CASE STUDIESAnswers 2Bids 42Other questions 10

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The final paper will require the student to complete two (2) case studies from the Pinto text (one from Chapter 13 and one from chapter 14). You should incorporate outside resources into their paper. A minimum of five (5) outside sources will need to be referenced. 1)  Respond to the following case study from Pinto Chapters 13 Case Study 13.2 2) Respond to the following case study  from Pinto Chapters 14 Case Study 14.3CASE STUDY 13.2:Conceived in the 1980s as a device to accelerate particles in high-energy physics research, the Superconducting Supercollider (SSC) was a political and technical hot potato from the beginning. The technical challenges as- sociated with the SSC were daunting. Its purpose was to smash subatomic particles together at near the speed of light. That would require energy levels of 40 trillion elec- tron volts. Using the physics of quantum mechanics, the goal of the project was to shed light on some of the fun- damental questions about the formation of the universe. The SSC was designed to be the largest particle accelera- tor ever constructed, far bigger than its counterpart at Fermi Laboratory. In order to achieve these energy levels, a set of 10,000 magnets was needed. Each of the magnets, cylindrical in shape (1 foot in diameter and 57 feet long), would need to operate at peak levels if the accelerator were to achieve the necessary energy levels for proton collision. The expected price tag just for the construction of the magnets was estimated at $1.5 billion. The technical difficulties were only part of the over- all scope of the project. Construction of the SSC would be an undertaking of unique proportions. Scientists deter- mined that the accelerator required a racetrack-shaped form, buried underground for easier use. The overall circumference of the planned SSC required 54 miles of tunnel to be bored 165 to 200 feet underground. The ini- tial budget estimate for completing the project was $5 billion, and the estimated schedule would require eight years to finish the construction and technical assemblies. The SSC’s problems began almost immediately after President Reagan’s 1988 kickoff of the project. First, the public (including Congress) had little understand- ing of the purpose of the project. A goal as nebulous as “particle acceleration” for high-energy physics was not one easily embraced by a majority of citizens. The origi- nal operating consortium, URA, consisted of 80 public and private American research centers and universities, but it was expected that European and Asian scientists also would wish to conduct experiments with the SSC. Consequently, the U.S. Department of Energy hoped to offset some of the cost through other countries. While initially receptive to the idea of participating in the project, these countries became vague about their levels of contribution and time frame for payment. Another huge problem was finding a suitable loca- tion for the site of the SSC. At its peak, work on the SSC was expected to employ 4,500 workers. Further, once in full-time operation, the SSC would require a perma- nent staff of 2,500 employees and an annual operating budget of $270 million. Clearly, it was to almost every state’s interest to lure the SSC. The result was a political nightmare as the National Research Council appointed a site review committee to evaluate proposals from 43 states. After making their judgments based on a series of performance and capability criteria, the committee narrowed their list to eight states. Finally, in late 1988, the contract for the SSC was awarded to Waxahachie, Texas, on a 16,000-acre tract south of Dallas. While Texas was thrilled with the award, the decision meant ruffled feathers for a number of other states and their disappointed congressional representatives. The final problem with the SSC almost from the beginning was the mounting federal budget deficit, which caused more and more politicians to question the decision to allocate money at a time when Congress was looking for ways to cut more than $30 billion from the budget. This concern ended up being a long-term problem, as the SSC was allocated only $100 million for 1989, less than one third of its initial $348 million fund- ing request. Budget battles would be a constant refrain throughout the SSC’s short life. Work proceeded slowly on the Waxahachie site throughout the early 1990s. Meanwhile, European finan- cial support for the project was not forthcoming. The various governments privately suspected that the project would never be completed. Their fears were becoming increasingly justified as the cost of the project contin- ued to rise. By 1993, the original $5 billion estimate had ballooned to $11 billion. Meanwhile, less than 20% of the construction had been completed. The process was further slowed when Congress began investigating expenditures and determined that accounting proce- dures were inadequate. Clearly, control of the project’s budget and schedule had become a serious concern. In a last desperate move to save SSC funding, Energy Secretary Hazel O’Leary fired URA as prime contractor for the construction project. There was talk of replacing URA with a proven contractor—Martin Marietta and Bechtel were the two