An Argumentative Analysis using “The Lagoon” by Joseph Conrad and “The Tragedy of Macbeth” by William Shakespeare
Author: admin
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“The Impact of Trauma and Memory on Family Dynamics in Literature”
Consider the class readings, then choose two or more that you feel have the same theme or themes. Your job is to write a paper that describes that theme and shows through excerpts (quotes) from the readings, and also uses other sources (like books, or journals from the search engines via the library access) how the theme is shown in them. Possible themes include, but are not limited to, family, trauma, memory, love, kindness, struggle, racism.
Your first paragraph or two needs to lay out your thesis (the argument or idea about which you are writing, and the rest of the paper serves to prove that idea. The final paragraph should conclude the work.
You need a separate citations page
Let me you know if you need anymore stuff -
“Revising and Editing the Introductory Paragraph of a Synthesis Essay” Revising and Editing: Improving the Introduction of a Synthesis Essay Revising Two Sentences Comment: I added a title to the assignment to clearly indicate the purpose of the task. Title: Revising Two Sentences
Here you will revise the introductory paragraph of your Synthesis Essay. You will use what you learned from our lesson on revision in week 4 and the lessons on the grammar topics we covered in this course.
For this assignment, paste your rough draft of your introductory paragraph into a Word document. Then, in the same document you will revise your intro paragraph by doing the following:
1. Apply the ARMS method from week 4 (Add, Remove, Move, Substitute).
For the Add step, consider the following: are all the components of an intro present? Do you start the paragraph with a hook to draw the reader in? Are all of the points you present in the body of your paper present in your introduction? Do you have a thesis statement at the end of your paragraph that can be supported with evidence?
For the Remove step, consider the following: Are there any unnecessary words or phrases? If you can remove words or phrases without changing the meaning of the sentence, remove them. Is there any info present in your intro that you do not explain/expand on in the body? If so, remove it. For the Move step, consider the following: do the points introduced in your intro follow the same chronological order in the body of your paper? In other words, does the first point you introduce after your hook correspond to the point of the first body paragraph? Does the second point you introduce correspond to the second paragraph? Does the third point you introduce correspond to your third body paragraph? If not, move them so they correspond. Also, is there any information in your introduction that is too detailed/specific to belong in an introduction? If so, can you move that information into one of the body paragraphs?
For the substitute step, consider the following: Reread your intro sentence by sentence and ask yourself if there are any words that can be made more specific. If there is a way to use an example to make something clearer, use it. Pay close attention to the word “it.” If you use the word “it” anywhere in your writing, try your very best to substitute for a more specific word. “It” can almost always be substituted, and using words that are more specific creates clearer, more impactful writing.
2. Now, edit the intro for grammar. Read through the paragraph sentence by sentence, and try to locate the following:
Any time you see a coordinating conjunction (for, and, nor, but, or, yet, so), look at the second half of the sentence. If the second half of the sentence after the conjunction can be a complete sentence on its own, make sure you have a comma before the conjunction. If the second half of the sentence after the conjunction cannot be a complete sentence on its own, make sure you do not have a comma before the conjunction. In order to tell if the second half can be a sentence on its own, look to see if it has both a subject and a verb.
Check your sentences for fragments. Look at every sentence and ask yourself: “where is the subject and where is the verb?” If the sentence doesn’t have both, it is a fragment. Join it to a previous sentence or rewrite it to contain both subject and verb.
A comma splice occurs when two independent clauses (complete sentences that can stand alone) are incorrectly joined together with just a comma, instead of a coordinating conjunction (such as “and,” “but,” “or,” etc.) or a semicolon. Read through every sentence. If you see two pieces of a sentence joined with a comma, check to see if they are both independent clauses. If they are, they need more than just a comma to link them. Add a coordinating conjunction, a semicolon, or break them into two sentences.
A fused sentence, also known as a run-on sentence, occurs when two independent clauses (complete sentences) are joined together without any punctuation or conjunctions. Read through each sentence, and look for sentences in which both parts of the sentences could be complete sentences on their own. Add a coordinating conjunction, a semicolon, or break them into two sentences.
!!!!!!!!!!!*****PLEASE NOTE: To receive credit for the assignment, you must clearly indicate each revision that you make by adding a comment onto each sentence that you add/change/remove/revise using the comment feature in Word. If you cannot use the comment feature in Word, you may insert parentheses after each sentence that you add/change/remove/revise explaining what change you made. Either way, by using the comment feature or parentheses, you must explain what change you made. This step is the most important. You may not make revisions without indicating clearly each revision that you made. -
Exploring the Five Dimensions of Culture in “Communication in the Real World (2016)”
Preferably someone who has access to the book “Communication in the Real World (2016)” and has knowledge on the “Five Dimensions of Culture”
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“Debating the Risks and Benefits of a Bioterrorism Research Facility in Boston: Examining the Controversy and Potential Consequences”
The Boston area is famous worldwide for its cutting-edge research and its leading frontiers in biomedical advances. Therefore, it is unsurprising that Boston University has received federal government funding and has built a high-security, state-of-the-art Bioterrorism Research Facility right in the heart of Boston. Many are upset that this laboratory facility is built in the city next to the low socioeconomic neighborhoods, thus putting these neighborhoods at risk if an accident happens. Others are against it being built at all, saying that biotechnology will get into the hands of the wrong people and promote bioterrorism. Some do not like the fact that the city and the Mayor of Boston have been so secretive about this project, indicating a possibility that the government is conducting secret genetically engineered organisms/plants to be released into our environment!(?)
