Identify common types of reading tasks assigned in a college class
The purpose of this assignment is to describe what an instructor might expect of you after reading assignments. You can refer to other courses that you are taking or to courses that you have taken in the past.
Directions
Review the main types and the purpose of academic reading in the module on Reading Strategies.
Identify three academic readings that you have been assigned as a student.
Explain what you think instructors will expect of students to learn or do after they are done reading. Write at least 200 words reflecting on the common types of reading tasks assigned in your college classes.
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Now it’s time to consider your preferred learning style(s). Take the VARK Questionnaire here. Your goal will be to write one-two paragraphs answering following questions. There are no right or wrong answers with this reflections because this is about your personal preference as a learner.
In the process of completing of this reflection about your learning, you’ll be able to identify the stages of the learning process.
Review the types of learning preferences. Consider if you prefer more than one learning style.
Identify three different classes and describe what types of activities you typically do in these classes. Which learning style(s) do these activities relate to?
Describe what you think your preferred learning style(s) is/are. How do you know? Have you studied these learning styles in other courses in the past?
Explain how you could apply your preferred learning style(s) to studying. Have you experienced multimodal learning in your courses?
What might your preferred learning style(s) tell you about your interests? Consider which subjects and eventual careers you might like.
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Describe strategies for deciding which course content to learn and retain
Directions
For this assignment, write a reflection of at least 200 words about the following questions.
Describe several situations in which you struggled to learn and retain new material in a class. Was there a particular type of content that was more challenging compared with others?
Explain at least two strategies for identifying the main course content that you could use moving forward for studying. Cite two resources where you can help at your school.
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Alcohol and caffeine have nearly opposite effects on behavior and the nervous system, yet these substances are not used to treat overdose or addiction to the other. Why not use caffeine to treat alcohol addiction? Analyze the issues of pharmacological and physiological antagonism. Explain the receptor systems involved and the central nervous system structures effects with regard to this question. Frame your analysis in terms of drug action first and other consequences second.
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Disability insurance was set up for a specific purpose, to provide compensation for workers who are injured on the job, maybe even permanently. But as with any program where there is money involved, it has been twisted (or perverted if you would) into something that represents a money making machine but who does it benefit?
Most attorneys who represent a client of this type take 1/3 of the settlement. When you consider the statistics, in 2014 loss wages compensation accounted for $30.9 billion, making the lawyer side of this business a $10 Billion industry. Discuss if you feel this is fair. Consider it from all sides as the tax payers (you), the injured worker, and the employer. Should the fees be capped? Should cases be categorized insofar as settlement amount? What should be different, if anything? Back up your opinions with references and in-text citations to course readings, lectures or external articles.
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Tell of two separate experiences, expressing both a positive time and a negative time, that is in your memory associated with group learning. Tell of your personal experience of how group dynamics intersect with and affect learning outcomes.
REPLY TO MY CLASSMATE’S POST. EXPLAINING WHY YOU AGREE WITH HIS POST TO THE ABOVE DISCUSSION (A MINIMUM OF 125 WORDS EACH)
CLASSMATE’S POST
I will start with a negative time to end on a positive. A friend of mine decided to get a second job and the money looked good from a distance so I asked her to get me a job there as well. In the beginning working with her was fun and the extra money was greatly needed. I started working more and more hours after I got off my full-time job until I was always working. My friend’s husband got a job, so they did not need her working 2 jobs: so, she quit and left me there continuing to work. I work and enjoy it until my coworker sat around while I work harder and harder until I ended up having a stroke. The group of workers continued, and I was home for weeks trying to recover. I learned to surround myself with like-minded people.
A positive experience was a couple of ladies that I knew from work, school and church were always nice to me and we all begin to talk and became friends. These ladies poured into me the support and assurance of the importance of continuing my education. After suffering a stroke and a brain tumor I have completed my undergraduate and graduate degrees and now working on my second masters. Be good, do good and Good will come to you. I surrounded myself with like-minded people
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Case Study: Critical Appraisal of Quantitative and Qualitative Research for Nursing Practice
Introduction. Unrelieved postoperative pain remains a common problem despite advances in pain management. Complementary music has been suggested as an adjuvant to the standard of care treatment for postoperative pain.
Purpose. The purpose of this study was to determine if music therapy was an effective adjunct to decrease state anxiety, and increase pain management and environmental noise satisfaction in the postoperative patient.
Method.A quasi-experimental nonequivalent control group design was used in this study with participants assigned based on room assignment rather than randomly. The control group, which consisted of participants admitted to the A hallway, received the standard of care. The intervention group, which consisted of participants admitted to the B hallway, received complementary music therapy in the form of preprogrammed MP3 players, in addition to the standard of care. Neither analgesia type nor route was controlled. Each participant was enrolled for a total of 3 days or until discharge, whichever came first. Outcome measures were collected upon enrollment (Time One) and for the next 2 consecutive days (Time Two and Time Three). Participants in the intervention group were encouraged to listen to a selection of nonlyrical low decibel (less than 60 db) preprogrammed music, for at least 30 minutes via an MP3 player after their prescribed analgesia was administered. State trait anxiety, as well as pain and environmental noise satisfaction, were assessed using the State-Trait Anxiety Inventory and two standardized questions from the Press Ganey survey.
Findings.Before the intervention was implemented, both groups were the same related to their average level of state and trait anxiety, pain, and noise perception. The patient’s state anxiety, pain perception, and noise perception were measured 1 day after the intervention was in place. A significant difference was found from Time One to Time Two in pain management (t = 3.938, p < .001 ) and environmental noise satisfaction (t = 3.457, p = .001), while there was no change in state anxiety (t = 0.373, p = .711 ). The intervention group experienced improved pain management (t = 7.385, p < .01) and environmental noise satisfaction over time (t = 4.371; p < .001); however, there was no improvement in state anxiety (t = l .47; p = .159). The findings suggest music therapy decreases pain and environmental noise perception, although there was no effect on state anxiety.