leading candidates. By then, however, it was a case of too little, too late. Costs continued to climb and work proceeded at such a snail’s pace that when the 1994 federal budget was put together, funding for the SSC had been removed entirely. The project was dead. The nonrecoverable costs to the U.S. taxpayer from the aborted project have been estimated at anywhere between $1 billion and $2 billion. Few questioned the government’s capability to construct such a facility. The technology, though lead- ing-edge, had been used previously in other research laboratories. The problem was that the pro- and anti- SSC camps tended to split between proponents of pure research and those who argued (increasingly swaying political support their way) that multibil- lion-dollar research having no immediate discernible impact on society was a luxury we could not afford, particularly in an era of federal budget cuts and hard choices. The SSC position was further weakened by the activities of the research consortium super- vising the project, URA. Its behavior was termed increasingly arrogant by congressional oversight groups that began asking legitimate questions about expenditures and skyrocketing budget requests. In place of evidence of definable progress, the project offered only a sense of out-of-control costs and poor oversight—clearly not the message to send when American taxpayers were questioning their decision to foot a multibillion-dollar bill.17 Questions 1. Suppose you were a consultant called into the project by the federal government in 1990, when it still seemed viable. Given the start to the project, what steps would you have taken to reintroduce some positive “spin” on the Superconducting Supercollider?2. What were the warning signs of impending fail- ure as the project progressed? Could these signs have been recognized so that problems could have been foreseen and addressed or, in your opinion, was the project simply impossible to achieve? Take a position and argue its merits. 3. Search for “superconducting supercollider” on the Internet. How do the majority of stories about the project present it? Given the negative perspective, what are the top three lessons to be learned from this project? CASE STUDY 14.3:In midsummer 2008, the U.S. Navy announced its decision to cancel the DDG 1000 Zumwalt destroyer, after the first two were completed at shipyards in Maine and Mississippi. This decision, originally stated as due to the ship’s high construction cost, points to a highly controversial and, it could be argued, poor scope management process since the beginning. The Zumwalt class of destroyers was conceived for a unique role. They were to operate close offshore (in what is referred to as the littoral environment) and provide close-in bombardment support against enemy targets, using their 155-millimeter guns and cruise missiles. With a displacement of 14,500 tons and a length of 600 feet, the ships have a crew of only 142 people due to advanced automated systems used throughout. Additional features of the Zumwalt class include advanced “dual-band” radar systems for accu- rate targeting and fire support, as well as threat iden- tification and tracking. The sonar is also considered superior for tracking submarines in shallow, coastal waterways. However, the most noticeable characteris- tic of the Zumwalt class was the decision to employ “stealth” technology in its design, in order to make the destroyer difficult for enemy radar to track. This technology included the use of composite, “radar- absorbing” materials and a unique, wave-piercing hull design. Thus, the Zumwalt, in development since the late 1990s, was poised to become the newest and most impressive addition to the Navy’s fleet. Unfortunately, the ship was hampered from the beginning by several fundamental flaws. First, its price tag, which was originally expected to be nearly $2.5 billion per vessel, ballooned to an estimated $5 billion for each ship. In contrast, the Navy’s current state- of-the-art Arleigh Burke class of destroyers cost $1.3 billion per ship. Cost overruns became so great that the original 32 ships of the Zumwalt class the Navy intended to build were first reduced to 12 and then to seven. Finally, after another congressional review, the third destroyer in the class, to be built at Maine’s Bath Iron Works, was funded with the proviso that this would be the last built, effectively killing the program after three destroyers were completed. The first ship of the class was christened in April 2014 at the Bath Iron Works shipyard and is expected to be delivered to the Navy in September. In addition to the high cost, of significantly more concern were the design and conceptual flaws in the Zumwalt destroyers, a topic the Navy has been keen to avoid until recently. For example, the ship is not fit- ted with an effective antiship missile system. In other words, the Zumwalt cannot defend itself against bal- listic antiship missiles. Considering that the mission of the Zumwalt is close-in support and shore bombard- ment, the inability to effectively defend itself against antiship missiles is a critical flaw. Critics have con- tended that the Navy knew all along that the Zumwalt could not employ a reasonable antiship missile defense. The Navy argues that the ship can carry such missiles