So what do you think? Should this facility be built somewhere else – maybe in another state? Was it a mistake to build it at all? What controls should be placed to guarantee that “mad scientists” don’t genetically modify our food, plants, etc.? Would you want to work there? Would you mind living next to that facility? What happens if a mistake occurs and some experimental organisms somehow get released into the environment? Should we just slow down biotechnology and keep it out of our food supply and environment just like the organic food farmers say? -
“Malnutrition Across the Lifespan: Predispositions, Risk Factors, Prevalence, and Strategies for Maintaining a Healthy Diet”
topic: malnutrition across lifespan
Each group should focus on the following based on the topic.
Predispositions for the risk related to the problem,Risk factors
Prevalence
Is the problem an epidemic? ,Strategies to maintain appropriate diet
Include an ideal diet plan
Include a healthy plate
For my group one person would discuss infancy- childhood, teenage/young adult, then middle age adult/elderly. 6-7 pages with reference page in APA style -
“Exploring the Effects of Social Media on Mental Health” Introduction: – Brief overview of social media and its prevalence in society – Explanation of the purpose of the paper and its importance in understanding the impact of social media on mental health Body:
I attached the example. Please, follow the exact example. Please, include all the topics I noted. Total number of my topics is 35.
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Data Collection Procedures for Problem Behaviors: Frequency and Interval Recording The Findings of Data Collection Using Frequency and Interval Recording for Problem Behaviors
This week, you will continue to practice data collection procedures using videos of problem behaviors. First, review the Behavior Assessment: Frequency and Interval Recording activity. You may choose to print out the recording forms provided in the activity (pages 3 and 4) or create your own using a similar format. Be sure to review the operational definition of the target behavior provided on each form. Then, watch the Behavior: Frequency and Interval Recording and collect frequency data on the target behavior defined on the Frequency Recording Form. Finally, you will view the video once again, and collect partial interval data on the target behavior defined on the Partial Interval Recording Form.
Please respond to the following:
Discuss the findings of your data collection experience.
Discuss the frequency data collection experience. What was the total number of behaviors observed? What was rate of the target behavior?
Discuss the results of the partial interval data collection by reporting the percentage of intervals the student engaged in the problem behavior.
Compare the results of the data using both types of measurement.
Discuss the strengths and weaknesses of each method of measurement.
Provide a rationale for using either one for observation of behavior.
What challenges did you have with measuring the frequency and/or partial interval data of this target behavior?
How might you alleviate similar challenges in the future?
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Frequency_and_Interval_Recording.pdf -
“Exploring Politics: An Analysis of Ideas, Institutions, and Issues”
You can get any source expect Wikipedia. The required book is Magstadt, Thomas. Understanding Politics: Ideas, Institutions and Issues. New York: Worth Publishers, 2021.
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“First Day on the Job: Juggling Responsibilities and Learning Opportunities” Internal Review Board Debriefing: Analysis and Perceptions of Events Leading to Unexpected Client Outcome
Scenario
You finished new graduate orientation yesterday on a general medical surgical unit, and today you will independently care for two clients. As you receive a report on the second client at 0730, your Preceptor stops by to ask how the first day by yourself is coming along and reminds you to complete the final items on your training list today before the end of the 12-hour shift.
Complete the new online training model and quiz on the sliding insulin scale.
Complete the orientation evaluation form.
Sign up for one of the four nursing committees.
Complete and sign the orientation reflection journal.
Attend the new employee luncheon from 1-2 pm sponsored by the hospital physicians.
Client 1:
25-year-old female 24 hours post-op from a Roux-en-Y gastric bypass
BMI of 50
History of hypertension and sleep apnea
No complications post-operative
Pain at 4 am, three on a scale of 10
Nasogastric tube to gravity
NPO
Mother stayed overnight but left early this morning to shower and will return later in the afternoon
Waiting on morning labs
Physician orders:
Dietary Consult
Bariatric Behavioral Therapist Consult
0.45% NS intravenous infusion post op
Client 2:
46-year-old male admitted 72 hours prior with severe GERD and difficulty swallowing
History of alcoholism, hypertension
Smoked two packs per day for 22 years
Endoscopy for Barrett’s Esophagus was negative on the day of admission
Pain at 4 am, two on a scale of 10
Due to resume clear liquid diet this morning
Potential discharge later today home with family
The ex-wife has stayed in a room with a client and has been disruptive at times demanding pain medication and food.
