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Based on your response, do you think that we can describe aspects of a telos (in Aristotle’s sense) that applies to humanity in general, or at least most people? Correspondingly, could there be a difference between feeling happy and being happy? Do you think that people can be wrong about happiness?

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The Experience Machine – Aristotle’s (1931) Nicomachean Ethics.

Suppose there were an experience machine that would give you any experience you desired. Super duper neuropsychologists could stimulate your brain so that you would think and feel you were writing a great novel, or making a friend, or reading an interesting book. All the time you would be floating in a tank, with electrodes attached to your brain…Of course, while in the tank you won’t know that you’re there; you’ll think it’s actually happening…Would you plug in? What else can matter to us, other than how our lives feel from the inside? (Nozick, 1974, p. 43)
In the course of the week’s discussion, you will need to do the following (not necessarily in this order):

Engage with the text:
Using at least one quote from the assigned texts, explain Aristotle’s notion of eudaimonia. Then, discuss whether Aristotle would consider someone hooked up to the experience machine to be “happy” in the sense captured by that notion of eudaimonia.

Reflect on yourself:
If you had the chance to be permanently hooked up to the experience machine, would you do it? Explain your choice. For example, if you would not hook up, you may discuss the kinds of goods or aims that would be lost by hooking up, or you may discuss the core, essential features of your life (or of human life in general) that are undermined by being in such a state.

Reflect on human life:
Based on your response, do you think that we can describe aspects of a telos (in Aristotle’s sense) that applies to humanity in general, or at least most people? Correspondingly, could there be a difference between feeling happy and being happy? Do you think that people can be wrong about happiness?

(Notice that this isn’t asking whether there are different ways in which people can find happiness; it’s asking whether some of those ways could be mistaken.)

Discuss with your peers:
According to virtue ethics, reflecting on the aims and goods essential to human flourishing (if there are any) can help us understand the virtues we need to fulfill those and the vices that would be detrimental, as well as the corresponding kinds of choices and behaviors. Reflect with your peers on what their account reveals about the virtuous life, whether that conflicts with some of the values and choices common in society, etc.

Aristotle. (1931). Nicomachean ethics (Links to an external site.)Links to an external site. (W. D. Ross, Trans.). Retrieved from http://classics.mit.edu/Aristotle/nicomachaen.html

Mill, J. S. (2008). Utilitarianism, In J. Bennett (Ed. & Rev.) Early Modern Philosophy. Retrieved from http://www.earlymoderntexts.com/pdfs/mill1863.pdf

Nozick, R. (1974). Anarchy, state, and utopia. New York: Basic Books.

Thames, B. (2018). How should one live? Introduction to ethics and moral reasoning (3rd ed.). San Diego, CA: Bridgepoint Education.

Write a paragraph to answer the following questions: What was the purpose of your study? What population did you sample from? Who/What made up your sample? When and where was the sample obtained? What Method Sampling did you use to select the sample? Give some detail about this.

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Body weight and Calorie intake

Purpose Statement:
The aim of the study is to find out if there is an association between body weight and calorie intake.

Research Question:
Is the daily calorie intake associated with an increased risk of obesity (increase in body weight)?

Data must have 30+ samples pieces of data (included in the attachment, survey data with survey questions)

I. Introduction

Write a paragraph to answer the following questions: What was the purpose of your study? What population did you sample from? Who/What made up your sample? When and where was the sample obtained? What Method Sampling did you use to select the sample? Give some detail about this.

Do you think you obtained a random sample (did everyone/thing in the population have an equal opportunity to be surveyed)? Explain.

II. Looking at a yes/no question

For the yes/no questions and answer the following questions:

A. State the question

B. Create a pie graph of the yes/no responses.

C. State the sample proportion of “yes” responses, .

 

III. Looking at a numerical questions (Make Sure that you have TWO Quantitative Variables (calorie intake and body weight)

For the each numerical questions answer the following questions:

 

A. State the question.

B. Draw a histogram, box-and-whisker plot,

C. Calculate the summary statistics (for each data set) Which measure of Central Tendency best describes the data?

D. Discuss the shape, center, and spread of the distribution of responses to this question.

 

IV. Scatter Plot

A. State the two numerical questions. Indicate which variable is x, and which is the dependent variable y. Explain why you assigned the variables in this way.

