Infographic to help explain the concept of a knowledge worker

The Assignment:

· Explain the concept of a knowledge worker.

· Define and explain nursing informatics and highlight the role of a nurse leader as a knowledge worker.

· Develop a simple infographic to help explain these concepts. 

· Your PowerPoint should Include the hypothetical scenario you originally shared in the Discussion Forum. Include your examination of the data that you could use, how the data might be accessed/collected, and what knowledge might be derived from that data. Be sure to incorporate feedback received from your colleagues’ responses.

The term “knowledge worker” was first coined by management consultant and author Peter Drucker in his book, The Landmarks of Tomorrow (1959). Drucker defined knowledge workers as high-level workers who apply theoretical and analytical knowledge, acquired through formal training, to develop products and services. Does this sound familiar?Nurses are very much knowledge workers. What has changed since Drucker’s time are the ways that knowledge can be acquired. The volume of data that can now be generated and the tools used to access this data have evolved significantly in recent years and helped healthcare professionals (among many others) to assume the role of knowledge worker in new and powerful ways.

In this Assignment, you will consider the evolving role of the nurse leader and how this evolution has led nurse leaders to assume the role of knowledge worker. You will prepare a PowerPoint presentation with an infographic (graphic that visually represents information, data, or knowledge. Infographics are intended to present information quickly and clearly.) to educate others on the role of nurse as knowledge worker.

How To Make An Infographic In PowerPoint= https://24slides.com/presentbetter/how-make-infographic-powerpoint/

Prognosis for patients with Inflammatory Bowel Disease and what are the follow up recommendations for managing disease

Inflammatory Bowel Disease

Case Study

The patient is an 11-year-old girl who has been complaining of intermittent right lower

quadrant pain and diarrhea for the past year. She is small for her age. Her physical

examination indicates some mild right lower quadrant tenderness and fullness.

Studies Results

Hemoglobin (Hgb), 8.6 g/dL (normal: >12 g/dL)

Hematocrit (Hct), 28% (normal: 31%-43%)

Vitamin B12 level, 68 pg/mL (normal: 100-700 pg/mL)

Meckel scan, No evidence of Meckel diverticulum

D-Xylose absorption, 60 min: 8 mg/dL (normal: >15-20 mg/dL)

120 min: 6 mg/dL (normal: >20 mg/dL)

Lactose tolerance, No change in glucose level (normal: >20 mg/dL rise in

glucose)

Small bowel series, Constriction of multiple segments of the small intestine

Diagnostic Analysis

The child’s small bowel series is compatible with Crohn disease of the small intestine.

Intestinal absorption is diminished, as indicated by the abnormal D-xylose and lactose

tolerance tests. Absorption is so bad that she cannot absorb vitamin B12. As a result, she has

vitamin B12 deficiency anemia. She was placed on an aggressive immunosuppressive

regimen, and her condition improved significantly. Unfortunately, 2 years later she

experienced unremitting obstructive symptoms and required surgery. One year after surgery,

her gastrointestinal function was normal, and her anemia had resolved. Her growth status

matched her age group. Her absorption tests were normal, as were her B12 levels. Her

immunosuppressive drugs were discontinued, and she is doing well.

Critical Thinking Questions

1. Why was this patient placed on immunosuppressive therapy? 2. Why was the Meckel scan ordered for this patient? 3. What are the clinical differences and treatment options for Ulcerative Colitis and Crohn’s

Disease? (always on boards)

4. What is prognosis for patients with IBD and what are the follow up recommendations for managing disease?

The recommended screening guidelines and treatment for Benign prostatic hypertrophy

Urinary Obstruction

Case Studies

The 57-year-old patient noted urinary hesitancy and a decrease in the force of his urinary

stream for several months. Both had progressively become worse. His physical examination

was essentially negative except for an enlarged prostate, which was bulky and soft.

