominantly from acknowledged scientific sources.
Students need to show a mastery of, and fluency in, the use of appropriate terminology. At the same time, students need to avoid
excessive use of jargon and focus on communicating clearly.
Any technical terms that are used should be explained and the student must demonstrate an understanding of these terms by using
them appropriately within the text.
The student must try to maintain a consistent linguistic style throughout the essay.
Symbols, equations, significant digits and SI units should be applied appropriately and consistently.
Criterion C: Critical Thinking – 12 points possible
The “research” refers to both literature sources and data collected and processed by the students themselves. This research must be
consistently relevant to the research question.
Students must demonstrate the ability to apply their selected sources and methods effectively in making relevant connections and in
support of their argument.
Use of data
The student is expected to analyse the data and sources and related uncertainties. This analysis will often include:
mathematical transformations
statistical analysis such as standard deviations and t-tests
tables of processed data
graphs.
If the data are analysed statistically, the student must clearly show understanding in the body of the essay of:
why that particular measure or test was chosen
how it was applied
what the results mean in this context.
If graphs are used, they must be correctly selected and drawn to illustrate key elements of the analysis. They should only be included if
they improve communication.
Students must analyse and present their data in such a way that they support and clarify the argument leading to the conclusion.
Students must make a special effort to maintain a reasoned, logical argument that focuses on the research question. Essays that
attempt to deal with a large number of variables are unlikely to be focused and coherent. A clear and logical argument can be achieved
by making repeated reference to the research question and to the hypotheses derived from it.
An assessment of the extent to which the hypotheses are supported, or the question is answered, by the data or information accessed
should form part of the argument.
The stated conclusion(s) must be based on, and consistent with, the research presented in the essay. Biological research often reveals
unexpected outcomes and these should be pointed out.
The original research question may not be fully answered by the investigation. In these cases, the student may point out unresolved
issues and may make suggestions as to how these might be further investigated.
The student must comment on the quality, balance and quantity of the secondary sources and data used. They are also expected to
show an awareness of any limitations or uncertainties inherent in their approach. In particular, they should critically comment on the
validity and reliability of their data relative to their management of variables within the investigation.
Criterion D: Presentation – 4 points possible
This criterion relates to the extent to which the essay conforms to accepted academic standards in relation to how research papers
should be presented. It also relates to how well these elements support the reading, understanding and evaluation of the essay.
Structure
Students may use numbered and headed paragraphs to impose a clear structure. Subheadings should not distract from the overall
structure of the essay or argument presented.
Recording experiments
Students should aim for scientific paper style, rather than a cookery book recipe approach. The record should include:
a scientific annotated diagram to introduce key elements of the set-up
relevant details of key equipment
a summary of the essential procedural steps.
Students should avoid including minor or irrelevant details and repetitions, but must include those elements needed for reliability and
replicability.
Charts, images, graphs and tables
Any graphs, figures or tables generated by students or taken from literature sources must be carefully selected and labelled.
They should only be used if they are directly relevant to the research question, contribute towards the understanding of the
argument and are of a good graphic quality.
Students must accompany images, charts and tables with analysis and discussion to show how they further the essay’s
argument.
Only processed data that is central to the argument of the essay should be included in the body of the essay, as close as
possible to its first reference.
Tables should enhance a written explanation but not themselves include significant bodies of text. If they do, then these words
must be included in the word count.
Clarity in tables and graphs (legend) is important and students should not use unnecessary “over-formatting” that may detract
from communication.
A representative sample of raw data collected in large amounts by the student must be included in the core of the essay in a
data table, including uncertainties and units. Any table should be designed to clearly display the information in the most
appropriate form.
Large tables of raw data collected by the student are best included in an appendix, where they should be carefully labelled.
Graphs or charts drawn from the analysed data should be selected to highlight only the most pertinent aspects related to the
argument. Too many graphs, charts and tables will detract from the overall quality of the communication.
The use of a summary table and the combination of multiple graphs into one graph (family of curves) will avoid unnecessary
repetitions.
Students should illustrate key mathematical transformations with examples. Equations referred to in the text should be
numbered.
Any material that is not original must be carefully acknowledged, with specific attention paid to the acknowledgment and referencing of
quotes and ideas. This acknowledgment and referencing is applicable to audiovisual material, text, graphs and data published in print
and electronic sources. If the referencing does not meet the minimum standard as indicated in the guide (name of author, date of
publication, title of source and page numbers as applicable), and is not consistently applied, work will be considered as a case of
possible academic misconduct.
A bibliography is essential and has to be presented in a standard format. Title page, table of contents, page numbers, etc must
contribute to the quality of presentation.
The essay must not exceed 4,000 words of narrative. Graphs, figures, calculations, diagrams, formulas and equations are not included
in the word count. Students must be aware that examiners will not read beyond the 4,000-word limit, nor assess any material presented
past this.