of its own but acknowledges that it cannot guide those missiles toward a target. This raises the question: If these ships need nonstealth vessels around them for protection against incoming threats, what is the point of creating a stealth ship in the first place? Another problem has emerged from a closer examination of the role the Navy envisioned for the Zumwalt. If its main purpose was truly to serve as an offshore bombardment platform, why use it at all? Couldn’t carrier-based aircraft hit these targets just as easily? How about GPS-guided cruise missiles? The then-deputy chief of naval operations, Vice Admiral Barry McCullough, conceded this critical point in acknowledging, “With the accelerated advancement of precision munitions and targeting, excess fire capacity already exists from tactical aviation.” In other words, why take the chance of exposing nearly defenseless ships near enemy shorelines to destroy the same tar- gets that air power can eliminate at much lower risk? In short, despite initially protesting that the Zumwalt was a crucial new weapon platform to support the Navy’s role, critics and the Navy’s own analysis have confirmed that the DDG 1000 destroyer class represents an investment in risky technology based on a questionable need. It is too expensive, cannot adequately defend itself, and is intended to do a job for which other options are bet- ter suited. The cancellation of the Zumwalt destroyer project was ultimately the correct decision, albeit a tardy one, in that it has cost the American taxpayers an estimated $13 billion in R&D and budget funding to build three ships that are likely to have no imme- diate or useful role in the near future.Sadly, it is debatable whether the Navy truly learned the hard lessons of the Zumwalt destroyer development, as its newest generation of ship, the Littoral Combat Ship (LCS), is currently being sub- jected to the same kind of scrutiny and criticism that characterized the long controversy of the Zumwalt. For example, with initial cost overruns corrected, the LCS class is estimated to cost $400 million per ship, which is a substantial savings over the DDG- 1000. However, critics charge that, as with the Zumwalt destroyer, the Navy continues to cram too much cutting-edge and unproven technology into the ships, without a clear sense of the mission they were designed to undertake. Small and fragile, crit- ics have contended that even the Navy’s own assess- ment admits that placing these craft in harm’s way will invite severe problems, with one report conclud- ing, “LCS is not expected to be survivable in a hos- tile combat environment . . . .” Finally, the decision to continue making hull and weapon modifications to the ship, even as the first of the class are in produc- tion, leads to concern about the stability of the pro- gram. Will the missions the latter ships are capable of performing even resemble the role designed for them today? Although the Navy envisioned building 52 of the craft, current plans are to limit production to 32, with senior Congressmen demanding that no more than 24 ever be produced. Over budget, with a too- complicated design and uncertain mission capabili- ties—it appears that the LCS is taking the place of the Zumwalt, with the Navy still relearning its lessons.31 Questions 1. The U.S. Department of Defense has a long his- tory of sponsoring projects that have questionable usefulness. If you were assigned as a member of a project review team for a defense project, what cri- teria would you insist such a project has in order to be supported? In other words, what are the bare essentials needed to support such a project? 2. Why, in your opinion, is there such a long his- tory of defense projects overshooting their bud- gets or failing some critical performance metrics? (Consider other project cases in this text, includ- ing the Expeditionary Fighting Vehicle discussed in Chapter 5.) 3. “The mystery is not that the Zumwalt was can- celed. The mystery is why it took so long for it to be canceled.” Do you agree with this assessment? Why or why not? 4. Google “criticisms of the Littoral Combat Ship” and identify some of the problems that critics have listed. In light of these problems, why do you think the Navy has pressed ahead with the development of the LCS? INSTRUCTIONS:The Title page and the Reference page do NOT count toward the page requirement.3-5 pages means 3-5 pages. It does not mean 1 page, 1 1/2 pages or 2 pages. It also does not mean that you use 15-pitch font as opposed to 12-pitch font.Use the APA format; Times New Roman and 12pt font.Do NOT restate the case. I read it. I understand it.Avoid general statements. Be specific.Proof read your work.Stop trying to solve the issues. Break the case down. Analyze it. What happened? Where did it go wrong? What should have happened? [This is called analysis]Next, provide a synthesis of the key Project Management concepts of each of the texts. You were to analyze the case and incorporate the processes and tools that the Project Manager has available.Use the rationale provided in the text and outside sources to support your responses/comments, and conclusions. This is how you strengthen your work in Academia.You must display your understanding of the Project Management processes and tools as you progress from week to week.