Studies Results

Routine laboratory studies Within normal limits (WNL)

Intravenous pyelogram (IVP) Mild indentation of the interior aspect of the bladder,

indicating an enlarged prostate

Uroflowmetry with total voided

flow of 225 mL

8 mL/sec (normal: >12 mL/sec)

Cystometry Resting bladder pressure: 35 cm H2O (normal: <40 cm H2O)

Peak bladder pressure: 50 cm H2O (normal: 40-90 cm H2O)

Electromyography of the pelvic

sphincter muscle

Normal resting bladder with a positive tonus limb

Cystoscopy Benign prostatic hypertrophy (BPH)

Prostatic acid phosphatase

(PAP)

0.5 units/L (normal: 0.11-0.60 units/L)

Prostate specific antigen (PSA) 1.0 ng/mL (normal: <4 ng/mL)

Prostate ultrasound Diffusely enlarged prostate; no localized tumor

Diagnostic Analysis

Because of the patient’s symptoms, bladder outlet obstruction was highly suspected. Physical

examination indicated an enlarged prostate. IVP studies corroborated that finding. The

reduced urine flow rate indicated an obstruction distal to the urinary bladder. Because the

patient was found to have a normal total voided volume, one could not say that the reduced

flow rate was the result of an inadequately distended bladder. Rather, the bladder was

appropriately distended, yet the flow rate was decreased. This indicated outlet obstruction.

The cystogram indicated that the bladder was capable of mounting an effective pressure and

was not an atonic bladder compatible with neurologic disease. The tonus limb again

indicated the bladder was able to contract. The peak bladder pressure of 50 cm H2O was

normal, again indicating appropriate muscular function of the bladder. Based on these

studies, the patient was diagnosed with a urinary outlet obstruction. The PAP and PSA

indicated benign prostatic hypertrophy (BPH). The ultrasound supported that diagnosis.

Cystoscopy documented that finding, and the patient was appropriately treated by

transurethral resection of the prostate (TURP). This patient did well postoperatively and had

no major problems.

Critical Thinking Questions

1. Does BPH predispose this patient to cancer? 2. Why are patients with BPH at increased risk for urinary tract infections? 3. What would you expect the patient’s PSA level to be after surgery? 4. What is the recommended screening guidelines and treatment for BPH? 5. What are some alternative treatments / natural homeopathic options for treatment?

Creating a Diagnostic work-up and Follow-up plan

 Hello, I need to do my weekly discussion question for my nursing class. Here is the SOAP note and at the end there are 3 questions to answer. 

Name: X.X.                             Date:                                                   Age: 44

Gender: Female                       Marital Status: Married          Occupation: Bank Teller

Examiner: APRN-BC                     Time: 9:15 am

Subjective Data: 

HPI: Patient reports that after reading a recent article in Women’s Health magazine, she decided to do a self-breast exam.  This was the first time she had performed such an exam and is unsure of the results.  Patient reports that during the self-exam she felt a “marble-sized” mass in the upper, outer quadrant of her right breast.  Patient reports that the mass was movable and was not painful or tender to the touch.  Patient states that the self-breast exam occurred about ten days ago.  She is unaware of any changes in the mass. Also she reports some itching and burning sensation in vaginal area. Patient stated she is having regular monthly menstruation.

Objective Data: 

BP 128/82; T 98.1 F; P 64; R 25.  Patient is verbally responsive, demonstrates fluid coordination in large and small movements, and reports no pain or discomfort.  Patient is a non-smoker and an occasional drinker.  Patient states that she drinks approximately 3 alcoholic drinks per week with friends. Patient is slightly overweight with a BMI of 29.8.

PMH: Patient has no chronic illnesses.  Patient suffered from pneumonia for approximately four weeks in November 2007.

Family History: Patient is one of three children. Her siblings are both males.  Mother died in a car crash at the age of 69 and had no chronic conditions apart from mild arthritis.  Father is still alive and is undergoing treatment for lung cancer.

Sexual Health:  Married, but she believes her husband goes around and maybe have another sexual partner. She uses birth control pills to prevent pregnancy, but husband uses no condoms. She is afraid to confront husband regarding this issue. She is willing to talk to a therapist if it is need it.

Medications: use of contraceptives Altavera.

ROS: Patient has itching and burning sensation (vaginal area) showing some discomfort symptoms. Also patient present symptom is a marble-sized lump in right breast.

Allergies: NKA, immunizations current.

Physical Examination:

General: In no acute distress. Alert and oriented x 3. Appropriate and cooperative.

HEENT:  Head is normocephalic without lesions or masses. Pupils round and reactive to light accommodation. Extraocular movements intact.