B. Draw the scatter plot

C. Find the Correlation Coefficient. Do you think that is a Strong, Moderate or Weak Correlation.

D. Find the Line of Best Fit. Draw it on The Scatter Plot.

E. Use the Regression Line to make a Prediction.

Write an outline for an argumentative essay with the topic: Should abortion be banned? the outline should include what the introduction, the body and the conclusion will entail.

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Critical thinking and academic writing

Write an outline for an argumentative essay with the topic: Should abortion be banned? the outline should include what the introduction, the body and the conclusion will entail.

What are the past experiences (or interests) you have in this area? How would you ensure the required outcomes of your course of study are being met? How would you manage and monitor your academic activities to ensure a successful conclusion of your course of study?

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Gibb’s Reflective Model in my life;

 

  1. The reflection should addres the following questions:
    • How did your experiences (academic and/or work) prepare you for the current course of study?
  • What are the past experiences (or interests) you have in this area?
  • How would you ensure the required outcomes of your course of study are being met?
  • How would you manage and monitor your academic activities to ensure a successful conclusion of your course of study?
  • Looking into the future, what are the implications of your current course of study in later life (post-career)?
  • What are the goals you would like to set for yourself, with respect to your current course of study?
  1. Key points to consider:
    • Start the reflection with a brief description of your initial understanding of business environment, reflective practices, economic principles and others. With reference to these subject contents, justify your choice of current course of study, identify how your course of study relates to your own experiences, and how you may apply your knowledge in the future.
  • You are expected to carefully analyse your previous experiences and current expectations. Your reflection should be clear and succinct, and demonstrate that you have short-term and long- term goals, including an understanding of what you want to do with your degree.
  • Note that the reflection is about your course of study and career/professional projections. You need to integrate some theoretical implications of this subject into your reflection. For example, if the reason for embarking on an MBA program is to change your profession, start a new business, or advance your career, you may need to reflect on the consequences/implications of some business environment issues — stakeholders, business structures, macro- and micro environments, etc.
  1. Structure and Format:
  • Structure the reflection as follows:
    Cover sheet: You MUST use the formal Torrens University cover sheet.

Introduction:

Brief (one sentence) aim of the assessment, and how you intend to achieve it (brief outline of your adopted reflective model [e.g., Driscoll, 1994] and its stages).

Main body:

Use the reflective model stages as your main headings (e.g., Driscoll, 1994 — what, so what and now what) to address the suggested reflective points.

Conclusion

  1. You are strongly advised to frequently read through the rubric as you write because it is the evaluation guide, with criteria for grading your assignment.

What is the general topic and the specific focus? How was the research carried out? What were the main conclusions? What did you learn? What connections can you make with other academic sources, contemporary issues or topical debates? What was most interesting and/or surprising?

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Independent Study 3 Assessment

The 3,500 essay is in two main parts:

1 Essay : Describe and discuss (1,250 words X 2 = 2,500 words)
2 Essay : Reflect on two TED talks (500 words X 2 = 1000 words)

1 Essay : Describe and discuss (1,250 words X 2 = 2,500 words)

Select two of the three articles listed below. Write two separate pieces, so 1,250 words about each chosen article, to describe and discuss the main points.

Bradley, L. and Butler, C. W. (2017) An interactional analysis of one-to-one pastoral care delivery within a primary school, Pastoral Care in Education, Vol. 35, no. 1, 39–51 http://dx.doi.org/10.1080/02643944.2016.1243145

Gooseman, A., Defeyter, M.A. and Graham, P. M. (2020) Hunger in the primary school setting: evidence, impacts and solutions according
to school staff in the North East of England, UK, Education 3-13, 48:2, 191-203, DOI: 10.1080/03004279.2019.1602155

Lee, C. and Lucy Wenham, L. (2021): ‘We just have to sail this sea all together until we find a shore’: parents’ accounts of home-educating primary-school children in England during COVID-19, Education 3-13, DOI: 10.1080/03004279.2021.1963803

❋ Use these questions to help you. Do not include the actual questions in your written piece.

