Sara is a single 65-year-old Hispanic female (English as a second language) who had been admitted 5 days previously for COPD exacerbation is anticipated to be discharged in 2 days. She has been ambulating and can transfer independently out of bed. Sara visited the emergency department 3 weeks before this admission to the hospital. As the pulmonary disease manager, you have been monitoring her care and treatment plan.
She had been weaned down from a 50% venturi mask to a 3-L nasal cannula. At baseline respiratory status she wears a 2-L nasal cannula. Sara has a history of nonadherence to medications, and she admitted that she has been using her rescue inhaler only because she did not refill her prescriiptions for an inhaled corticosteroid (ICS)/long-acting muscarinic antagonist (LAMA) inhaler or the albuterol/ipratropium nebulizer solution. Sara has original Medicare insurance. By its rules of coverage, if he is readmitted, the hospital will incur a penalty.
For this week’s homework:
1. Review the readmission risk factors (p. 82) from the reading
2. Identify and describe Sara’s potential readmission risk factors
3. Explain the interventions or measures you would recommend mitigating the risk or readmission[supanova_question]
Purpose for the Portfolio
Purpose for the Portfolio.
In a 800 to 1200 word paper, address the following:Identify a Purpose for the Portfolio Beyond Meeting the Requirements of the Final Project by considering the following questions:For what purpose or purposes is your portfolio best suited? Is it intended primarily as a job seeking resource? Is it designed for your personal branding? Is it intended to support personal entrepreneurship? Do you have some other purpose in mind for it? Try to identify a primary purpose beyond meeting the requirements of the final project.Discuss Both Current and Future Professional Development Goals by considering the following question:What professional development goals are of the highest priority to you in your current situation and what goals do you think may emerge in the future?Describe in some detail how you could make use of your portfolio to pursue these goals, paying special attention to any changes or additions you would need to make to your portfolio or its profile section for optimal results.
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Write an essay using one of the poems in the packet as a jumping-off point for further research into a topic the poem addressees
APA paper with APA references Sara is a single 65-year-old Hispanic female (English as a second language) who had Write an essay using one of the poems in the packet as a jumping-off point for further research into a topic the poem addressees.
Write an essay using one of the poems as a jumping-off point for further research into a topic the poem addressees. You’ll show how the poem offers insight into the topic, and then you’ll present information and analysis from research that carry this insight further or that complicate what the poems says. For example you could use “Luxury” to explore colonization in the Philippines, the connection between colonization and travel, or people of color in Renaissance painting. “The Men Who Stand the Highway Exits” could lead to an exploration of homelessness among veterans or of the signs used in panhandling. “Citizenship” could lead to an exploration of U.S.-Mexico border crossings or other border crossings. “Bivouac on a Mountain Side” could lead to an exploration of troop movement during the U.S. Civil War or of changes in troop movement gear and methods between the time of the poem and now. The above are just some of the possible research topics the poems touch on. You might think of others that would work well also.
This option must also analyze what the poem says about this issue. Consider: What does the poem say about this topic that the facts and articles you’ve found do not? Why did the poet express this in poem form rather than write a research paper or editorial? What does the poem do that the other sources do not?
- The poem you’ve chosen from the packet.
- A minimum of four additional sources, at least one of which is scholarly.
- You may use more sources if you need them to help your understanding, but don’t try to add sources just to increase your number of sources.
- All sources should be reliable and professional, though they may be for a popular audience.
- All the sources should be relevant for the development and support of the thesis.
The members of our class, including the instructor—people who are familiar with these poems, but who might be interpreting them in a different way or looking at them from a different angle.
Does this paper contain your own opinion? The entire analysis is your interpretation of the poems, and so is a product of your brain, of your particular ways of looking. Your thesis contains an idea of your own, an idea you have developed by analyzing and thinking about the texts. This idea is supported by evidence from the texts, and by your analysis and discussion of this evidence.
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Annotated Bibliography (4 pages)
1. Request for 4 pages based the references listed below… (on the abstract)
2. Please see instructions below for Annotated Bibliography
3. Please use APA format
4. Please use references listed below
5. Please use attached files for references.
An annotated bibliography is a list of scholarly articles, books, and other sources that relate to your research topic. Your goal is to review the pertinent facets of current knowledge on your chosen topic which include substantive findings, as well as theoretical and methodological contributions. Your annotated bibliography should contain at least 10 scholarly sources related to your topic, typed, double spaced, Times New Roman 12 pt. font; and include a cover and reference page according to 6th edition APA format. See description and example on page 3
Banks, J. A. (1997). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural education: Issues and perspectives (3rd ed.) (pp. 385-407). Boston: Allyn and Bacon.
Choy, S. P. (2002). Nontraditional undergraduates: Findings from the Condition of Education 2002. Washington, DC: National Center for Education Statistics.
Dickerson, J. D., & Stiefer, T. W. (2006). Non-traditional students. In L. A. Gohn & G. R. Albin (Eds.), Understanding College Student Subpopulations: A Guide for Student Affairs Professionals (1st Ed.) (pp. 181-194). Washington, D.C; NASPA Student Affairs Administrators in Higher Education
Donaldson, J. F., & Townsend, B. K. (2007). Higher education journals’ discourse about adult undergraduate students. The Journal of Higher Education, 78(1), 17-50.
Fairchild, E. E. (2003). Multiple roles of adult learners. In D. Kilgore & P.J. Rice (Eds.), Special issue: Meeting the special needs of adult students (pp. 11-16). New Directions for Student Services, No. 102. Hoboken, N.J: Wiley
Kasworm, C. E. (2008). Emotional challenges of adult learners in higher education. New Directions for Adult and Continuing Education, 120, 27-34.
Kasworm, C. E. (2010). Adult learners in a research university: Negotiating undergraduate student identity. Adult Education Quarterly, 60(2), 143-160.
Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to nontraditional college students. Journal of College Reading and Learning, 41(2), 87–96.
Schatzel, K., Callahan, T., Scott, C. J., & Davis, T. (2011). Reaching the nontraditional stop out population: A segmentation approach. Journal of Marketing for Higher Education, 21(1), 47–60.
Wyatt, L. (2011). Nontraditional student engagement: Increasing adult student success and retention. Journal of Continuing Higher Education, 59, 10-11.
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