Neck:  Supple.  Trachea is midline. No JVD, internal, Proper neck strength and movement.

Breast: symmetric, no lesion or discharge, palpation revels no masses or tenderness. Except for R breast lump.

Lungs:  Lung fields clear to auscultation bilaterally.  No acute respiratory distress, no accessory muscle use; No wheezing, rales or rhonchi.  Equal chest expansion bilaterally.

Cardiovascular:  Oral cavity lips moist and pink, no cyanosis.  Carotid pulses +2 palpable bilaterally, no JVD or bruit.  Upper extremities- capillary refills less than 2 seconds, no clubbing or cyanosis present.  Radial and brachial pulses +2 palpable bilaterally. Apical pulse palpable at the 5th and 6th intercostal spaces.  Apical rate and rhythm regular at 90 bpm. S1 and S2 are present without murmurs, rubs, or gallops.

Abdomen:  Flat, soft, no tender, non distended with positive bowel sounds x 4. No organs enlarged.

External Genitalia:  Redness, no lesions.

Internal Genitalia: showing redness and Gray-white color discharge with a fishy, foul rotten  odor. Vaginal walls erythematous and edematous. Cervix pink with no lesions. Specimens obtained

Bimanual: No tenderness to palpation, uterus and ovaries not enlarged.

Rectum: No masses or fissure. Stool brown test negative for occult blood.

Breast examination:  The lump the patient reports is indeed a marble-sized lump in the upper outer quadrant of the right breast.  The lump feels nodal, rather than smooth, has moderate density, and does not appear to give any discomfort to the patient when manipulated. Patient’s breast tissue is dense considering patient’s age.

Initial Post:

1-What further questions do you have for this patient at this visit? (ROS) 
(This questions will help you to narrow your differential diagnosis) 

2-What is your differential (ICD-10 Codes) diagnosis list for this visit? include at least 2 (Assessment)

3. What would be your plan for this patient ? (diagnostic work-up, Medications, Referrals, Conservative measures, Patient education, Follow-up plan, etc) 

The peri-natal risks to the infant and post-natal risks to the infant and mother

It is anticipated that the initial discussion response should be in the range of 250-300 words. Response posts must demonstrate topic knowledge and scholarly engagement with peers. This is not the only criteria utilized for evaluation; substantive content is imperative. All questions in the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments. All responses need to be supported by a minimum of one scholarly resource. Journals and websites must be cited appropriately. Citation and reference must adhere to APA format (6th Ed.). 

Please read the case scenario listed below. In your initial post, address the questions posed at the end of the scenario. In your response post, please address information you learned about available resources in your clinic area and how you would access them. When reading your peer’s posts, what similarities and differences are noted compared to your clinical or community standards of care?  

Detail your approach to care and management for the following case scenario:

A 21-year old woman presents for prenatal visit, her 1st even though she is well into her third trimester and her EDC is predicted to be within a month or so.  He boyfriend, the father of the child, has not been supportive to date of the pregnancy and is also not on good terms with her own parents.  At first, she denies alcohol or drug use but after a while, she opens up and talks about an ongoing opioid addiction.  Most of the time, she takes Percocet bought on the street but due to cost, she has recently begun using heroin.  It becomes clear that she will not be “clean” prior to her delivery and that her child will be born also affected by maternal opiate use.Since she has almost no external support, you know that after she delivers, she will be the primary caregiver of the infant and also hopefully working a detox program.

  • What is the accepted name of the condition with which the child will be born? What are the peri-natal risks to the infant? What are the post-natal risks to the infant? What are the post-natal risks to the mother?
  • Is there any evidence on the long-term risk to the child? 
  • In your response post to a peer:  Please share information on the resources available in your clinical practice to address these concerns.

Estimated time to complete: 3 hours

How to use keywords to search on your chosen clinical issue of interest

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Based on the clinical issue of interest and using keywords related to the clinical issue of interest, search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles related to your clinical issue of interest.

· Review the results of your peer-reviewed research and reflect on the process of using an unfiltered database to search for peer-reviewed research.

· Reflect on the types of research methodologies contained in the four relevant peer-reviewed articles you selected.

·  

Part 1: An Introduction to Clinical Inquiry

Create a 4- to 5-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you used keywords to search on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four peer-reviewed articles you selected.

