CRJ320 Discussion Questions. Interviewing and Interrogating.

In no more than six sentences, explore the connection between your two annotated passages in the following way. Pick two passages from the novel Beloved, Pick one motif or technique shared by both passages and compare and contrast how this technique or motif is used in each. Then imagine what problem or question the novel is trying to think through in these two passages. Your claim should articulate your judgment about what important question or problem is at issue in these passages. You do not have to say how the novel solves this problem or answers this question. In fact, you should not attempt to. Your task is use close analysis of the language of the passages to identify that question with as much nuance and precision as you can. In no more than six sentences, explore the connection between your two annotated passages in the following way. Pick one motif or technique shared by both passages and compare and contrast how this technique or motif is used in each. Then imagine what problem or question the novel is trying to think through in these two passages. Your claim should articulate your judgment about what important question or problem is at issue in these passages. You do not have to say how the novel solves this problem or answers this question. In fact, you should not attempt to. Your task is use close analysis of the language of the passages to identify that question with as much nuance and precision as you can. Hint 1: Perhaps the best way to make a claim about what question the passages are preoccupied with is to use the following template: Through the motif/technique of _____________, these passages pose the question of what/how/why/to what extent/under what conditions __________________. In the blank there should be at least one noun, maybe more, and at least one verb, and the noun should name the crucial topic that the passages are exploring. If you decide not to use this template, you may be avoiding the task in the prompt. Hint 2: Motif should not be confused with topic or theme. Remember that a motif is a concrete image or phrase that is repeated across the novel and that out of which a significant pattern is made. Death or memory are topics; “rememory” or “chokecherry tree” or 124’s “white staircase” or “pieces” or “weight” or “A man ain’t nothin but a man” are motifs. A novel like Beloved says what it has to say about the topics it is concerned with by developing its motifs in the way that it does. Hint 3: Although you do not have to focus on point of view as your technique, you should be mindful of which characters’ thoughts are being reported in the passages you’ve chosen. As we’ve seen, the narrative function within this novel is almost always to report the thoughts of particular characters.

Due: After Unit 13 Length: 1200–1500 words Weight: 10% of final grade Format: Assignment files should be prepared using MS Word to allow your tutor to insert comments and feedback. If you do not have this software, contact your tutor to discuss whether other arrangements can be accommodated. Instructions: This assignment should be done after studying Units 12 and 13 and completing the quizzes for these units. Complete both case studies. Case Study A (50%): Marlie carries on a business of selling new and used lamps. In 2009, she obtained an operating line of credit from the Bank of Nova Scotia. Marlie gave the bank a security interest in all her present and future assets. Jordan is a dealer in imported chandeliers. He and Marlie agree that he will give her possession of a dozen chandeliers to sell on his behalf. Marlie is not obliged to pay for the chandeliers unless she keeps them for more than 30 days. Marlie goes into default on her loan. The bank seizes all of her inventory, including the 12 chandeliers. Jordan finds out about the seizure and demands the chandeliers, saying that they are his, but the bank disputes this. Is Jordan entitled to get the chandeliers back? Structure your answer following the Marking Rubric below. Marking Rubric Marking Criteria Mark 1. In relation to the contest between the bank and Jordan, identifies the legal question in relation to the chandeliers, which is raised by the scenario. /10 2. Identifies and explains the possible legal relationship between Jordan and Marlie that may benefit Jordan and why it would benefit him. /10 3. Identifies the factual elements, which must be proved to show the existence of the legal relationship referred to above. /10 4. Analyzes the scenario to see if the factual elements referred to above are present. /10 5. Comes to a conclusion concerning the strength of Jordan’s claim based on the analysis above. /10 Total /50 Case Study B (50%): Luke owns a lifeguard consulting company, supplying lifeguarding services to public and private schools in Edmonton. One of his female employees has made a complaint to the Alberta Human Rights Commission against Luke concerning gender discrimination and sexual harassment in the workplace. The employee alleges that she and the other women lifeguards were recently forced to wear newly issued skimpy company bikinis instead of the previous one-piece suits while performing their lifeguarding duties. Those who refused would be given last choice on shifts (which, practically speaking, meant that they would be getting no shifts). The complainant protested to Luke but eventually gave in since it was too late in the summer to find another job. Additionally, the employee claims that, since the female staff was forced to wear the bikinis, Luke drops in constantly for site visits. His visits with females are more frequent and much longer lasting than with male staff. In fact, it is alleged that these visits have earned him the nickname of “Leering Luke.” Several female employees have told Luke that they find his behaviour unwelcome and are uncomfortable wearing the bikinis. Luke knows about his nickname but stands behind his policy. According to Luke, business has increased and, as a result, there has been more to “supervise” at each visit. Explain the concepts of gender discrimination and sexual harassment. Identify facts in the scenario which may support the employee’s claim and consider what other unstated facts, if proved, might also provide support. Identify a defense that Luke may raise. State your conclusion whether the situation involved discrimination or harassment, referring to the relevant facts and the strength of the defense. The following websites will help you with Case Study B: Alberta Human Rights: Discrimination (PDF) Alberta Human Rights Commission: Sexual harassments Alberta Human Rights Commission: Bona fide occupational requirements Structure your answer following the Marking Rubric below. Marking Rubric Marking Criteria Mark 1. Identifies and explains the legal descriptions (or definitions) of gender discrimination and sexual harassment. /10 2. Lists the facts that may tend to show discrimination or harassment and explain why they do. Suggests any other facts which are not stated but might be implied that also support the claim. /15 3. Identifies and explains a defense Luke may raise in relation to his actions. Suggests facts which are not stated but might be implied that undermine this defense. /15 4. Arrives at a reasoned conclusion based on all the facts and the strength of the defense. /10 Total /50

