The VARK Questionnaire

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Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:
1. Click “OK” to receive your questionnaire scores.
2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.
3. Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).
4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.
In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:
1. Provide a summary of your learning style according the VARK questionnaire.
2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.
3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.
4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?
Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

arguments-1

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Without getting real personal, I would like you to apply some of the ideas in your text to arguments you may have had with others. In other words, which of those concepts make the most sense to you? Have you failed to “Stick to the Issues?” Had “Unresolved Issues,” had “Hidden payoffs?” etc. Pick one or two of the concepts that seem most real to you and explain why by providing an example.

Rubric

This criterion is linked to a Learning Outcome Name of Personal Conflict Challenge

5.0 pts Name 2 approaches

3.0 pts Name 1 approach

0.0 pts Not name any of the approaches

5.0 pts

This criterion is linked to a Learning Outcome Describe the Approaches

10.0 pts Completely Describe the two approaches

6.0 pts Either describe 1 approach or limited description of both

0.0 pts No description of either approach

10.0 pts

This criterion is linked to a Learning Outcome Describe a situation

5.0 pts A complete description of how have experienced the approaches

3.0 pts Limited description of how you have experienced the approaches

0.0 pts No description

5.0 pts

This criterion is linked to a Learning Outcome Complet Response to Classmates

5.0 pts Complete responses to 2 classmates

3.0 pts Limited responses to 2 classmates or just a response to 1 classmate

0.0 pts No response to classmates

5.0 pts

narrator-reliability

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A) How would you classify the narrator in each of the stories assigned this module? Explain your evaluation, making note of any narrative cues, evidentiary details, character reactions, etc. that led you to your conclusion.

B) Analyze why you think the author might have made this narrative decision in each of the assigned stories–what is gained/lost with this type of narrator in each story?

C) Pick one other story we have previously read and discuss how the narrator’s reliability might come into question.

– Quiz

– 2 peer response

discussion-response-23

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Post a thoughtful response to at least two (2) other colleagues’ initial postings. Responses to colleagues should be supportive and helpful (examples of an acceptable comment are: “This is interesting – in my practice, we treated or resolved (diagnosis or issue) with (x, y, z meds, theory, management principle) and according to the literature…” and add supportive reference. Avoid comments such as “I agree” or “good comment.”

Response posts: Minimum of one (1) total reference: one (1) from peer-reviewed or course materials reference per response

Response posts: Minimum 100 words excluding references

Discusion 1

Today I will be discussing community health/public health nursing. The purpose of this post is to compare and contrast community/public health nursing with hospital base nursing practice in regards to core functions and essential services. Health promotion is a vital component to the overall health and wellbeing to individuals (Nies & McEwen, 2015). There are many different ways that nurses are able to promote health and wellness in different settings.

There are many similarities and differences to nursing in the community and nursing in the hospital setting, but one of the main goals for nursing overall is to promote healthy living (Nies & McEwen, 2015). The way these two areas of nursing work toward this goal often differ, but depend on each other. Discharge planning in the acute hospital setting begins at the time of admission (Graham, Gallagher, & Bothe, 2013). The nurse in the acute care setting is responsible for assessing the patient and identifying potential outpatient needs throughout the duration of their stay (Graham et al., 2013). Discharge planning can be an arduous task at times, and nurses are not always able to adequately prepare a patient and their support system, for an impending discharge (Graham et al., 2013). Acute care nurses are tasked with addressing a patient’s immediate issues, educating them during their stay, and arranging the appropriate outpatient resources (Graham et al., 2013). The unit I work on often has readmissions of patients who are noncompliant outpatient. Community nurses are a vital resource that assist patients with continuing their outpatient care in the hopes of decreasing readmissions (Cramm, Hoeijmakers, & Nieboer, 2014). An essential service of the community health nurse is to reaffirm and expand upon the education the patient received while in the inpatient setting.

In conclusion, the goal of nursing is the same for the community health nurse and the acute care nurse. Both areas of nursing rely on each other to identify a need, and to then continue the patient’s plan of care. Coordination of care is an important aspect across all areas of nursing, and by utilizing different skills, their mutual goals are achieved.

References

Cramm, J. M., Hoeijmakers, M., & Nieboer, A. P. (2014). Relational coordination between community health nurses and other professionals in delivering care to community-dwelling frail people. Journal of Nursing Management, 22(2), 170-176. doi:10.1111/JONM.1204

Graham, J., Gallagher, R., & Bothe, J. (2013). Nurses’ discharge planning and risk assessment: Behaviours, understanding and barriers. Journal of Clinical Nursing, 22(15-16), 2338-2346. doi:10.1111/JOCN.12179

Nies, M. A., & McEwen, M. (2015). Community/Public Health Nursing: Promoting the Health of Populations. St. Louis, MO: Elsevier.