Criterion E: Engagement – 6 points possible
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner
at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on the RPPF, with the
supervisory comments and extended essay itself as context.
Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay.
Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to
which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings
developed.
For example, students may reflect on:
the approach and strategies chosen, and their relative success
the Approaches to learning skills they have acquired and how they have developed as a learner
how their conceptual understandings have developed or changed as a result of their research
challenges faced in their research and how they overcame these
questions that emerged as a result of their research
what they would do differently if they were to undertake the research again.
Effective reflection highlights the journey the student has engaged in through the EE process. In order to demonstrate that engagement,
students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been
followed. Reflections must provide the examiner with an insight into student thinking, creativity and originality within the research
process. The studentvoice must be clearly present and demonstrate the learning that has taken place .
Possible Sources (make sure all data collected is from academic papers and sources and that they are referenced in the bibliography)
https://pubmed.ncbi.nlm.nih.gov/18288954/
https://pubmed.ncbi.nlm.nih.gov/23313577/
https://www.ncbi.nlm.nih.gov/books/NBK545216/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8898236/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9791010/
https://onlinelibrary.wiley.com/doi/10.1093/eurjhf/hfq210
https://www.internationaljournalofcardiology.com/article/S0167-5273(19)31104-0/abstract
https://pubmed.ncbi.nlm.nih.gov/23604646/
https://pubmed.ncbi.nlm.nih.gov/29511896/
https://www.ahajournals.org/doi/10.1161/circ.136.suppl_1.15158
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5729601/pdf/fsoa-04-251.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8292153/
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7041332/pdf/met.2019.0073.pdf
https://www.sciencedirect.com/science/article/pii/S0735109708006967?via%3Dihub
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7319414/pdf/EJHF-22-775.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8497379/pdf/EHF2-8-3512.pdf
https://www.ahajournals.org/doi/10.1161/01.CIR.0000036016.52396.BB
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8897235/ -
“Final Essay Rubric for Proposal Writing: Evaluating Thesis, Evidence, Organization, and Writing Style” “Improving Writing Mechanics: A Peer Review of a Proposal”
I have been using ai for my drafts and she was saying if she thinks there is any in the final then she wont take it. Im in math now to so im trying to focus more on math bc english is not my strongest subject. but I will upload some of the stuff I have been doing. here is the rubric for the final essay. this is for a proposal essay.
This criterion is linked to a Learning OutcomeThesis and Content Development
• Does the proposal have a clear, well-written thesis stated in the introduction? Does the thesis name the topic and present the argument that will be made in the proposal? Is the thesis written as a statement or assertion, not as a question?
• Does the thesis remain the focal point throughout the proposal, without tangents that shift focus away from the main argument?
• Are all the parts of the proposal completely developed? Is the proposal explored fully and in-depth enough to convey that the author has thought out her/his subject in its entirety?
• Is there enough supporting information to effectively develop the points the author makes throughout the proposal?
This criterion is linked to a Learning OutcomeUse of Evidence
• Does the evidence come from valid sources? Are the sources written by reputable authors and published by reputable companies or organizations?
• Is the evidence appropriate to the argument being presented? Does the evidence included clearly further the development of the paper’s thesis?
• Is source material properly introduced and integrated into the text? Does the writer use “framing” techniques, which include an introduction to the material and a follow-up explanation that demonstrates the writer’s interpretation of the source material and how it connects to points being made?
• Does the proposal include at least one interview?
• Does the proposal include one visual (such as an image, chart or graph) that highlights key ideas discussed in the text of the proposal and is appropriately captioned and referenced in the text?
This criterion is linked to a Learning OutcomeDocumentation/Citations
• Does the proposal correctly use MLA or APA parenthetical documentation throughout the paper for all source material?
• Does the proposal include a Works Cited (MLA) or References (APA) page arranged in alphabetical order, with the second and subsequent lines of a citation indented?
• Does the paper cite at least eight valid sources from books, periodicals, databases, websites, interviews, etc?
This criterion is linked to a Learning OutcomeOrganization
• Does the proposal have an engaging introduction that includes the thesis statement?
• Is the paper coherently organized, with the sections sequenced to effectively build the proposal’s argument?
• Are the ideas in the paper effectively linked together? Are transitions from paragraph to paragraph and from point to point smooth?
• Are the paragraphs well structured (each unified around one idea, using a topic sentence and adequate development)?
• Does the proposal include a conclusion that highlights the main points of the argument and leave the reader with a “take-home” message or call to action?
This criterion is linked to a Learning OutcomeRhetorical Strategies & Writing Style
• Is it clear that the writer is addressing the proposal to the appropriate audience (the decision-making person or group that can implement the solution), not a vague “general” audience?
• Does the writer address their audience with the appropriate tone, purpose, word choice, etc.? This includes using a 3rd person voice/pov, except where 1st person is appropriate.
• Is the proposal well-written, with carefully polished sentences that do not distract from the ideas being conveyed? (i.e. Are sentences varied in length and style? Does the writer avoid being too choppy and short or too long and confusing?)
