...Case Study 2 Heart failure (HF) is a common, disabling, and expensive disease with depressing prognosis and poor quality of life. In addition to optimum medical therapy, counseling and education involving dietary modifications, activity recommendations, medication management, self-monitoring, prognosis, coping skills, social support, caregiver stress, and spiritual needs are critical components in the management of heart failure patients through initial diagnosis to end of life. In this paper, the writer elaborates on different approaches that would benefit Mr.P in managing his symptoms, recommended treatment plans, the appropriate teaching method and teaching plans in order to improve his quality of life. Approach to Care Elderly HF patients exhibit distinctive pathophysiological features, complex co-morbidities, and unique issues of medication tolerance compared to younger patients and therefore the approach to care should be more vigilant. As a health care worker, it would be appropriate to approach Mr.P’s situation in a gentle method as evidenced that considerate therapeutic involvement would not only have a major physical influence on the patient, but it may be emotionally effective because Mr. P. is already depressed. Mr. P would also be benefit from a multimodal care approach that is based on his financial, physical, spiritual and emotional perspective due to the fact that he and his wife are unable to manage the situation by them, overwhelmed by the burdens imposed...
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...job of turning her homework in on time, and fully completion. She has not missed one homework assignment this year and I am so proud of her work and your assistance. Susan also has been very actively participating in the in class activities. She does a great job of asking leading questions and assisting her peers during the in class activities. However sometimes, Susan is very talkative during the class activities and instructional time. The consistent talking has led to disruptive behavior during the lesson time. I have talked to her about her constant talking and how it impacts the classroom by disrupting everyone’s instructional time, however there is not much improvement. I would like to suggest that both parents and Susan come in to meet at talk about her disruptive behavior in the classroom and my concerns if there is not a change in her actions. Please contact me with a time that works for you to arrange a meeting to address these issues. I know Susan can turn this behavior around be just needs a little push in the right direction. Susan is a wonderful student to have but the consistent talking is becoming to disruptive. I feel that we can overcome this with a small discussion and arriving at an outcome that work for everyone in the classroom. I look forward to meeting with you all. Sincerely, Mrs. Brueck First sentence of third paragraph has spelling error I think “be” should be she. Second sentence in first paragraph “completion”, I think should...
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...Teaching Critical Thinking with Electronic Discussion Steven A. Greenlaw and Stephen B. DeLoach Abstract: One of the products of a liberal undergraduate education is the ability to think critically. In practice, critical thinking is a skill that economics students are supposed to master as they complete their studies. However, exactly what critical thinking means is generally not well defined. Building on the literature on critical thinking, the authors examine how electronic discussion can be used effectively to teach this skill. Because of the multiplicity of views expressed, the asynchronous nature of the technology, and the inherent positive spillovers that are created, electronic discussion appears to provide a natural framework for teaching critical thinking. Key words: class discussion, critical thinking, distance learning, electronic discussion JEL code; A2 One of the products of a liberal undergraduate education is the ability to think critically. This should be particularly true for economics students who. after all, are ostensibly taught the discipline's version of critical thinking—the economic way of thinking. It is ironic then, that relatively little has been published on effective strategies for teaching critical thinking in economics.' This is not an original criticism. In his seminal article on research in pedagogy, Fels (1969) identified critical thinking as an area ripe for teaching and exploration by economists, Fels's critique, "rarely is a concerted effort...
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...ACCT504 Week 1 Objectives (JAN15) 1 of 2 https://devry.equella.ecollege.com/file/c3a70b64-5599-41cb-be31-a270... Print Given an annual report, the student should be able to read, understand, analyze, and explain a A company’s Balance Sheet to other decision makers and use the knowledge and skills to make business decisions. Key Concepts Understand the environment of financial reporting in the United States and explain the importance of generally accepted accounting principles. Explain the meaning and purpose of a balance sheet and the items that appear in the balance sheet. Determine the interrelationship among the basic financial statements. Analyze the relationship between certain items in the balance sheet and the income statement with the help of ratio analysis. Evaluate the way that different assets, liabilities, and stockholders' equity items are presented in a balance sheet. Given an annual report, the student should be able to read, understand, analyze, and explain a B company’s Income Statement to other decision makers and use the knowledge and skills to make business decisions. Key Concepts Explain the meaning and purpose of an income statement and the items that appear in the income statement. Determine the interrelationship among the basic financial statements. Analyze the relationship between certain items in the balance sheet and the income statement with the help of ratio analysis. Evaluate the way that different revenues, expenses...