Discussion 2

Being the daughter of a nurse who did home health, I got to hear a little bit of how community/public health worked. It is very different from hospital nursing. Community/public health nursing focus on helping the patients thrive at home. The goal of community/public health nursing is to help individuals maintain their health at home and improve the health of the community they serve (Nies & McEwen, 2014). The hospital nursing I am used to is to get them in and out because our ED is overcrowded and we need beds for those patients. I feel that hospital nursing has moved away from being able to actually care for our patient to getting them in and out as fast as they can so that we can help the next person, it feels like an assembly line.

Just the other week at work, we had severe overcrowding in our emergency department. That morning our manage came out and said that anyone that is potentially or is discharged needs to be out by noon, mind you she tells us this at 10 in the morning and we are taking more patients that we are supposed to have. Needless to say, that was such a busy day and eating lunch was out of the question. Since our patients are living longer with chronic conditions, it has resulted in increased needs from the nursing staff (Vallés et al, 2018).

Community/public health nursing on the other hand is designed to be there to help the public when they are needing advice their health (Nies & McEwen, 2014). Health promotion is defined as a combination of education, related organization, economic, and environmental support for individuals or communities on their health (Nies & McEwen, 2014). Community/public health nurses are the nurses that do the booths to help the public become aware of certain diseases and provide the community ways to either prevent it or help manage the symptoms.

Hospital nursing and community/public health nurses focus on very different things in their day to day tasks. Hospital nurses focus on getting the acute illness fixed while community/public health nurses work on helping the patient’s manage their long term illnesses. While both types of nurses do very different things they are both as important to the healthcare system and we couldn’t help our patients the way we do without one another.

References

Nies, M. A., & McEwen, M. (2015). Community/public health nursing: promoting the health of populations. St. Louis, MO: Elsevier.

Vallés, S., Valdavida, E., Menéndez, C., & Natal, C. (2018, January 10). [Impact of chronic illness on hospital nursing workloads]. Retrieved January 15, 2018, from https://www.ncbi.nlm.nih.gov/pubmed/29331220


discussion-on-ambiguity

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Ambiguity

Syntax: A Generative Introduction points out that one of the uses of tree diagrams is that they allow us to see very clearly the differences in ambiguous readings of the same sentence. For example, page 96 contains the sentence, “The man killed the king with the knife.” Did the man kill the king by using a knife, or did he kill the king who was holding a knife (as opposed to another king who didn’t have a knife)? These two different interpretations can be expressed by two very different tree diagrams.

First, do a search to find three ambiguous sentences not listed in Syntax: A Generative Introduction, or invent your own. Then, paraphrase each of the sentences to clearly show the two different meanings that are possible. Finally, make tree diagrams for each of the different meanings for all three sentences (six diagrams in total). Draw the diagrams in a Word document and attach it to your post. Also, clearly cite the sources in which you found the sentences (if they aren’t invented by you).

Your initial post should be at least 250 words in length

can-you-write-3-paragraphs-100-words-each

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Before beginning the pre-writing, download the “Biblical Worldview Paper Instructions” document from the Assignments page in Blackboard. Read the rationale for the full paper assignment. For the pre-writing, write three 100-word paragraphs (300 words total).

project-manager-competencies-and-ethics

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Review the “They are Business Leaders at Spotlight Corporation” case on pp. 409-416 of the textbook. Drawing on the case discussion and using research from scholarly sources, what are 5-6 key competencies that are required of project managers in your company or industry? How are these competencies linked to a company’s strategy and the ability to remain competitive? As companies are demanding more from project managers, what are some ways project managers can improve their competencies? Make sure to fully explain the competencies and the rationale for choosing them.

This is a discussion question, textbook attached. Please provide atleast 2 references (one can be textbook). No APA format expected. Inline citation is required.

gender-pay-gap

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Read over The Simple Truth about the Gender Pay Gap. (Links to an external site.)

Select one fact from this report that stood out to you. Include the fact in your response and explain why you selected it.

Then, go to the median weekly earnings data (Links to an external site.)

Find the occupation that best aligns with your future career goals. Report the median pay data for men and women (make sure to identify the occupation). What might account for the differences in pay between men and women for the occupation you selected?

*****Still undecided on future career. Feel free to choose your own ****

Escience Labs BIO Diffusion Homework

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An indicator is a substance that changes color when in the presence of the substance it indicates. In this experiment, IKI will be used an indicator to test for the presence of starch and glucose. Materials

(5) 100 mL Beakers
10 mL 1% Glucose Solution, C6H12O6
4 Glucose Test Strips
(1) 100 mL Graduated Cylinder
4 mL 1% Iodine-Potassium Iodide, IKI
5 mL Liquid Starch, C6H10O5
3 Pipettes
4 Rubber Bands (Small; contain latex, handle with gloves on if allergic)  

* Stopwatch
* Water
* Scissors
*15.0 cm Dialysis Tubing

*You Must Provide
*Be sure to measure and cut only the length you need for this experiment. Reserve the remainder for later experiments.

 

 

 

  

  Attention!