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1-Please answer based on these answers as they are listed, each one must be answered in APAform and not less than 150 wordsAnswers 1Bids 36Other questions 10

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1- We need to reassure Mrs. J to decrease her anxiety.  Lab work, chest x-ray and ECHO will be needed.  She will need a septic work-up and qualifies for a sepsis alert, however with signs and symptoms of congestive heart failure she may need an inotropic infusion instead of fluid bolus to correct her hypotension.  She may have developed pneumonia from the flu virus and could possibly have a pleural effusion.  The rationale for each of the medications ordered are as follows (U.S. National Library of Medicine, 2015) Lasix      -for pulmonary edema – frothy blood-tinged sputum Enalapril      – an ACE inhibitor is given for heart failure; it works by decreasing      vascular resistance – watch for further hypotension Metoprolol      – a betablocker is for hypertension and heart failure; it slows the heart      rate and relaxes veins – again watch for hypotension IV      morphine is usually for pain, but in this case, it is for the anxiolytic      properties and vasodilation (Naito, Kohno, & Fukuda, 2017).       Four cardiovascular conditions that cause heart failure are coronary artery disease, myocardial infarction, myocarditis, and congenital heart defects (American Heart Association [AHA], 2017).  One condition is coronary artery disease caused by fatty deposits and cholesterol that clog arteries.  This can lead to the arteries that feed heart muscle becoming closed off resulting in heart muscle damage.  Second, a myocardial infarction happens when an artery that feeds the heart muscle is blocked causing lack of oxygen.  This ultimately results in death of the muscle and pump failure.  The blockage can be from a blood clot that traveled to the heart or from arteriosclerosis.  Another condition is myocarditis.  It is caused by an infection that attacks the heart muscle resulting in pump failure.  Finally, congenital heart defects can result in heart failure because the heart is malformed.  The malformation makes the heart work harder and the blood may not flow in an efficient manner (AHA, 2017).     For the most part, being active and eating a healthy diet are important factors to reduce the risks of developing heart failure.  Taking prescribed medications are very important to help improve heart function and reduce the heart’s work load.  For congenital heart defects, the patient may need surgery to correct the malformation; or sometimes, a heart transplant may be required.    For medication safety, Develop      an accurate medication list for your patient.  This medication list      should be in words the patient can understand and include the name, dose,      time for administration and the reason for each medication.       Encourage the patient to take ownership of her medications and keep the      list up to date.  Take it to every appointment no matter who the      doctor is.  Also, include any over the counter medications and check      for interactions with prescription medications. Have      the patient use only one pharmacy for all of her prescriptions.  The      pharmacist will be able to identify any risks or issues with      contraindications or double medications for the same disease. Have      your patient use a pill dispenser or other reminder system.  The pill      dispenser will not only keep the medications straight but will help the      patient know whether she took her medications for the day.  Ask      your patient to bring her medications (the actual bottles) at least once a      year for evaluations.  This will allow for evaluation of dosages,      expired medications, etc.  This will also allow you to help the      patient dispose of medications that are no longer used or needed.       This will prevent the patient from accidentally taking the wrong pills. ReferencesAmerican Heart Association. (2017). Causes of heart failure. Retrieved from https://www.heart.org/en/health-topics/heart-failure/causes-and-risks-for-heart-failure/causes-of-heart-failureNaito, K., Kohno, T., & Fukuda, K. (2017, July). Harmful impact of morphine use in acute heart failure. Journal of Thoracic Disease, 9(7), 1831-1834. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5542994/U.S. National Library of Medicine. (2015). Medline plus- trusted health information for you. Retrieved from https://medlineplus.gov/druginformation.html 2-Your post is very knowledgeable and in thorough detail. As you have mentioned in your post about  Morphine , is a vasodilator and reduces the workload on the heart and improving blood flow to the heart. Morphine can help to slow the respirations and alleviate dyspnea and anxiety (WebMD, 2019 ). Morphine can be used for pulmonary edema, heart failure and in Myocardial infarction as well. I still remember MONA from nursing school stands for Morphine, Oxygen, Nitroglycerin and Aspirin treatments  for Myocardial Infarction. 3-Yes ! that is right, polypharmacy is a very serious  problem in elderly patients. They get easily confused over their medications. Even  with a little stress whether physical or mental, they easily get confused and start missing their meds or can consume too much to relieve their symptoms. Which will  leads them to very critical health issues. So it is health care professionals responsibility to educate them about all the medications they are taking. They should always have all the written information about all their medications and an emergency call number for help.  4-Ms. J is showing the symptoms of Acute bilateral ventricular heart failure and pulmonary edema (Copstead &  Banasik , 2013). Clinical signs of heart failure are an S3 heart sound and the PMI at the 6th Intercostal space, as normal is at the 5th  and this indicates a shift with the enlarged heart. Crackles in the lungs, + cough, frothy blood tinged sputum, hypoxemia, and dyspnea are signs of pulmonary edema and left sided failure.  The bilateral jugular vein distention and hepatomegaly are two signs of right sided failure. This patient is very critical but manageable and already admitted in Intensive care settings. My priorities would be oxygenate her ASAP and resume all stat medications to make her comfortable. As she is on room air and her SPO2 is 82% only. I will get an order from MD  to put her on “Non Invasive Ventilation” OR BIPAP and call RRT to initiate it right away. Initiating NIV, is a non-pharmacological approach may improve outcomes for patients with heart failure . With this NIV she needs to be sitting in  high fowler position and complete bed rest until stable, cardiac monitor, foley’s catheter insertion to monitor I & O strictly. She also needs to  send all her initial blood work for instance, elytes, CBC, cardiac enzymes and liver enzymes with blood culture.Medically, she is given morphine and lasix which are perfect treatment for CHF and pulmonary edema. Lasix is a loop diuretic will increase her U/O which will decreases the preload or workload on the heart. She already has foley catheter to monitor her  output. Morphine is a vasodilator and reduces the workload on the heart and improving blood flow to the heart. Morphine can help to slow the respirations and alleviate dyspnea and anxiety (WebMD, 2019 ). She is getting Enalapril, is an ace inhibitor which works by relaxing blood vessels and decreasing blood volume which results in lowering the blood pressure and oxygen demand. Metoprolol is a beta blocker and improves the heart’s ability to relax, decreases heart rate and blocks stress hormones that can cause the heart to enlarge and weaken over time. If metoprolol does not help with her Afib, physician can also prescribe her an  Antiarrhythmic such as amiodarone 150 mgs bolus IV following with infusion as per standard protocol.Which is very effective for Afib. However, her BP is a kind of border line needs to be monitored. While she is on beta blocker or Antiarrhythmic. As she is on strict bed rest and she is already in uncontrolled Afib HR 132/ mnt she is at high risk of developing DVT. She needs Low molecular heparin, dose according to her weight as DVT prophylaxis. For being on BIPAP she needs to be NPO so that she does not aspirat her gastric contents. She also needs gastric prophylaxis to reduce gastric acid production such as ranitidine or pantoprazole.Four cardiovascular conditions that may lead to congestive heart failure are Coronary Artery Disease, Hypertension, previous myocardial infarction, and valvular disorders. Coronary artery disease results primarily from atherosclerosis which causes a narrowing in the arterial lumen. This causes the heart to work harder and can result in risk for thrombus or myocardial infarction (American Heart Association, n.d.). Hypertension will cause an increase in pressure to the heart over time if uncontrolled and eventually the heart will weaken and not function (American heart Association, n.d.). These conditions can be improved by  educating patients on risk factors and lifestyle changes and by talking their prescribed medications on regular basis. Educating them on smoking cessation programs, healthy diet and maintain daily regular activity and maintain normal weight makes a difference in their treatment . People needs to learn that, being overweight can cause the heart to work harder than normal and cause sleep apnea too. People needs to be Educated on the long term effects of obesity and some ways to help with their weight loss.Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide rationale for each of the interventions you recommend.1. Help and teach the patient on keeping an exact record or a list of all  over the counter and herbal medications as well as all the vitamins and minerals that the patient is taking. So as to lessen the opportunity of MD’s requesting prescription that may have drug interaction.2. Teach the patient on the significance of picking one primary  doctor so as to lessen polypharmacy.3. Help and instruct the patient on guaranteeing appropriate dosage and recurrence are trailed by utilizing a medicine organizer.4. Guarantee the patient is taught on every single new medications, indications, potential reactions and potential collaborations.Reference :American Heart Association (n.d.).  Causes and risk for heart failure. Retrieved from https://www.heart.org  Copstead , L., &  Banasik , J.L. (2013).  Pathophysiology (5 th ed.). St. Louis, MO: Saunders  WebMD (2019).  Heart failure questions and answers.  Retrieved from https://www.webmd.com Reply  |  Quote & Reply Feb 18, 2019 06:45 PM0 Like5-Strong work mentioning, strict i & o’s. This is an a really important aspect in heart failure patients to prevent further fluild overload. Mrs. J will  also need to be taught what her dry weight is, and the importance of taking her weight everyday upon discharge.    6-Ms. J i s showing signs of biventricular heart failure (Copstead &  Banasik , 2013). Crackles in the lungs, + cough, frothy blood tinged sputum, hypoxemia, and dyspnea are signs of pulmonary edema and left sided failure. The bilateral jugular vein distention and hepatomegaly are two signs of right sided failure. Additional clinical signs of heart failure are an S3 heart sound and the PMI at the 6 th  Intercostal space, as normal is at the 5 th  and this indicates a shift with the enlarged heart.  This patient is unstable which requires an Intensive care setting. Initial interventions would require addressing her hypoxia and dyspnea. Initiate oxygen due to her hypoxia per the physician order and adjust as needed to get her oximetry >90%. Place her in upright position in bed to help alleviate dyspnea. Administer ordered meds (IV Lasix and IV morphine) would be a priority. Cardiac monitoring is critical to monitor her hemodynamic status. Assess for cardiac output by assessing skin for temperature and color, mental status, urine output, and peripheral perfusion. Assess for clinical signs of improvement in her heart failure by auscultating lungs and heart and checking for any peripheral edema or jugular distention (Riley, 2015). Assessing this patient’s response to medications given and if her anxiety is reduced by the interventions. If not, then it would be important to discuss with the physician to order an antianxiety medication as well.  Lasix, enalapril, metoprolol, and morphine are all used on this patient and are common for heart failure. Lasix is a diuretic and works to remove excess fluid from the body by increasing renal blood flow and blocking sodium and chloride reabsorption. This decreases the preload or workload on the heart. Enalapril is an ace inhibitor which works by relaxing blood vessels and decreasing blood volume which results in lowering the blood pressure and oxygen demand. Metoprolol is a beta blocker and improves the hearts ability to relax, decreases heart rate and blocks stress hormones that can cause the heart to enlarge and weaken over time. Morphine is a vasodilator and reduces the workload on the heart and improving blood flow to the heart. Morphine can help to slow the respirations and alleviate dyspnea and anxiety (WebMD,  2019  ) .  Four cardiovascular conditions that may lead to congestive heart failure are Coronary Artery Disease, Hypertension, previous myocardial infarction, and valvular disorders. Coronary artery disease results primarily from atherosclerosis which causes a narrowing in the arterial lumen. This causes the heart to work harder and can result in risk for thrombus or myocardial infarction (American Heart Association, n.d.). Hypertension will cause an increase in pressure to the heart over time if uncontrolled and eventually the heart will weaken and not function as well (American heart Association, n.d.).   