·  

Part 2: Identifying Research Methodologies

After reading each of the four peer-reviewed articles you selected, use the Matrix Worksheet template to analyze the methodologies applied in each of the four peer-reviewed articles. Your analysis should include the following:

· The full citation of each peer-reviewed article in APA format.

· A brief (1-paragraph) statement explaining why you chose this peer-reviewed article and/or how it relates to your clinical issue of interest, including a brief explanation of the ethics of research related to your clinical issue of interest.

· A brief (1-2 paragraph) description of the aims of the research of each peer-reviewed article.

· A brief (1-2 paragraph) description of the research methodology used. Be sure to identify if the methodology used was qualitative, quantitative, or a mixed-methods approach. Be specific.

· A brief (1- to 2-paragraph) description of the strengths of each of the research methodologies used, including reliability and validity of how the methodology was applied in each of the peer-reviewed articles you selected.

The use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching

Medication Teaching Plan Assignment Guidelines

Purpose

The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug

knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful

teaching and learning tool for nurses and patients.

Course Outcomes This assignment enables the student to meet the following course outcomes.

· CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)

· CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)

· CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

Due Date

Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

Total Points Possible

100 Points

Requirements

1. Choose a pharmacological agent that has been on the market less than 5 years.

2. Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. You must submit your resources with the assignment. Identify the following key/relevant drug information that will be used to develop a medication teaching brochure:

· Drug Class

· Mechanism of Action

· Drug Administration and Dosage

· Drug/food Interactions

· Lab effects/Interference

3. Design a brochure to be used as a patient teaching tool containing the identified relevant/key

information outlined above and the following important information:

· Nursing Management

· Patient Education Considerations

· Patient Assessment

· Potential Side Effects/Adverse Effects/Toxicities

· Special considerations

Preparing the Assignment

1. After selecting your pharmacotherapeutic agent, use the Chamberlain online library or other database to research the key/relevant drug information.

2. Create your teaching brochure using MS Word or PowerPoint. Microsoft Word has built-in and online templates for brochures. You may choose one of these for your format. The brochure should be printed on one page, two-sided.

3. Include appropriate images, graphics, bulleted items, and subtitles in your brochure. Choose images that illustrate your points and do not serve as mere decorations.

4. Use no higher than seventh-grade reading level, except for required medical terminology. Microsoft Word will calculate a Flesch Kincaid Grade Level for you. Go to Review > Spelling and Grammar. When the check is complete, Word will give you the statistics. You may need to save your file with a new name and temporarily delete required medical terms and then run the Flesch Kincaid statistics again to get to the seventh-grade reading level.

5. Complete a separate document that contains the following information:

· Your name, date and class

· A short paragraph describing the intended audience and use for your teaching brochure. For example, is this for teaching a pediatric patient who is newly diagnosed with asthma about the new drug? Is it designed to teach an older adult about a new cholesterol drug?

· A reference page in APA format

The brochure is not a paper that follows APA format so please use your creativity when developing the

brochure. Consider your audience when choosing font, style and graphics.

6. Submit the brochure and the one-page document to the assignment by the due date.

Directions and Assignment Criteria

CategoryPoints%Description
Brochure: Key/Relevant Drug Information3030%Brochure contains following key/relevant drug information· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities
Brochure: Patient Education Considerations3535%Brochure contains the following patient education information· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerations
Brochure: Visual Effects/Creativity1010%Brochure meets all of the following· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing
One Page Paper1515%One page paper is clearly written and contains the following information:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page
APA format55%Reference page is present and follows APA format. At least two sources are used and submitted with work
Writing Mechanics55%Writing follows rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
Total 100100%

NR293Pharmacology for Nursing PracticeNR293 Medication Teaching Plan Assignment Guidelines.docx Revised 03/13/2018 WS/SCM1

