301 IND M7.3 Final Project GECC

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Topic: Reparations for Slavery

Final Project
Over the last six modules, you built toward this culminating moment: the submission of your final project. This week you will be drafting a research paper of 6-7 pages (approximately 1500-1750 words) that builds on your previous Milestone work. Use the Final Project Template for an example of how to create and format your final paper.

Step 1: Reflect on Previous Milestone Feedback and Make Adjustments
Each week after you submitted a Milestone assignment, your instructor provided you with feedback, often including suggestions for improvement. Take stock of that feedback and incorporate it. This might mean adjusting the wording of your thesis statement, replacing a source, fixing errors in your APA formatting, rewriting your introduction, or rethinking your organization of paragraphs. In addition to your instructors feedback, make sure to use your peers feedback on Milestone 5 as well what suggestions did they have to improve your introduction and outline? Did they understand your argument and if not, how can you communicate it more clearly?

Step 2: Use Your Outline to Draft Your Paper
Using your Milestone 5 outline, begin to flesh out each of your body paragraphs by adding evidence from your sources that support your thesis (along with proper in-text citations for ideas or quotes from your sources). Make sure to include transitions between paragraphs and wrap up your paper with a conclusion paragraph that reiterates your thesis argument and offers some concluding thoughts.

Step 3: Review and Edit Your Work
Once you have a full draft written, make sure to re-read it carefully with an eye on the details like spelling, grammar, punctuation, sentence clarity, and word choice. Go back to the Writing Refresher section of the course for help with any weak areas of your writing. Try reading it aloud to catch errors you might otherwise miss in print.

Step 4: Submit to the Canvas and Review Your Turnitin Report. Make Changes If Needed and Resubmit.
As you learned in Module 4, Excelsior uses Turnitin in the Canvas dropbox as a learning tool for students. Plan to submit to the dropbox a few days early if you can so you have time to review your Turnitin report and similarity score. If your score comes back high, revise your content to make sure you are using original writing, citing ideas from others, and properly putting the exact words of others in quotation marks.

Note: you can resubmit to the dropbox up until the due date for this assignment, which is Sunday night at 11:59 pm ET of Module 7. After that due date has passed, your most recent submission is considered final.

Resources
Final Project Template  download(Word document)
Writing Refresher
Submission Instructions: 
Submit a completed 6-7 page (approx. 1500-1750 words) research paper on your topic choice made in Module 1 that incorporates your work from Milestones 1-6. Use the Final Project Template  downloadfor an example of how to create and format your final paper.

It should include:

At least 5 references
A title page and reference page in APA style
In-text citations in APA format
An introductory paragraph with your clear, one-sentence thesis statement (this should NOT be underlined at this point)
Body paragraphs that use information from the sources as evidence to prove the thesis statement
A conclusion paragraph that offers final thoughts and reiterates the thesis statement
Proper spelling, syntax, and grammar
Improvements based on your instructors feedback on your previous milestone work (i.e. to the thesis statement, introduction, organization, use of sources, APA style, etc.)

Feasibility of Your Design Proposal and Importance of Communication

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Question Description

Now that you have identified your capstone change project, it is time to look at its feasibility.

