Journal Entries

1.What are factors that may limit a population? What factors can affect a human population?

2.What is the difference between a habitat and a niche?

3.Explain the SECONDARY SUCCESSION of Mount St. Helens from the Internet Activity of this lesson.

4.Answer the following prompts:

Reading Assignment – Polar Molecule: Explain why it is important that Water is a POLAR MOLECULE. What does that mean? How does that help us use water on Earth?

Reading Assignment – Groundwater: Explain the impact of pulling water out of the ground faster than it can “recharge.”

Internet Activity: Hydrological Cycle (Water Cycle): Answer these questions in your journal: A) What are the steps of the hydrological cycle? B) Where does your water use go?

5.Ocean Levels: Describe different animals that can be found at each level.

You will choose a local vertebrate species and design an experiment, formulate hypotheses and conduct a series of observations concerning some aspect of the animal’s behaviour (this needs to adhere and comply to government-directed Covid-related restrictions on movement). Alternately, you may choose from one of two online options, where the experiment has already been conducted and you can do further work solely based at a computer. The data will be collated, analysed (tables / graphs) and scientifically interpreted, specifically citing in the discussion seven – ten pertinent journal literature articles to provide support for your critical argument. Literature should concern ecological, physiological or behavioural adaptations (as determined by your specific study question), characteristic of the species / vertebrate group you are investigating. The report should include: 1. Title. 2. Introduction / Aim (half a page, use references to set the scene and provide a rationale). 3. Methods (up to a page – be detailed – someone should be able to read it and do exactly what you have done. Rationalise why you have done the things you have done). 4. Results (including a series of comprehensively labelled figures, tables & summarised written results. Put raw data composing huge tables in an appendix. Where possible, use graphs and figures to show trends. You MUST spend up to a page summarising results with specific reference to all tables and figures). 5. Detailed discussion (2-4 pages, which must be interpretive, specifically referring to the published literature to argue your case and craft a detailed analysis of its meaning. You must use 7-10 journal references strategically to interpret your results and extend your ideas and thoughts about what they mean (don’t just use them as a throwaway). 6. References. List these consistently and in full in the references section and ensure you use in-text references appropriately to support the content and ideas presented. 7. Hints: pay VERY close attention to scientific style (format, tables, figures, third person, past tense, and your grammar and sentence construction throughout). Refer to published journal ecological literature as a general guide to scientific writing. Reference appropriately and be SCIENTIFIC – there is a formula to this type of writing, and you must become familiar with it. [NB refer next page for Marking Criteria].

Case Study – Individual Learning Needs

Introduction

The learning outcomes for this case study:

• Describe individualized learning.
• Recommend teaching strategies to accommodate individual learning needs.

Directions

1. Based on the information presented in this case study, provide answers to the statements listed below.
2. Your assignment should be written as a 3–4 page paper observing the rules of 6th edition APA format.
3. Use each numbered task listed as a Level 1 Heading style in your paper.

Scenario

The scenario presented here is the third installment of the unfolding case study which began in Unit 2 with a meeting between the Dean, Sheila, Nursing Student Kim, and Nursing Clinical Instructor, Andre.

After meeting with the student and the instructor the Dean asked Andre to stay and discuss his perception of events.

Andre revealed:

• He has no idea why the student is upset.
• He understands the student’s Asian culture but feels that should not be an excuse for looking at a patient when having a conversation.
• Andre does admit he has been late a few times but has issues with child care.
• Andre becomes defensive and believes he is being held responsible for the student’s incompetence.
• Andre feels his approach to a clinical day is appropriate and states, “I have the students give me report when I come onto the clinical floor. After we discuss the patient assignment, I check in with staff nurses regarding concerns with students’ behaviors and actions. Throughout the day I am present for all medication administration and documentation.”
• He reveals he was unable to attend the required clinical faculty training but was assured by the course lead Edith that would be okay.

At this point in the meeting the Dean calls the course lead Edith to attend this meeting to discuss the best strategies to facilitate learning for the student Kim and also devise a plan for Andre to complete the required training. Edith arrives at the meeting and the Dean asks, “Are you aware of the student complaint by Kim and can you explain why Andre was allowed to take a clinical group without completing the required training?”

Edith responds, “I have no idea who Kim is and what the complaint is about. Also, I thought Andre could complete the training during his first clinical rotation since he has such a strong clinical background.”

The Dean responds, “Okay, we have multiple concerns so let me make a list and lets begin working on a plan to help the student Kim and faculty member Andre be successful.”

1. Do you agree with the way in which the Dean has handled the process so far from a faculty perspective? Provide rationales with your answer including at least one scholarly peer-reviewed resource as support for your choices.

The issues:

• A student is failing clinical and has filed a formal complaint alleging:
  • lack of faculty preparation to teach
  • discrimination based on lack of respect for culture
  • lack of faculty interest in teaching, i.e. always late to the clinical floor and lack of timely feedback
• A faculty member is teaching a clinical group without completing required training.
• A course lead is not aware of the student situation.
• A course lead has moved outside policy to allow a clinical faculty to teach.

2. Are there other issues the Dean should address in this list of concerns? Provide rationales to support your ideas.

The Dean states, “based on this list Andre I believe the best option for you is to complete the required training successfully before leading a clinical group. I will have Edith take over your clinical group for the remainder of the semester and let’s get you enrolled in the adjunct faculty training today. Please don’t think this is a punishment as we put you in a situation without giving you the tools to be successful. Once you have completed the training successfully we can pair you up with a clinical group. The course is online so you can complete the work according to your schedule. How does this sound?”

3. Discuss the appropriateness of the Dean’s plan for Andre including:

1. Is an online course the best choice for Andre? Provide a rationale to support your answer.
2. Should Andre be removed from his clinical group? Provide a rationale to support your answer.

4. If you were the Dean in this situation develop a plan you would recommend for Andre including:

1. strategy to assess Andre’s individual learning needs.
2. recommended at least two teaching strategies to facilitate Andre’s success in the adjunct faculty course. Provide rationales with your recommendations.
3. recommend at least two teaching and learning resources to support Andre’s goal to become a full time faculty member. Provide rationales with your recommendations.

Andre agrees to the plan and leaves the meeting.

The Dean tells Edith, “We must develop a plan to help Kim remediate and have a chance to be successful in clinical. I am disappointed by what has happened and believe this student deserves a chance. I would ask that you create a learning plan based on Kim’s individual learning needs expressed in this email and the outcomes listed in the lesson plan for the first clinical experience. Provide your ideas to me no later than tomorrow afternoon. I will set a meeting up for the two of us at 5pm in my office.”

Clinical Outcomes

• Outcome 1 – Explain the five rights of administration for medications used in the postpartum period.
• Outcome 2 – Practice writing a detailed, objective, and efficient nursing note.
• Outcome 3 – Demonstrate an assessment of a postpartum woman.

5. Develop an individual teaching and learning strategy for Kim to successfully achieve the first outcome. Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.

6. Develop an individual teaching and learning strategy for Kim to successfully achieve the second outcome. Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.

7. Develop an individual teaching and learning strategy for Kim to successfully achieve the third outcome. Provide rationales with your selections including at least one scholarly peer-reviewed resource as support for your choices.

i have a  8 finance qustions i need to have answered by sunday at noon. i will attach all the need numbers and questions. Specifically,

Chapter 5, #3 and #4

Chapter 6, #2 and #20

Chapter 7, #3 and #11

Chapter 8, #1 and #6

 

The files that i attatch will have the chapter and questions in them. For chapter 5 questions #3 and #4 i will attach templates as well as for chapter 8 #6.