What is the general topic and the specific focus?
How was the research carried out?
What were the main conclusions?
What did you learn?
What connections can you make with other academic sources, contemporary issues or topical debates?
What was most interesting and/or surprising?
What are the implications?
How does the content link with your own ideas?

3 Essay : Reflect on two TED talks (500 words X 2 = 1000 words)

1) What kids wish their teachers knew, Kyle Schwartz | TEDxKyoto (about 12 minutes)
A simple one-sentence writing assignment set by third grade teacher Kyle Schwartz revealed the heartbreaking realities faced by her young students. Kyle, a Denver, Colorado Public Schools “Distinguished Teacher”, shares what she has learned from her students and offers educators ideas and strategies towards supporting their students academically and emotionally.

Here is the link –

2) Every kid needs a champion, Rita Pierson (about 7 minutes)
Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.'” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

Here is the link –

❋ These questions are to help you to write the 500 words. Do not include the questions in your essay.

Note: In your essay write ‘children’ or ‘pupils’, not ‘kids’

What did you learn?
What was most interesting and/or surprising?
Does this TED talk raise other issues for you?
What connection can you make with reading from an academic source?
How does the content of this talk link with your own ideas?

Identify sources of evidence that could be potentially effective in answering a PICO(T) question. Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.

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PICO(T) question

Create a 3-5 page submission in which you develop a PICO(T) question for a specific care issue and evaluate the evidence you locate, which could help to answer the question.

Introduction
PICO(T) is an acronym that helps researchers and practitioners define aspects of a potential study or investigation.

It stands for:

  • P – Patient/population/problem.
  • I – Intervention.
  • C – Comparison (of potential interventions, typically).
  • O – Outcome(s).
  • T – Time frame (if time frame is relevant).

The end goal of applying PICO(T) is to develop a question that can help guide the search for evidence (Boswell & Cannon, 2015). From this perspective, a PICO(T) question can be a valuable starting point for nurses who are starting to apply an evidence-based model or EBPs. By taking the time to precisely define the areas in which the nurse will be looking for evidence, searches become more efficient and effective. Essentially, by precisely defining the types of evidence within specific areas, the nurse will be more likely to discover relevant and useful evidence during their search. When applying the PICO(T) approach, the nurse can isolate the interventions of interest and compare to other existing interventions for the evidenced impact on the outcome of the concern.

You are encouraged to complete the Vila Health PICO(T) Process activity before you develop the plan proposal. This activity offers an opportunity to practice working through creating a PICO(T) question within the context of an issue at a Vila Health facility. These skills will be necessary to complete Assessment 3 successfully. This is for your own practice and self-assessment and demonstrates your engagement in the course.

Reference
Boswell, C., & Cannon, S. (2015). Introduction to nursing research. Jones & Bartlett Learning.

Professional Context
As a baccalaureate-prepared nurse, you will be responsible for locating and identifying credible and scholarly resources to incorporate the best available evidence for the purposes of enhancing clinical reasoning and judgement skills. When reliable and relevant evidence-based findings are utilized, patients, health care systems, and nursing practice outcomes are positively impacted.

PICO(T) is a framework that can help you structure your definition of the issue, potential approach that you are going to use, and your predictions related to the issue. Word choice is important in the PICO(T) process because different word choices for similar concepts will lead you toward different existing evidence and research studies that would help inform the development of your initial question. When writing a PICO(T)-formatted research question, you want to focus on the impact of the intervention and the comparison on the outcome you desire.

Scenario
For this assessment, please use a health care issue of interest from your current or past nursing practice.