  • What tangible and intangible resources will be needed to implement your project?
  • What improved outcomes do you anticipate will occur that could indicate the project produced a successful return on investment (ROI) of these resources?
  • How will you communicate your plan for change with key decision makers so that they will support the allocation of the resources you are seeking?
  • My change project is
  • Preventing central venous catheter-related infectionsLai, N. M., Lai, N. A., O’Riordan, E., Chaiyakunapruk, N., Taylor, J. E., & Tan, K. (2016). Skin antisepsis for reducing central venous catheter-related infections. Cochrane Database of Systematic Reviews, (7), CD010140. doi:10.1002/14651858.CD010140.pub2.My clinical Question asked using PICOT method is, In patients who are adults (population), how effective is skin antisepsis regimen (Intervention) as compared to no skin antisepsis (Comparison intervention) in controlling central venous catheter-related infections (Outcome) with time? Since the PICOT method stands for Population Intervention Comparison Outcome and Time, the intervention question is formulated as follows:Population- It could be children, adolescents, adults or the elderly. In this case, it is Adults with CVTIntervention: The method used for treatment. In this case, it is, skin antisepsis regimenComparison intervention: The method used to establish a comparison with the proposed method. In this case, it is no skin antisepsisOutcome: The results of treatment of the disorder or disease. In this case, it is, Controlling central venous catheter-related infectionsTime: With time The question on the use of antiseptic to reduce the susceptibility of patient contracting infections related to the central venous catheter is very critical in my current and future practice as a nurse. Since most patients admitted required blood transfusion, fluids, as well as medication to be injected into the body through the CVT, it is critical to identify whether in antiseptics are useful as an intervention strategy to control infections or not. The current gap that requires to be adequately filled in the determination of an intervention strategy that will be most effective in significantly reducing the patient contracting infections along the where the CVT is inserted into the patient’s body.

 

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negative monomial times a trinomial

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Give an example of using the distributive property for a negative monomial times a trinomial with different signs on the terms [for example: -3x(2xy + 3y – 2x)] and show each step of the distribution. Why do you think many students make sign errors on this type of problem? What would be your advice to a student who has trouble with the signs?

* Response to question must be 75 to 150 words or more if need be. Cite outside sources if any are used.

 
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huckleberry finn help 1

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ACTIVITY #1: STUDENT CRITIQUE(REVIEW)

After reading The Adventures of Huckleberry Finn, write a short (200 to 400-word) critique (review), either of the novel in general or of a specific aspect of the novel. Click on this link for information on writing a literary analysis and a literary critique. Literary Analysis

ACTIVITY #2: COMPARE AND CONTRAST TWO CRITIQUES (REVIEWS) OF HUCKLEBERRY FINN

Reading the reviews of published critics may help you understand and evaluate aspects of a text or book differently.

Click on this link for published critiques of The Adventures of Huckleberry Finn. You are encouraged to locate additional resources on your own.

Huckleberry Finn Contemporary Reviews

a. Conduct research to identify two published critiques (criticism or analysis) of the novel. The critiques and analyses should come from two different authors. List those critiques here, along with the web site where you retrieved the information.

b. Compare and contrast the ideas in these two published critiques or analyses of the novel. Remember, to compare and contrast ideas you must provide at least three similarities and three differences.

ACTIVITY #3: THE CULTURAL CONTEXT OF EACH HUCKLEBERRY FINN CRITICS

a. Identify contemporary historical events and social practices during the life of each critic that you chose, considering race, gender, age and class-based roles in society during that time.

To do this activity, you must explore the cultural context of each critic whose work you chose for your critiques or analysis.

  • Resources: The following websites will help you discover some of the historical influences and social practices that may influence critics when they are critiquing or analyzing a book. You are encouraged to locate your own resources as well.

The Time Line of African-American History, 1852-1925, from the American Memory Collection.

Women’s Rights

http://www.infoplease.com/spot/womenstimeline1.html

Duke University’s Ad*Access site, a terrific look at popular culture through advertising, a link through History Matters.

Activity #4: How do social and historical context influence each critic?

Reread the two published critical essays that you chose earlier in this lesson. Make inferences that answer the central question of the unit:

a. “How do the historical and social norms or the time period that you identified in your research seem to influence critics’ views of Huckleberry Finn?”

  • Rationale: This activity will help you identify the relationship between a wider culture and an individual’s ideas.
ACTIVITY #5: THE STUDENT’S CULTURAL CONTEXT

a. Identify key elements of your own culture and ccmpare your unique cultural contexts with those of the critics. In other words, how are your cultural norms alike or different than the critics that you chose in your research?

b. In what ways do you believe that the critics’ cultural norms influenced their critiques or analysis?

c. In what ways do your cultural norms influence your own critique and cultural analysis of the book?

 

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