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...GUIDE TO WRITING A CRITICAL ACADEMIC ESSAY Contributions by Drs Yvonne Brunetto and Ashlea Troth and University of Tasmania [Homepage of University of Tasmania], [Online]. (2001, September 11 - last update). Available: www.utas.edu.au [2002, February 4]. Introduction It is important to note that an academic essay is structured as an argument. This means you cannot just list facts or points, rather you must use them as essential parts of an overall argument. An academic essay also requires you to produce reasons/evidence for any arguments you make. Therefore, essay assessment allows you to come to grips with complex ideas and concepts and to display your knowledge of them. A critical essay both displays and extends your analytical skills. Most students find it difficult to write an assignment. If you feel confident in your ability, you still need to use this guide to check you have the techniques required for a university level assignment. If you do not know how to write an assignment, read through this guide carefully. Keep it by you as you prepare for and write each assignment. However, remember this is just one recipe for 'How to Write'. Many students will still need personal help in writing. Your tutors will be ready to discuss ideas, plans or other matters with you. LAS (the Learning Assistance Service) is also available to give students free assistance. LAS is situated on the second floor of the library. What is critical thinking? "Little evidence...
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...particular exam that you will receive is assembled from an exam question pool, so that no two students in the course will take exactly the same exam. There are separate question pools for the 30 objective questions (multiple choice, multiple answer, and matching—worth 5 points each and broken down by TCO), and the 7 essay questions (worth 20 points each and broken down by topic). The essay questions are all located at the end of the exam, so be sure to allow approximately one-half of your time for the essay questions. The essay questions can each be answered in 1-2 paragraphs. To prepare for the exam, review the following materials from each week’s material 1. Re-read the “Lecture” page, including the examples. 2. Read the instructor’s “wrap-up” to the two threaded discussion questions. 3. Review your graded answers to the weekly chapter-end homework problems. 4. Review your graded quizzes (Weeks 1-7). The objective questions are drawn largely from weekly quiz questions and chapter-end homework questions. In reviewing weekly quiz and homework answers, make sure you understand why the correct answers are correct. Re-read the relevant page(s) in the text, if necessary. The essay questions are drawn from issues raised in the threaded discussions, chapter-end homework questions, and material in the weekly “lectures.” Specifically, review the following topics in order to prepare the essay questions you might receive: * TCO 1—Negligence. The elements of...
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...NameK.SeedS CullifordV. AminP.Mason | RoomM248 | Phone 01707-28400 ext 5589 | EmailK.Seed@herts.ac.uks.culliford@herts.ac.ukV.1.Amin@herts.ac.ukP.Mason3@herts.ac.uk | Office & Feedback hours. The module leader has two office hours per week commencing 5th October 2015. Keith Seed’s office hours are Monday 2.30pm-3.30pm and Friday 2.30pm-3.30pm. | 2a Module aims Appreciate a range of issues and challenges confronting strategic leaders of public, private and third sector organisations in a turbulent global environment. 2b Learning Outcomes Knowledge and understanding Successful students will typically have a knowledge and understanding of: 1. the risks and opportunities confronting strategic leaders in a changing world; 2. the challenges facing organisations in times of economic growth and recession; 3. theoretical approaches to the evaluation of an organisation's strategic position, choices and implementation of options for change; 4. the distinctions between differing change contexts and styles of leadership. Skills and attributes Successful students will typically be able to: 5. research, diagnose and analyse a complex range of strategic problems 6. critically evaluate strategic concepts and theory, decision-making and planning, using practical examples of strategic leadership and change processes; 7. develop the ability to work as part of a team on a group project 3 Format of delivery-nature of contact hours per week The module is delivered...