Grading Rubric

Category
Brochure: Key/Relevant Drug Information30 Points25 Points20 Points15 points0 Points
Presentation of information on brochure is accurate and includes all of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/ToxicitiesPresentation of informationon brochure is accurate and includes six (6) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/ToxicitiesPresentation of information on brochureis accurate andincludes five (5) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/ToxicitiesPresentation of informationon brochure is accurate and includes four (4)of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/ToxicitiesPresentation of informationon brochure includes less than four (4) of the following elements:· Drug Class· Mechanism of Action· Drug Administration and Dosage· Drug Interactions· Lab effects/interference· Special Considerations· Potential Side Effects/Adverse Effects/Toxicities
Brochure: Patient Education Considerations35 points25 Points15 Points10 Points0 Points
Presentation of informationon brochure is accurate and includes all of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerationsPresentation of informationon brochure is accurate and includes four(4) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerationsPresentation of informationon brochure is accurate and includes three (3)of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerationsPresentation of informationon brochure is accurate and includes two (2) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special considerationsPresentation of informationon brochure includes less than two (2) of the following elements:· Nursing Management· Patient Education Considerations· Patient Assessment· Potential Side Effects/Adverse Effects/Toxicities· Special Considerations·
Brochure: Visual Effects/Creativity10 Points8 Points6 Points4 Points0 Points
Presentation of informationon brochureincludes all of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealingPresentation of informationon brochure includes four (4) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealingPresentation of informationon brochure includes three (3) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealingPresentation of informationon brochure includes two (2) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealingPresentation of information on brochureincludes less than two(2) of the following elements:· Developed per the required standard· Appropriate for the intended audience· Flesch Kincaid reading level is not higher than seventh grade· Graphics do not distract from the purpose of the brochure· Visually appealing
One page paper15 Points12 Points9 Points6 Points0 Points
Presentation of information in the paperis clearly written andincludes all of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference pagePresentation of informationin the paper is clearly written and includes four (4)of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference pagePresentation of informationin the paper is clearly written and includes three (3)of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference pagePresentation of informationin the paper is clearly written andincludes two (2) of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference pagePresentation of informationin the paperincludes less than two (2) of the following elements:· Name· Date· Class· A short paragraph describing the intended audience and use for the teaching brochure.· A reference page
APA Format5 Points4 Points0 Point
APA guidelines, as per the 6th edition of the manual, are demonstrated for allthe following:· Reference page is present and follows APA format· At least two sources are used and submitted with workAPA guidelines, as per the 6th edition of the manual, are demonstrated for one (1) of the following:· Reference page is present and follows APA format· At least two sources are used and submitted with workAPA guidelines, as per the 6th edition of the manual, are demonstrated for none of the following:· Reference page is present and follows APA format· At least two sources are used and submitted with work
Writing Mechanics5 Points4 Points3 Points1 Point0 Point
0–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual3–4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual5–6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual7–8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
Total Points Possible = 100 points Student’s Score ______/100 Points
Comments:
NR293 Medication Teaching Plan Assignment Guidelines.docx Revised 03/13/2018 WS/SCM7

What you feel has made this facility a top 100 hospital

Application Paper: What Makes a Top 100 Hospital?

The best institutions strive for excellence. Every industry has its own definition of what excellence represents. For health care, excellence is often expressed by those that meet Six Sigma standards, win the Malcolm Baldrige award, seek ISO 9001 quality, and hospital accreditation.

Visit one of the websites of one of the top 100 hospitals. Review all the available information on their site, e.g., the organization, its mission, vision, structure, services, staff, programs, etc.

After reviewing the hospital and health system, you may want to look at other hospital-specific data resources provided for you in the supplement document, such as hospital specific outcomes and safety ratings.

After your analysis, write a 2-4-page paper (excluding title and reference pages) on what you feel has made this facility a top 100 hospital, and how this facility demonstrates the Saint Leo University Core Value of Excellence.

All papers must be submitted in the APA format, which includes title page and reference page, with APA formatted references.

Common ways or systems in which groups have become stratified

Required Resources Read/review the following resources for this activity:

· Textbook: Chapters 5, 6, 7, 8

· Lesson: Week 3, 4

Instructions

Choose one question from each of the question sets below (2 sets total). In other words, you will be answering two questions total (1 from each set).

Question Set 1

· Explain the difference between income inequality and wealth inequality in the United States. Explain the racial wealth gap.

· What is social stratification? Examine four common ways or systems in which groups have become stratified. How does race or ethnicity play a role in the stratification?

· Briefly compare and contrast a Weberian approach and a Marxian approach to characterize the social classes in the United States. In a Weberian approach, what are social classes based on or how are they understood? In a Marxian approach, how is class understood? In a Weberian approach, how is the racial wealth gap understood? In a Marxian approach, how is the racial wealth gap understood?

