External link to Deconstruction of a Structural Theory Worksheet

Deconstruction of a Structural Theory Worksheet

SOC-417 Topic 3: Deconstruction of a Structural Theory Worksheet To truly understand a social theory, you must see it in a diagram and be able to explain it. This is your chance to take a diagram of a structural theory and go deep in your analysis. Your role is to deconstruct (identify the parts of the figure/theory and lay them out separately), using the deconstruction […]

External link to Quality, logic or organization of the paper, and language

Quality, logic or organization of the paper, and language

Grading for this assignment will be based on answer quality, logic / organization of the paper, and language and writing skills, using the following rubric. Points: 100 Week 7 Assignment 4: Email Revisions Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Create two (2) new email messages of one to two (1-2) paragraphs each for a […]

External link to Perceptions of individual competence

Perceptions of individual competence

previously discussed, we find that: Perceived Competence (CM) was especially recognized in our online discussions. We interpreted from the following statements that perceptions of individual competence were higher in online discussions, as compared to face-to-face discussions. “…I chat online using ICQ or something…so I think I’m very competent. ” “I feel it is easy to control [the Virtual Classroom discussion} because it’s just like the […]

External link to Department of Information Systems

Department of Information Systems

Ronnie H. Shroff The Hong Kong Institute of Education 10 Lo Ping Road Tai Po, New Territories, Hong Kong Douglas R. Vogel John Coombes Department of Information Systems City University of Hong Kong Tat Chee Avenue Hong Kong AuthorAffiliation AUTHOR BIOGRAPHIES Ronnie H. Shroff is a Post-Doctoral Research Fellow at the Hong Kong Institute of Education. His professional interests include the use of technology to […]

External link to Online and face-to-face discussions

Online and face-to-face discussions

between online and face-to-face discussions will narrow in the future as technology advances and students feel less inhibited (and have more control) in its use (Vogel, Shroff, Kwok, &Coombes, 2002). We have seen that online discussions (i.e. synchronous communication technology) provide unlimited opportunities for quick exchange of ideas, while asynchronous communication technology affords users more time to analyze and prepare contributions, as a result of […]

External link to Chronic Obstructive Pulmonary Disease

Chronic Obstructive Pulmonary Disease

Each student will develop a patient teaching brochure for a patient with COPD ( Chronic obstructive pulmonary disease that the student has cared for in the clinical setting or an experience you had with a patient in the past. The patient teaching content should be based upon evidence but also include the considerations included in the patient teaching module related to culture, age, and reading […]

External link to Neutropenic Sepsis ( Patient’s Post Chemo)

Neutropenic Sepsis ( Patient’s Post Chemo)

NEUTROPENIC SEPSIS ( PATIENT’S POST CHEMO) A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to […]

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