Inteventio s n to  both of these  conditions include educating on risk factors and lifestyle changes. Educate on smoking cessation programs, healthy diet and activity and taking meds such as antihypertensives and cholesterol lowering meds as prescribed. Myocardial infarctions  ( MI) are caused by a sudden blockage to the myocardium which can cause scarring and lead to  poor  functioning and result in ineffective pumping. Valvular disorders result from stenosis which is a decrease in blood flow or regurgitation when the valve fails to close properly. Educating people on the signs/symptoms of an MI and valve disorders are important for early detection and treatment.  There are many risks to the elderly for taking multiple medications. The following are interventions I would suggest.   Instruct      patient to carry a list of medications including over the counter to all      physicians. Consulting physicians may not be aware of all the meds that      are prescribed by the other physicians.   Instruct      patient on all meds and side effects. Write out generic and brand name and      include dosage, frequency and reason to take.   Teach      patients or a family member to use a pill caddy to prefill weekly meds to      encourage compliance and that are correctly taking meds   Instruct      patients and families on risk to falls. Patient taking multiple meds are      at a higher risk to fall.  Reference  American Heart Association (n.d.).  Causes and risk for heart failure.  Retrieved from https://www.heart.org  Copstead , L., &  Banasik , J.L. (2013).  Pathophysiology  (5 th  ed.). St. Louis, MO: Saunders  Riley, J. (2015). Cardiac failure review.  The Key Roles for the Nurse in Acute Heart Failure  Management, 1 (2),  Retrieved from  https://www.cfrjournal.com/article  WebMD (2019).  Heart failure questions and answers.  Retrieved from https://www.webmd.com

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Staged Project: Annotated Bibliography （Critical Thinking, Dispositions, and Argument Reconstruction）Answers 3Bids 44Other questions 10

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Staged Project: Topic Selection DirectionsIntroduction: This course requires one final paper to be completed by the end of the course. In this paper, you will develop an argument on a topic you choose in this stage. At a later stage, you will post a paper outline.Description: Review the list of topics below and select one for your paper in this course: Legalization of marijuana Reparations for slavery Abortion Immigration Pay equity (men vs. women) Use of red light cameras for giving tickets Concealed carry gun laws Stem-cell research Corporate downsizing  Climate change Euthanasia Taxes  Universal health care in the USAYou may choose another topic not on this list, provided it similarly addresses an important issue facing a city, a state, or a nation. There is no expectation about which of the many sides of a contentious issue you may take. The purpose of this assignment is to evaluate the quality of your argument based on reasoning, evidence, avoidance of fallacies, and plausibility.At this stage, you will identify your topic and a brief statement about why you selected this topic. Additionally, briefly summarize your current position on the topic, including a reason why you hold your position.Format: Your topic selection does not need to be long. Please write about two to three sentences identifying your topic and why you’ve selected it, plus another two to three sentences explaining your initial position on the topic. You do not need sources for this stage, but for this and all written work, follow APA style guidelines. Post your topic selection as a Word document in the assignment submission folder. The paper topic will be graded pass/fail.Part 2:Staged Project: Annotated Bibliography DirectionsIntroduction: This is the second stage after identifying a topic for your Final Paper, in which you will gather sources for your paper. In this stage, you to develop an annotated bibliography which is a list of sources you can use for your paper (along with notes about what each source says). The sources will help shape your perspective and the argument you will be making.Description: Your Annotated Bibliography will list at least four sources you can potentially use in your paper. These sources should be primary sources and/or peer-reviewed, scholarly secondary sources. For each of the four sources include the following information: A citation following APA style guidelines A two- to four-sentence description explaining both: The source’s argument and/or main points How this source is useful to you or informs your perspective for this paper There are resources available to help you select and evaluate sources in this course. The “Additional Resources for Writing” page is intended for support for evaluating sources and citing sources using APA style.Format: Submit this as a Word document (.doc or.docx file formats) into the assignment submission folder for feedback. Citations should be formatted according to APA formatting guidelines.Part 3: write an outlinepart4: Final paper