Question Set 2

· Explain some characteristics of the U.S. poor based on age, gender, and race or ethnicity. Predicts people’s relative chances of being poor based on age, gender, or race, for example.

· Explain the Gini index and its relationship to global inequality. Compare the Gini coefficient for the United States with that of other nations. 

· What is global stratification? Examine global stratification’s relationship to economic inequality. 

Writing Requirements (APA format)

· Length: 1-2 pages (not including References page)

· 1-inch margins

· Double spaced

· 12-point Times New Roman font

· Running header in the upper left of all pages

· Page number in the upper right of all pages

· Parenthetical in-text citations included and formatted in APA style

· References page (at the very least the textbook and/or online lessons should be cited)

Grading

This activity will be graded based on the Essay Grading Rubric.

Course Outcomes (CO): 3, 4, 5, 6

Week 4 Assignment Rubric

Week 4 Assignment Rubric
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeEssay 1 Central Idea20.0 ptsEssay is clear and cohesive. Main questions are answered thoroughly.17.0 ptsEssay is basically cohesive and stays on topic. Central Idea is apparent and major questions are answered.15.0 ptsCentral idea is present, but is not maintained as central throughout. Main questions need more attention.12.0 ptsCentral idea is difficult to identify. No seeming organization or cohesion in structure of paper.0.0 ptsNo effort20.0 pts
This criterion is linked to a Learning OutcomeEssay 1 Writing5.0 ptsThroughout the whole work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes effectively and includes in-text citations and a references page.4.25 ptsThroughout most of the work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes mostly effectively and includes in-text citations and a references page.3.75 ptsThroughout some of the work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes somewhat effectively and includes in-text citations and a references page.3.0 ptsThroughout little of the work, the writing is free of major errors in grammar, spelling, and punctuation. Does not paraphrase or quote and cite the textbook or online lessons.0.0 ptsNo effort5.0 pts
This criterion is linked to a Learning OutcomeEssay 2 Central Idea20.0 ptsEssay is clear and cohesive. Main questions are answered thoroughly.17.0 ptsEssay is basically cohesive and stays on topic. Central Idea is apparent and major questions are answered.15.0 ptsCentral idea is present, but is not maintained as central throughout. Main questions need more attention.12.0 ptsCentral idea is difficult to identify. No seeming organization or cohesion in structure of paper.0.0 ptsNo effort20.0 pts
This criterion is linked to a Learning OutcomeEssay 2 Writing5.0 ptsThroughout the whole work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes effectively and includes in-text citations and a references page.4.25 ptsThroughout most of the work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes mostly effectively and includes in-text citations and a references page.3.75 ptsThroughout some of the work, the writing is free of major errors in grammar, spelling, and punctuation. Essay utilizes paraphrases and/or quotes somewhat effectively and includes in-text citations and a references page.3.0 ptsThroughout little of the work, the writing is free of major errors in grammar, spelling, and punctuation. Does not paraphrase or quote and cite the textbook or online lessons.0.0 ptsNo effort5.0 pts
Total Points: 50.0

Physical Activity Resource Guide

Assignment Description

Physical Activity Resource Guide

After having read the websites cited in the introduction and read your peers posts develop an out of the box physical activity resource guide (brochure). Imagine that your peers all live in the same general locale. Research fun and unusual but accessible activities that will meet the physical activity goals of you and your peers. Your resource guide should have a minimum of 6 different activities. Each entry should contain a description of the activity, costs, when and where, contact person, website or copy of the listing location. Feel free to include photos or graphics. You may submit your resource guide in PowerPoint, pdf, Word or Microsoft publisher format.

Remember to think out of the box-search for activities on Living Social, Groupon, Department of Recreation and Parks brochures, club and meetings sections of the newspaper, bulletin boards in your favorite neighborhood coffee shop or grocery store, etc.

Assignment Expectations:

Length: Minimum of 6 brochure pages (each activity should be given a page/slide), not including title page/slide and reference page/slide. 

Structure: 6 brochure pages or slides; Include a title page/slide and reference page/slide in APA format. 

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of two (2) scholarly sources are required for this assignment.