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...Fin345 Session 2 Why Study Real Estate? Part 1 – Present Economic Considerations Demographics shaping your future and the future of real estate 2 Housekeeping Items 1. Seating Charts 2. Finance 336 and WA. State R.E. licensure • RE Fundamentals 60 hrs. (FIN 345=60 + FIN 346=15) • RE Practices 30 hours available on line from: • Rockwell ceshop proSchools and many more • Cost for proschools $199 • Exam prep. tests usually run around $99 • Pass broker exam • Fingerprinting 3 Monday’s Homework Assignment BOOK - Read Chapter 1 Question – Labor Stats. 1. Define U-3 and U-6 - One or two sentence hint: (http://www.bls.gov/lau/stalt.htm) 2. Find the U-3 and U-6 Percentages for Washington State 4 Today’s Topics The Economy – effects upon, and from, R.E. – Demographics (for whom) – Employment (why is this important to R.E.?) – Age cohorts (what effect could this have upon R.E.?) – The R.E. market changes -- but -- it never goes away – R.E. related investing -- knowing where to look and what to look for (for you and your clients) 5 Unemployment Figures A Closer Look 6 Employment Changes Over Time Animated Unemployment Map – Used with permission of LaToya Egwuekwe 7 Discussion of U-3 and U-6 figures • • • • • • • What figure do we hear about on the news? How does the BLS obtain these numbers? As students, are you in the labor force? What does U-3 represent? What does U-6 represent? Is U-6 all the unemployed...
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...Electronic Commerce (3 Credits) Course Aims/Description: How the Internet can be used to conduct business. Topics covered include: Internet hardware and software, tools and technologies for creating a Web site, characteristics of successful Web sites, new technologies, the future of the Internet, Web communication strategies, security issues, legal and ethical issues, Internet information services, data mining, global E-commerce. Case studies of successful E-commerce businesses will be examined. Required Materials: Text: Electronic Commerce Gary Schneider ISBN: 9780538469241 Course Technologies 9th Edition (Not the most recent edition.) (You can also use the most recent 10th edition – it overlaps 95%.) Grading Policy (Might vary): On Line Exams: 40% Assignments: 24% Final: 36% Table of topics and dates (Note that we will attempt to adhere to the dates in the following table but they are subject to change) |Chapter |Topics |Availability of Slides and Chapter |Availability of chapter Exams | |Readings | |Projects | | | | |(Discussion Board) | | |Chapter 1 |Introduction to Electronic Commerce...
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...College, Poondi, Thanjavur – 613 503, Tamilnadu, India V. Chinnathambi Department of Physics, AKGS Arts College, Srivaikundam – 628 619, Tamilnadu, India In this manuscript various components of research are listed and briefly discussed. The topics considered in this write-up cover a part of the research methodology paper of Master of Philosophy (M.Phil.) course and Doctor of Philosophy (Ph.D.) course. The manuscript is intended for students and research scholars of science subjects such as mathematics, physics, chemistry, statistics, biology and computer science. Various stages of research are discussed in detail. Special care has been taken to motivate the young researchers to take up challenging problems. Ten assignment works are given. For the benefit of young researchers a short interview with three eminent scientists is included at the end of the manuscript. I. WHAT IS RESEARCH? Research is a logical and systematic search for new and useful information on a particular topic. It is an investigation of finding solutions to scientific and social problems through objective and systematic analysis. It is a search for knowledge, that is, a discovery of hidden truths. Here knowledge means information about mat- ters. The information might be collected from different sources like experience, human beings, books...
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...| | |QNT/351 | | | |Quantitative Analysis for Business | | | |Dr. Jacquelyn B. Frausto | | Copyright © 2013, 2012, 2011 by University of Phoenix. All rights reserved. Course Description This course integrates applied business research and descriptive statistics. Students will learn to apply business research and descriptive statistics in making better business decisions. Other topics include examination of the role of statistics in research, statistical terminology, the appropriate use of statistical techniques, and interpretation of statistical findings in business and research. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged...