Conclusions.Use of music therapy improves patients’ postoperative experience by increasing their pain management and white noise satisfaction. This intervention was inexpensive and easy to implement in the clinical setting, and therefore recommended to improve postoperative outcomes in other facilities.
Comeaux, T., & Comeaux, T. (2013). The effect of complementary music therapy on the patient’s postoperative state anxiety, pain control, and environmental noise satisfaction. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses, 22(5), 313-318.
Background.There is insufficient evidence on the effects of music therapy on state anxiety of breast cancer patients following radical mastectomy.
Methods. A Hall’s Core, Care, and Cure Model-based clinical trial was conducted in 120 female breast cancer patients from March to November 2009. A randomized controlled design was used. The patients who were randomly allocated to the experimental group (n = 60) received music therapy in addition to routine nursing care, and the control group (n = 60) only received routine nursing care. A standardized questionnaire and the State Anxiety Inventory were applied. The primary endpoint was the state anxiety score measured at pretest (on the day before radical mastectomy) and at three posttests (on the day before patients were discharged from hospital, and the second and third time of admission to hospital for chemotherapy, respectively).
Results.The pretest score revealed that the majority of the patients had a moderate level (77%) and 15% had severe level of state anxiety. The repeated-measure ANCOVA model analysis indicated that the mean state anxiety score was significantly lower in the experimental group than those in the control group at each of the three posttest measurements. The mean difference between the experimental and control group were -4.57, -8.91, and-9.69 at the first posttest, 2nd posttest, and 3rd posttest, respectively.
Conclusion.Music therapy is found to have positive effects on decreasing the state anxiety score.
Li, X., Zhou, K., Yan, H., Wang, D., & Zhang, Y. (2012). Effects of music therapy on anxiety of patients with breast cancer after radical mastectomy: a randomized clinical trial. Journal Of Advanced Nursing, 68(5), 1145-1155. doi:10.1111/j.1365-2648.2011.05824.
Question 1
Compare and contrast the clinical problem identified by each researcher.
Question 2
Identify the research design used in each study. Who used the more powerful strategy? How could the researchers have improved their designs?
Question 3
Why might Comeaux and Comeaux have selected their design?
Question 4
Who comprised the control groups?
Question 5
Compare the dependent variables.
Question 6
Compare the independent variables, describing variations in the study protocols.
Question 7
If you worked on a surgical unit, would you be willing to change your unit’s pain management protocols based on the results of these studies?
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think of at least three research questions relating to the music culture that you want to explore. Reflect on these questions.
To guide your reflections on these questions, compile source information on your subject through library and Internet research, documenting three of the best library sources (these may be in the form of eBooks and articles from the UMGC Library) and three of the best web-based sources. Visit the “Is My Source Credible?” page provided by the UMGC Library and the Research Guide for Music (including links to Open Access Music Journals) for assistance in locating reliable, credible sources.
After compiling your list of six sources (3 library articles/Ebooks and 3 educational websites) and reflecting on each of the three research questions, write 2-3 paragraphs in response to each question. Locate and include images, listening examples, or videos to illustrate your reflections.
Submit reflections on your three research questions, list of six sources, and images and/or links to listening examples at the Fieldwork Project Research Questions link, worth 5 out of the total 25 points for the entire project. You will receive feedback so you will know that you are on the right track before completing the Interview Questions portion of the project during
Please view the second row of the grading rubric to see how to earn the full 5 points for your reflections on your research questions, list of 6 sources, and images and/or listening examples for Week 6.
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As a continuation of our course project due in Unit VII (A Permit by Rule (PBR) Evaluation for Painting Operation Facility), complete the next section—VOC Content Minus Water and Exempt Solvents—of your proposal by following the instructions carefully, and then submit your continued draft of your evaluation document into Blackboard for grading.
Closely read the required reading assignment from the textbook as well as the unit lesson in the study guide.
Open your proposal draft from Unit V, and make any improvements to your draft, using your professor’s feedback from the Unit V Mini Project.
Open the Unit VI Study Guide, read the Unit VI Lesson, and then review the calculations demonstrated and explained regarding VOC content minus water and exempt solvent calculations for our scenario. Be sure to use the scenario data instead of the data used in the study guide examples.
Make your Unit VI work the fifth level 1 heading titled “VOC Content Minus Water and Exempt Solvents.” Describe the environmental, health, and safety (EHS) implications of the work system while pulling from the textbook as well as any other relevant sources that are presented in the unit lesson in the study guide. In your description of the EHS implications of the system, be sure to discuss the methods for sampling, quantitatively analyzing, and evaluating air quality.
Perform and present (not hand-written, but neatly typed) the calculations for the following in this section of your project: (a) gallons of water in one gallon of coating, (b) gallons of exempt solvent (ES) in one gallon of coating, and (c) pounds of VOC in one gallon of coating (less the water and ES) per day. Determine if the work system is still going to need any administrative controls to keep it is compliance with the state requirements.
In your abstract section (page 2 of the document), write one or two sentences that reflect your work for this unit. Remember that we are adding one sentence per unit to reflect our work as we go, with the final abstract length being about 8 to 10 sentences long.
Your narrative and calculations for operational air emission rates must be presented in at least 200 words (minimum). You are required to use at least one outside source, which may be your textbook. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying APA citations.
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