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Week 2: Measurement One of the keystone concepts in modern quality improvement science is that of measurement. An often heard management adage is “If you can’t measure it, you can’t manage it.” Measurement can come in many different forms, including statistics, charts, and patient satisfaction surveys. This week we begin to explore measurement in health care quality improvement, and we will be introduced to various tools used for measurement. Learning Objectives Students will: Analyze an example of quality that was measured, assessed, and improved Apply simple data collection techniques to a measurement problem Design a data collection mechanism for an aspect of quality Interpret a control chart Synthesize the purpose, methods, and findings from the evidence-based literature that relate to a practice problem Photo Credit: [Anthia Cumming]/[E+]/Getty Images Learning Resources Required Readings Spath, P. (2013). Introduction to healthcare quality management (2nd ed.). Chicago, IL: Health Administration Press. Chapter 3, “Measuring Performance” (pp. 32–72) Chapter 4, “Evaluating Performance” (pp. 73–110) Yoder-Wise, P. S. (2015). Leading and managing in nursing (6th ed.). St. Louis, MO: Mosby. Chapter 20, “Managing Quality and Risk” (pp. 361–381) Chapter 21, “Translating Research Into Practice” (pp. 383–404) Perla, R. J., Provost, L. P., & Murray, S. K. (2011). The run chart: A simple analytical tool for learning from variation in healthcare processes. BMJ Quality and Safety, 20(1), 46–51. Retrieved from http://www(dot)med(dot)unc(dot)edu/cce/files/education-training/The%20run%20chart%20a%20simple%20analytical%20tool.pdf Discussion: Applying Measurement Tools One example of a measurement tool is the Healthcare Effectiveness Data and Information Set (HEDIS) comprehensive care measures. Review the eight components of HEDIS comprehensive diabetes care; then consider the following scenario. You are a staff nurse working in a private primary care practice. It is a small practice with 2 MDs (internists), 2 nurses, 1 medical assistant, and an office staff for billing. There are approximately 1,000 patients in the practice. You have had no EHR until the last year, but all charts are manual, historically. Your physicians are starting to inquire about quality incentives, particularly regarding patients with diabetes. By Day 3 Take on the role of the staff nurse in the scenario, and post an explanation of how you would go about finding out how many diabetics are in your practice and how many meet all 8 components of HEDIS comprehensive diabetes care. Support your response with references from the professional nursing literature. Your posts need to be written at the capstone level (see checklist). Notes Initial Post: This should be a 3-paragraph (at least 350 words) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Avoid quotes; paraphrase to incorporate evidence into your own writing. A reference list is required. Use the most current evidence (usually ≤ 5 years old). (Refer to AWE Checklist, Capstone) By Day 7 Read two or more of your colleagues’ postings from the Discussion question. Respond to two or more of your colleagues’ postings with a critique of their data mechanisms. Explain whether the data mechanism is practical, how long it might take, any alternatives you might suggest, and/or any electronic data collection possibilities that might apply. Post a Discussion entry on three different days of the week. See the Discussion Rubric found in the Course Information area. Submission and Grading Information Grading Criteria To access your rubric: Week 2 Discussion Rubric Post by Day 3 and Respond by Day 7 To participate in this Discussion: Week 2 Discussion