Waiting on morning labs
Medications:
Protonix 40 mg once daily, intravenous infusion
Switch to oral Protonix 40mg day of discharge
IV infusion 0.9% NS 50 ml/hour
Resume 50mg Lopressor (metoprolol) PO twice daily after rule out Barrett’s Esophagus
1-2mg Morphine Sulfate IV PRN q 4-6 hours for pain greater than 6 out of 10
TIME: 0800
EVENT: You prioritize the need to assess the 46-year-old male first since he has 0900 medications and the physician is rounding and should order discharge today. Assessment and vital signs reveal no concerns, ex-wife not present. A physician writes an order to discharge this client today. The client asks you to return in 30 minutes and go over discharge when ex-wife is present to hear instructions. You administer Lopressor and Protonix.
TIME: 0830
EVENT: You assess the 25-year-old post bariatric surgery client. Vital signs and morning labs are within acceptable limits, and client reports pain two on a scale of 10. While assessing for bowel sounds, you notice the nasogastric (NG) tube not secured to the nose, and the client reports the tube partially came out when she blew her nose but she was able to push it back in with no pain. You document NG tube in place and assist the client to the bathroom.
TIME: 0900
EVENT: You return to 46-year-old client and review discharge instructions with the client and ex-wife, discontinue the IV infusion, remove the intravenous catheter, and complete discharge summary.
TIME: 0945
EVENT: Transport stops by to take 25-year-old client to meet with a support group for bariatric surgery clients — you okay transport.
TIME: 1000
EVENT: Physician stops into see a bariatric client and is upset you let her leave for support group before rounding. You report no concerns, physician reviews chart and writes discharge order for later in the afternoon if no vomiting or pain. The NG tube can be removed at noon by the Nurse Practitioner, and a diet of clear liquids resumed at 6 pm if no vomiting or gastric distention. Call immediately if any vomiting or signs of gastric distention occur.
TIME: 1030
EVENT: You take a break to complete orientation reflection journal, orientation evaluation, and online sliding insulin scale training module and quiz.
TIME: 1130
EVENT: The 25-year-old bariatric client returns from the support group, you see her ambulating in the hallway, and you notice the NG tube is missing. The client states the tube fell out of her nose when she stood up to introduce herself. She has no complaints of nausea and no evidence of gastric distention. You document the NG tube was removed accidentally by the client.
TIME: 1200
EVENT: 46-year-old male client calls and expresses frustration at a time to discharge. He wants to be home by 3 pm for his son’s birthday party. You call transport who assures you and the client they will arrive before 1 pm to discharge the client.
TIME: 1215
EVENT: Morning documentation complete, all orders are in the system, and both clients are stable. You are amazed at how smooth the first day is going. You head to the new employee luncheon with your Preceptor.
TIME: 1330
EVENT: You return from lunch and find the 46-year-old client discharged, and you must prepare for a new admit from the emergency room with rule out pancreatitis. You feel apprehension since this will be your first admit, so you reach out to your Preceptor to review policy and procedure for new admissions.
TIME: 1345
EVENT: While working with your Preceptor, the Certified Nursing Assistant stops by and reports the 25-year-old client refused an afternoon visit from a member of the bariatric support group, complaining of fatigue. Her noon vital signs were blood pressure 90/40, heart rate 112, and respiratory rate 28. Your Preceptor assures you these vital signs, and fatigue often occurs with this type of client. She susgest, the client is probably depressed, ready to go home, and suggests to let her rest for the afternoon.
TIME: 1415
EVENT: The new admit from the emergency department arrives with two pages of physician orders and a communication challenge since he speaks and understands only Spanish. He has pain in the abdomen and begins vomiting. Seeing you are now very busy; the Preceptor offers to “look in” on your 25-year-old client and will take care of any concerns. Also, she will order a translator to assist with the new admit, while you focus on taking care of the physician orders.
TIME: 1730
EVENT: Finally, all orders for the new admit are in the system; pain decreased, no further vomiting, and he is resting comfortably. While waiting for lab results, you decide to check on the 25-year-old client.
TIME: 1745
EVENT: On the way to the client’s room, the Nurse Manager stops and asks you to take a moment to fill out a volunteer form for one of the four nursing committees on the Unit.
TIME: 1815
EVENT: You return to the 25-year-old client’s room and find her unresponsive, pale, with no heart beat or respirations. The abdomen is distended and hard. Attempts are made for resuscitation but are not successful. The client is deceased.
TIME: 1900
EVENT: You prepare to leave to go home. The Nurse Manger stops you and asks to debrief the situation. After reviewing the chart and discussing the situation, she is concerned and sees errors in your judgement and actions. She is sure the client’s death will be a sentinel event and warrant a review by the Internal Review Board.
Instructions
To prepare for debriefing with the Internal Review Board, the Nurse Manager asks you to submit an internal memo with your analysis and perceptions of the events that occurred, including:
Description of the errors and why they occurred.
Align to unexpected client outcomes.
Support choices with rationales.
Strategies for appropriate actions to avoid errors identified and reduce risk of unexpected outcomes.
Support strategies with rationales, nursing theory and evidence from the literature.
Ideas stated with professional language and attribution for credible sources with correct APA citation, spelling, and grammar