Do not allow the open end of the dialysis tubing to fall into the beaker. If it does, remove the tube and rinse thoroughly with water before refilling with a starch/glucose solution and replacing it in the beaker.

Note: Dialysis tubing can be rinsed and used again if you make a mistake. Dialysis tubing must be soaked in water before you will be able to open it up to create the dialysis “bag”. Follow the directions for the experiment, beginning with soaking the tubing in a beaker of water. Then, place the dialysis tubing between your thumb and forefinger and rub the two digits together in a shearing manner. This should open up the “tube” so you can fill it with the different solutions.

Procedure Measure and pour 50 mL of water into a 100 mL beaker. Cut a piece of dialysis tubing 15.0 cm long. Submerge the dialysis tubing in the water for at least 10 minutes. Measure and pour 82 mL water into a second 100 mL beaker. This is the beaker you will put the filled dialysis bag into in Step 9. While the dialysis bag is still soaking, make the glucose/sucrose mixture. Use a graduated pipette to add five mL of glucose solution to a third beaker and label it “Dialysis bag solution”. Use a different graduated pipette to add five mL of starch solution to the same beaker. Mix by pipetting the solution up and down the pipette six times. Using the same pipette that you used to mix the dialysis bag solution, remove two mL of that solution and place it in a clean beaker. This sample will serve as your positive control for glucose and starch. Dip one of the glucose test strips into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your positive control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of glucose/starch solution in the third beaker. After one minute has passed, record the final color of the glucose/starch solution in the beaker in Table 3. This is your positive control for starch. Using a clean pipette, remove two mL of water from the 82 mL of water you placed in a beaker in Step 2 and place it in a clean beaker. This sample will serve as your negative control for glucose and starch. Dip one of the glucose test strips into the two mL of water in the beaker. After one minute has passed, record the final color of the glucose test strip in Table 3. This is your negative control for glucose. Use a pipette to transfer approximately 0.5 mL of IKI to into the two mL of water in the beaker. After one minute has passed, record the final color of the water in the beaker in Table 3. This is your negative control for starch.

Note : The color results of these controls determine the indicator reagent key. You must use these results to interpret the rest of your results. After at least 10 minutes have passed, remove the dialysis tube and close one end by folding over 3.0 cm of one end (bottom). Fold it again and secure with a rubber band (use two rubber bands if necessary). Make sure the closed end will not allow a solution to leak out. You can test this by drying off the outside of the dialysis bag with a cloth or paper towel, adding a small amount of water to the bag, and examining the rubber band seal for leakage. Be sure to remove the water from the inside of the bag before continuing. Using the same pipette which was used to mix the solution in Step 3, transfer eight mL of the solution from the Dialysis Bag Solution beaker to the prepared dialysis bag.

Figure 4: Step 9 reference. Place the filled dialysis tube in beaker filled with 80 mL of water with the open end draped over the edge of the beaker as shown in Figure 4. Allow the solution to sit for 60 minutes. Clean and dry all materials except the beaker with the dialysis bag. After the solution has diffused for 60 minutes, remove the dialysis tube from the beaker and empty the contents into a clean, dry beaker. Label it dialysis bag solution. Test the dialysis bag solution for the presence of glucose and starch. Test for the presence of glucose by dipping one glucose test strip into the dialysis bag directly. Again, wait one minute before reading the results of the test strips. Record your results for the presence of glucose and starch in Table 4. Test for the presence of starch by adding two mL IKI. Record the final color in Table 4 after one minute has passed. Test the solution in the beaker for glucose and starch. Use a pipette to transfer eight mL of the solution in the beaker to a clean beaker. Test for the presence of glucose by dipping one glucose test strip into the beaker. Wait one minute before reading the results of the test strip and record the results in Table 4. Add two mL of IKI to the beaker water and record the final color of the beaker solution in Table 4.

Table 3: Indicator Reagent Data

Indicator

Starch Positive
Control (Color)

Starch Negative
Control (Color)

Glucose Positive
Control (Color)

Glucose Negative
Control (Color)

IKI Solution

  Dark Purple

 Black

n/a

n/a

Glucose Test Strip

n/a

n/a

 Light Green

 Yellow

 

 

 

 

 

Table 4: Diffusion of Starch and Glucose Over Time

Indicator

Dialysis Bag After 1 Hour

Beaker Water After 1 Hour

IKI Solution

 

 

Glucose Test Strip

 Purple

 

 

Post-Lab Questions

1.       Why is it necessary to have positive and negative controls in this experiment?

 

 

2.       Draw a diagram of the experimental set-up. Use arrows to depict the movement of each substance in the dialysis bag and the beaker.

 

 

 

 

3.       Which substance(s) crossed the dialysis membrane? Support your response with data-based evidence.

 

 

 

 

4.       Which molecules remained inside of the dialysis bag?

 

 

5.       Did all of the molecules diffuse out of the bag into the beaker? Why or why not?