Lab Exercise (30 Points) Antigens and Blood Typing In this lab, you will complete a simulation about a car crash and the importance of proper blood typing for blood transfusions. Follow these instructions to complete your online lab for this module: 1. Click on the following link, or copy and paste the link into your browser: http://www(dot)nobelprize(dot)org/educational/medicine/bloodtypinggame/gamev2/index.html 2. Then click “proceed” at the bottom right of the screen. 3. On the screen that says “Select Game Type,” click “Quick Game – Random Patients” on the left. 4. The next screen should say “Car Crash Victims.” Click “Main Menu” on the top right. 5. On the Main Menu screen, read three brief tutorials on the left and answer the questions below. (Note: After reading the tutorial, click “BACK,” which is in small print on the right side of the burgundy blood typing logo at the top of the page.) Lab Exercise Readiness Questions In what year did Karl Landsteiner discover ABO human blood groups? Later, in 1940, Landsteiner discovered another blood group. What is the name of that blood group system? According to Tutorial 1, how many blood types are there? To determine blood type, you need to know which antigens are present. Which antibodies are contained in the three types of reagents? After mixing the reagent with the blood samples, what does agglutination of the sample indicate? Describe what happens when blood agglutinates. If a person has lost blood due to an injury or surgery, or has anemia, what is the most commonly transfused part of the blood? Explain what happens if a person receives the wrong blood in a transfusion? What does the term “compatible blood” mean in relationship to blood transfusions? What happens in emergencies when there is no time for blood typing? When you write your report or presentation after completing the lab, integrate the answers to these questions in your introduction and discussion where they would be appropriate. Then proceed with the rest of the lab: 6. Now that you are familiar with how the game is played, click “Start Playing” on the right. 7. The first screen will ask you to select a patient. Since you will test all three patients, select any one of the patients. 8. Follow the instructions in the call-outs to draw blood, and drop blood into all three of the test tubes. You will then choose the patient’s blood type and Rh factor: If you are incorrect, you will get a message that says, “You’re bloody wrong. Try again.” Try again by clicking on the drop of blood with an X in the center on the right. You can continue to try until you receive the message that says, “You’re bloody right.” After you identify the blood type correctly, click on the drop of blood with the X in the center. This will take you to “Blood Transfusion,” where you will select the compatible blood for the patient’s transfusion. Note that on the bottom left, it states the number of blood bags required. An arrow on the right side of the blood bags will allow you to access additional compatible samples. 9. Continue to play this game until you are able to save the lives of your three patients. Click “Back,” which is at the very top right hand corner of the page. This will take you to a screen that returns you to the game types. 10. Select the middle game, called Mission Based Game. Register for the game using your CSU-Global email address. Play each of the six missions at least one time. When completed, list the following information. Number of blood-typed patients Number of administered blood bags Number of treated patients 11. After completing this lab, draft your Formal Lab Report. The required outline and structure for this report are below. Create a Report Use the following outline to describe the data from your lab in a report. Label each portion of the lab as described below. Introduction: Start with a broad discussion about blood and its importance, and narrow your focus to the topic of the lab. Be sure to describe the ABO blood types and the Rh factor. Discussion of some of the readiness questions would also be appropriate here. Conclude the introduction with a statement that reflects what you expect to observe during this lab. Material List: Identify all items that you used and the exact quantities, as applicable. This may be a very short section. Methods: Describe how you conducted the experiment, including any safety precautions you took while performing the lab. Be sure to include any changes that you made to the original instructions. This should be a short, paraphrased version of the methods from the lab. Do not copy from the lab; Turnitin will highlight it as plagiarism. Results/Data: Create a table or figure that reflects/compares the results of your experiment. Discussion: Review your results and discuss whether they were expected. Explain why. Bring in relevant details to expand on the topic. Discuss why proper blood types are important for persons involved in an accident. Do you know your blood type or the blood type of your family members? Discussion of some of the readiness questions would also be appropriate here. Conclusion: End with a section describing something that intrigued you about the lab; identify errors that may have impacted your results, or note errors in the lab itself; and provide recommendations for future labs. Requirements: If you are doing the report, it should be 3-4 pages long, not including the title page. Reference at least two journal articles. Include a title page, or a title slide for the presentation, and references at the end. Follow the CSU-Global Guide to Writing and APA.

Hi John, i need help writing an article where the goal is to provide vivid capsule descriptions of a place and the people there. The description should be based on direct reporting of what you observe at a particular time and day at a particular place. I have also attached some descriptions and images of the place i wanted to talk about, kindly refer to the attachment.

I have to write a feminist literary analysis on the short story Alta’s Place. It is sort of an argumentative critique. This is the link to the story: https://electricliterature(dot)com/altas-place-morgan-thomas/

Research Paper about how Global Economic Meltdown Affects Small Scale Business.

Summarize the article. No citations.

Think about what is the theme/point behind the story of: “A Cask of Amontillado” by Edgar Allan Poe Please incorporate The Elements of Fiction and please use New Criticism to interpret the story of “A Cask of Amontillado” by Edgar Allan Poe Avoid any and all summary sites within your essay and use MLA format and citations in this essay. Please make sure your essay has a clear introduction and thesis statement (topic plus point about that topic) at the bottom of your introduction. Please introduce your chosen short story in your introduction. Make sure your body paragraphs are focus on proving your thesis statement-theme of the story. Please make sure to have a conclusion that does not bring in new information. Use literary present and third person in your essay.