• Is the wording clear and precise, avoiding vagueness and awkward phrasing? Is the word choice appropriate for the target audience?
This criterion is linked to a Learning OutcomeGrammar and Mechanics
• Is the proposal carefully edited, with minimal errors in punctuation, spelling, sentence structure, or grammar?
the peer reviewed paper I added has comments from my teachers to help me. -
Title: “Navigating Ethical Dilemmas in Military Leadership: Trends and Considerations” Ethics in military leadership is a critical aspect that shapes the decisions and actions of leaders in the armed forces. It is defined as a set of
Use ChatGPT or another AI program or internet to research trending ethics in Miltary Leadership.
Write a 300- to 350-word document on ethics in Military ledership. The document must include references and citations or attributions. (Research Required) -
“Designing an Experiment: The Influence of Physical Activity on Executive Functioning in Preschool-Aged Children”
Course Paper Description: The goal of the final project is for students to apply their learning to understanding how the different kinds of things we do influence our cognitive development. For their final projects, students will complete a 6- to 8-page paper proposing a study testing the effect of an activity on an aspect of cognitive development. Students will choose 1 aspect of cognition, an age range, and design an experiment to test how an activity influences that aspect of cognition at those ages.
Course Paper Overview: The course paper is a 6- to 8-page experiment proposal (no title page), in which the student (a) summarizes prior research about the development of the chosen aspect of cognition and what might influence development of that aspect of cognition, (b) develops a hypothesis for how an activity or intervention might effect that aspect of cognition, (c) proposes a study and statistical analyses to test the hypothesis, and (d) considers the empirical and societal implications should the data support the hypothesis. Students must reference at least 3 peer-reviewed, empirical (research) articles.
Part 1 Instructions: Part 1 will be an approx. 3.5-page introduction to the topic of the paper. Students will write the first portion of the paper, save the document as a pdf and upload to Canvas in the Week 7 Discussion Section Module. Part 1 is due BEFORE discussion section on May 14, 2024.
Grading: Part 1 will be graded out of 28 points (see rubric on page 3) and counts for 5% of the final grade.
Part 1 Late policy: 5 point penalty if submitted by Tuesday, May 14, 2024 @ 11:59pm; 7 point penalty if submitted by Wednesday, May 15, 2024 @ 11:59pm; 10 point penalty anytime after Wednesday, May 15, 2024 @ 11:59pm -
Title: A Comparison of Letterland and Jolly Phonics for Supporting Children’s Phonological Awareness and Reading Development
Visit both websites: Letterland and Jolly Phonics to closely review what they claim to offer through their programs for supporting the development of children’s phonological awareness and reading. Compose one paragraph to convey their claims and one paragraph making a connection with one reading from week 1 and one from week 2..
https://us.letterland.com/
https://www.jollylearning.co.uk/jolly-phonics/#:~:text=Jolly%20Phonics%20is%20a%20comprehensive,as%20opposed%20to%20the%20alphabet.
Connect with these websites and the pdf files
3 paragraphs together -
Title: The Importance of Justifying Ideas in Early Grades Mathematics: Enhancing Critical Thinking and Conceptual Understanding
Please discuss Importance of justifying ideas in mathematics as an apprach to use in the early grades mathematics. This must include examples from literature
This is what I have so far:
The study by Desoete et al. (2001) involving
165 Grade 3 learners revealed that learners struggle to articulate coherent
solutions and explain their problem-solving methods. The researchers found that
learners heavily rely on direct teacher instructions for methods and procedures
to solve problems, highlighting the need to deepen mathematical understanding
and critical thinking skills in learners (Desoete et al., 2001). To enhance
learners’ mathematical abilities, it is crucial to encourage independent
exploration of problem-solving strategies and effective communication of
reasoning (Desoete et al., 2001). The approach of justifying ideas can be used
to improve conceptual understanding of mathematical concepts (YILMAZ et al.,
2019) and as a tool to enhance critical thinking. This process involves
learners providing reasons as to why a mathematical statement is correct or
incorrect, and explaining and articulating their actions, perceptions, and
thought processes when solving a math problem (YILMAZ et al., 2019). This aligns
with the findings of Desoete et al. (2001) that emphasize the importance of
learners developing the ability to communicate their reasoning and thinking
processes when solving mathematical problems. -
Title: Exploring Annotated Bibliographies and Literature Reviews: A Comparative Analysis for Researchers
.Annotated Bibliographies and Literature Reviews
During this unit, you will finish writing your annotated bibliography. In the following unit, you will develop your literature review, synthesizing the research findings you included in the annotated bibliography.
You will compare and contrast annotated bibliographies and literature reviews for this discussion.
Describe what an annotated bibliography entails.
Describe what a literature review entails.
How does a literature review differ from an annotated bibliography?
How can researchers use an annotated bibliography when writing a literature review?