If you do not have an issue of interest from your personal nursing practice, then review the optional Case Studies presented in the resources and select one of those as the basis for your assessment.

Instructions
For this assessment, select a health care issue of interest and apply the PICO(T) process to develop the research question and research it.

Your initial goal is to define the population, intervention, comparison, and outcome. In some cases, a time frame is relevant and you should include that as well, when writing a question you can research related to your issue of interest. After you define your question, research it, and organize your initial findings, select the two sources of evidence that seem the most relevant to your question and analyze them in more depth. Specifically, interpret each source’s specific findings and best practices related to your issues, as well explain how the evidence would help you plan and make decisions related to your question.

If you need some structure to organize your initial thoughts and research, the PICOT Question and Research Template document (accessible from the “Create PICO(T) Questions” page in the Capella library’s Evidence Based Practice guide) might be helpful.

In your submission, make sure you address the following grading criteria:

Define a practice issue to be explored via a PICO(T) approach. Create a PICO(T)-formatted research question
Identify sources of evidence that could be potentially effective in answering a PICO(T) question (databases, journals, websites, etc.).
Explain the findings from articles or other sources of evidence as it relates to the identified health care issue.
Explain the relevance of the findings from chosen sources of evidence to making decision related to a PICO(T) question.
Communicate using writing that is clear, logical, and professional with correct grammar and spelling using the current APA style.
Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

Describe what you thought about the situation (e.g. its cause, potential resolutions, patterns you noticed).  Describe any similar situations you have encountered in practice before. Describe any similarities and differences you observed when compared with the current situation. 

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Reflective Journal Assignment

Instructions: Choose a specific situation from clinical for your journal assignment. The situation can be a specific physiological patient problem, such as an elevation in temperature, respiratory difficulty, or electrolyte imbalance; or a situation involving a patient’s family. The situation can be a description of your role in interdisciplinary problem solving or an ethical issue you encountered.  Although there are many ways of organizing your thinking about patient care and professional nursing practice, Tanner’s (2006) Clinical Judgment Model provides the framework for the questions in this journal assignment.

Introduction/Background: Describe a nursing situation you encountered during clinical. Describe your relationship to the patient at the time you noticed the situation (e.g., previous contact with patient and/or family, the quality of your relationship). Consider experiences you have had that helped you provide nursing care in the situation. Describe your formal knowledge (e.g. physiology, psychology, communication skills), previous nursing experiences with a similar problem, and/or personal experiences that helped guide you as you worked with the patient.

Noticing: What did you notice about the situation initially?  Describe what you noticed as you spent more time with the patient and/or family.

Interpreting: Describe what you thought about the situation (e.g. its cause, potential resolutions, patterns you noticed).  Describe any similar situations you have encountered in practice before. Describe any similarities and differences you observed when compared with the current situation.  What other information (e.g. assessment data, evidence) did you decide you needed as you considered the situation? How did you obtain this information? What help with the problem did you get from your preceptor? Your conclusion: What did your observations and data interpretation lead you to believe? How did they support your response to the situation? Include pertinent pathophysiology and/or psychopathology.

Responding:  After considering the situation, what was your goal for the patient, family and/or staff? What was your nursing response, or what interventions did you do? List all actions that you took. Describe stresses you experienced as you responded to the patient or others involved in the situation.

Reflection-in-Action and Clinical Learning:  What happened? How did the patient, family, and/or staff respond? What did you do next? What went well? Describe three ways your nursing care skills expanded during this experience. Name three things you might do differently if you encounter this kind of situation again. What additional knowledge, information, and skills do you need when encountering this kind of similar situation in the future? Describe any changes in your values or feelings as a result of this experience.

Adapted from Nielsen, A. et al. (2007). Guide for Reflection Using the Clinical Judgment Model. Journal of Nursing Education, Vol.46, No.11

Turn in one of the SOAP notes with attached evidence-based article summary. Explain how this either reinforces what they did in clinical or how it might change the care or plan of care that was provided.