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... | Post Graduate International Business Management | © UWL 2013 Contents Section A - Overview and Content Page 4 Module Leader and Team details Welcome Office hours / contact details Administrative and Technical support Timetable Venue / rooms Module information Content of the module Aims of the module Learning outcomes Learning resources Pre-requisites Section B – Module programme Page 8 Section C – Assessment and Feedback Page 19 Assessment schedule (including deadlines for submission) Formative assessment opportunities and feedback Plagiarism regulations Evaluation of the module Frequently asked questions Appendix 1 Research presentation: marking criteria for MAHRM & Top up students, MBA, Msc, MIBM. Appendix 2 Research Proposal: marking criteria for MAHRM & ‘Top up’ students, MBA, Msc, MIBM. Details of Module leader Name | Sharif Sheriff | Field & School | Postgraduate IBM Field West London School of Business | Email | sharif.sheriff@uwl.ac.uk | Phone | 0208 231 2243 | Location | Paragon Site – The Annex – 2nd floor | Details of Module Team Members Name | Lyn Greaves | David Mackory | Caroline Walsh | School | West London International Business School | West London International Business School | West London International Business School | Email | Lyn.greaves@tvu.ac.uk ...
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...of Science, in its proposal for the reform of college science teaching, The Liberal Art of Science, recognises this: The teaching of science must explore the interplay between science and the intellectual and cultural traditions in which it is firmly embedded. Science has a history that can demonstrate the relationship between science and the wider world of ideas and can illuminate contemporary issues. (AAAS 1990, p: xiv) There are various ways in which the interplay between science and philosophy can be conveyed; reading of selections from original sources; joint projects with history, social science, divinity or literature classes; dramatic re-enactments of significant episodes in the history of science; essays on selected themes; debates on topical matters; and low-level philosophical questioning about scientific topics being studied or practical work being conducted. In this study, the researcher conducted a series of observation on teacher’s teaching strategy and...
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...School of Management MGMT101 Introduction to Management Trimester 2, 2014 COURSE OUTLINE ------------------------------------------------- Names and Contact Details COURSE COORDINATOR UNDERGRADUATE PROGRAMME MANAGER Sashi Meanger Garry Tansley Room: RH919, Rutherford House Room: EA105 Phone: 463-6942 Phone: 463-6968 Email: Sashi.Meanger@vuw.ac.nz Email: Garry.Tansley@vuw.ac.nzpaul.singh@vuw.ac.nz ADMINISTRATOR Misa Ito Room: RH1022, Rutherford House Phone: 463-5397 Email: Misa.Ito@vuw.ac.nz Trimester Dates Teaching Period: Monday 14th July – Friday 17th October Study Period: Monday 20th October – Thursday 23rd October Examination Period: Friday 24th October – Saturday 15th November (inclusive) Withdrawal from Course 1. Your fees will be refunded if you withdraw from this course on or before Friday 25th July 2014. 2. The standard last date for withdrawal from this course is Friday 26th September. After this date, students forced to withdraw by circumstances beyond their control must apply for permission on an ‘Application for Associate Dean’s Permission to Withdraw Late’ including supporting documentation. The application form is available from either of the Faculty’s Student Customer Service Desks. Class times and room numbers Lectures: | 10048 | Monday & Wednesday | 8.00 – 8.50am | New Kirk KKLT303 | | 10049 | Monday & Wednesday | 10.00 – 10.50am | McLaurin...
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...individually, or in a discussion. read with comprehension drawing information directly or by inference from the text, through an understanding of grammar and structure, vocabulary and idiom. employ a variety of skills in writing : within a framework, using argument or imagination or note making and summarizing. • • use the English language for the purpose of study and social and cultural interaction. speak and write clearly and to the purpose, using appropriate grammar, vocabulary and idiom. Aims (Prescribed Texts) 1. To enjoy and appreciate literature through a critical study of selected literary works. 2. Through the study of literature: • • • approach an understanding of humanity. develop an interest in the thought and culture of the peoples of the world. develop the power of expression and a sense of aesthetic values. • CLASSES XI & XII There will be two papers as follows: Paper 1: English Language (3 hours) – 100 marks Paper 2: Prescribed Textbooks (3 hours) – 100 marks Paper 1: English Language (3 hours) Question One: A composition on one of a number of subjects. ...30 Marks Question Two: Directed writing (an article, a book/film review, speech and report writing or personal profile) based on suggested points...20 Marks Question Three: Short-answer questions to test grammar, structure and usage. ...20 Marks Question Four: Comprehension. ...30 Marks It is recommended that in Paper 1 about 50 minutes should be spent on Question one, 40 minutes on Question two, 30 minutes...
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