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Domain 3: Instruction and CommunicationAnswers 3Bids 45Other questions 10

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Teachers who excel emphasize the importance of learning and the significance of the content. The components in this domain relate to the engagement of students with content such as:Communicating Clearly and Accurately Using Questioning and Discussion Techniques Engaging Students in Learning Providing Feedback to Students Demonstrating Flexibility and ResponsivenessReview:Review the information on effective instructional strategies provided at the following link:https://www.robeson.k12.nc.us/cms/lib/NC01000307/Centricity/Domain/53/Marzanos%20High%20Yield%20Instructional%20Strategies.pdfAdditional Readings:Read the attached documents on Instruction.  All of these should be used for response questions and the following assignments for this module.  They are also great resources for techniques to use in the classroom for student engagement.Attachments· Blooms_Taxonomy_Action_Verbs.pdf· Bloom_s_Taxonomy.doc· Backwards_Design_and_Unpacking_Standards.ppt· Questioning_Strategies.doc· Involvement_Strategies.doc· Cooperative_Learning.doc· DOK_Chart.pdf· Student_Engagement.ppt· Instructional_Strategies.ppt· Essential_Nine_Instructional_Stategies.docxVideos and MediaVideo One:Hook/Activator Stationshttps://www.teachingchannel.org/videos/hook-stations?fd=0Video Two:Moving around Vocabulary Activityhttps://www.teachingchannel.org/videos/kick-me-making-vocabulary-interactive?fd=0Video Three:Learning through Songshttps://www.teachingchannel.org/videos/say-it-with-a-song?fd=0Video Four:Keeping Engagement through Self-Reflectionhttps://www.teachingchannel.org/videos/student-engagement-in-language-arts?fd=1Video Five:How Your Body Language Draws Them Inhttps://www.teachingchannel.org/videos/body-language-engage-motivate?fd=1Video Six:Differentiation – MUST!https://www.teachingchannel.org/videos/new-teacher-survival-guide-differentiating-instruction?fd=1Response Questions – COMPLETEResponse Question One: Summarizing and NotetakingSummarizing and Notetaking: How is that working in your classroom? What is working well, and what could be improved? Do you have advice for others? Is there anything you want others to give you tips on? Attach your response here or upload a word document using your last name as an identifier.Response Question Two: Language of the StandardsWhen teachers need to speak the language of the standards, but provide instruction that is accessable to the students, how can that gap be bridged, and what hurdles do you face in doing so? What strategies do you find helpful? Attach your response here or upload a word document using your last name as an identifier.Response Question Three: Differentiation of LessonsDifferentiation of lessons is essential to accommodate all multiple intelligences within the classroom.  Differentiation to the beginning teacher, however, can be a difficult and daunting skill to master. What techiniques have you found effective in the classroom to meet the requirements of component 3c, while accommodating all learning styles? Attach your response here or upload a word document using your last name as an identifier.Response Question Four: Marzano’s Instructional StrategiesDiscuss the nine instructional strategies that Marzano presents in the attachment above. For each of the nine strategies, explain how you personally incorporate this into your teaching, or plan to incorporate it now. Explain your desired outcomes from utilizing the strategies. Attach your response here or upload a word document using your last name as an identifier.Assignments – COMPLETEAssignment One:Write a two-page reflection using the attachments you read above on Depth of Knowledge levels and Bloom’s Taxonomy that shows how you could frame an entire unit for your subject area creating questioning activities on all levels of the D.O.K. wheel and the sections of Bloom’s Taxonomy. Explain what your students would be actively doing in the classroom to meet the appropriate levels of mastery on each question. Using the D.O.K. levels and Bloom’s Taxonomy along with the tiering and scaffolding you learned about for differentiation is one of the most effective methods teachers can use in the classroom for reaching ALL students at the appropriate levels. Attach your response here or upload a word document using your last name as an identifier.

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