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lansoprazole for gerd

Students are required to turn in one of the SOAP notes with attached evidence-based article summary. The article should be assessed for evidence and quality level with the Johns Hopkins Nursing Evidence-Based Practice. The important information should be synthesized and the student should explain how this either reinforces what they did in clinical or how it might change the care or plan of care that was provided. The SOAP note, a copy of the article, the checklist and your assessment of the article should be handed in together. Use the checklist from the site below to assess the quality of the evidence presented in the article.

NOTE: the article or guideline should be recent (preferably within the past 2 years and not more than 5 years old.

Original Research Article or Meta-analysis Appraisal Tool:

For Non-Research Article Evidence Based Practice Appraisal Tool

Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization. Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.

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Medication administration in a health care setting

As patient safety concerns continue to be addressed in the health care settings, nurses can play an active role in implementing safety improvement measures and plans. Often root-cause analyses are conducted and safety improvement plans are created to address sentinel or adverse events such as medication errors, patient falls, wrong-site surgery events, and hospital-acquired infections. Performing a root-cause analysis offers a systematic approach for identifying causes of problems, including process and system-check failures. Once the causes of failures have been determined, a safety improvement plan can be developed to prevent recurrences. The baccalaureate nurse’s role as a leader is to create safety improvement plans as well as disseminate vital information to staff nurses and other health care professionals to protect patients and improve outcomes.

As you prepare for this assessment, it would be an excellent choice to complete the Quality and Safety Improvement Plan Knowledge Base activity and to review the various assessment resources, all of which will help you build your knowledge of key concepts and terms related to quality and safety improvement. The terms and concepts will be helpful as you prepare your Root-Cause Analysis and Safety Improvement Plan. Activities are not graded and demonstrate course engagement.

Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze the elements of a successful quality improvement initiative.
Apply evidence-based and best-practice strategies to address a safety issue or sentinel event pertaining to medication administration. ;
Create a viable, evidence-based safety improvement plan for safe medication administration.

Competency 2: Analyze factors that lead to patient safety risks.
Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.

Competency 3: Identify organizational interventions to promote patient safety.
Identify existing organizational resources that could be leveraged to improve a safety improvement plan for safe medication administration.

Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
Communicate in writing that is clear, logical, and professional, with correct grammar and spelling, using current APA style.

Professional Context
Nursing practice is governed by health care policies and procedures as well as state and national regulations developed to prevent problems. It is critical for nurses to participate in gathering and analyzing data to determine causes of patient safety issues, in solving problems, and in implementing quality improvements.

Scenario
For this assessment, you may choose from the following options as the subject of a root-cause analysis and safety improvement plan:

The specific safety concern identified in your previous assessment pertaining to medication administration safety concerns.
The readings, case studies, or a personal experience in which a sentinel event occurred surrounding an issue or concern with medication administration.

Instructions
The purpose of this assessment is to demonstrate your understanding of and ability to analyze a root cause of a specific safety concern in a health care setting. You will create a plan to improve the safety of patients related to the concern of medication administration safety based on the results of your analysis, using the literature and professional best practices as well as the existing resources at your chosen health care setting to provide a rationale for your plan.

Use the Root-Cause Analysis and Improvement Plan [DOCX] template to help you to stay organized and concise. This will guide you step-by-step through the root cause analysis process.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Study the scoring guide carefully so you understand what is needed for a distinguished score.

Analyze the root cause of a patient safety issue or a specific sentinel event pertaining to medication administration in an organization.
Apply evidence-based and best-practice strategies to address the safety issue or sentinel event pertaining to medication administration.
Create a feasible, evidence-based safety improvement plan for safe medication administration.
Identify organizational resources that could be leveraged to improve your plan for safe medication administration.

Critically examine the main factors that are generating educational change in United Kingdom. Discuss how schools are responding to these change forces

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Educational change in United Kingdom

Critically examine the main factors that are generating educational change in United Kingdom. Discuss how schools are responding to these change forces