Feedback from professor that needs to be fixed From rough draft uploaded below 

Your paper is a great start to your final draft. You are on the right track. You have some clear information in your paper about the history of police brutality and the idea of when it started. I would like to see the claim/argument made about the action of police brutality, not the history of when it started. This is not a strong claim or one that produces the critical reasoning I would like to see in this paper. After you have developed that, then produce the counterargument on the opposite side of the claim.  The inclusion of historical data and information can be used to support either side and you can demonstrate the subjective interpretations that are being used on each side around the topic.  The goal is to choose one side of the argument and then explain all of the questions in relation to that argument. 

Many of components you were missing included the research and data surrounding the issue. You can also look at the percentages of people on each side, states data, historical data of reported cases. It looked like all of the cases you mentioned were against African Americans. This is alright, if you want to stick to that population. Just be clear that it is not all cases and forms of police brutality. Be analytical and assess the argument, not just the topic. 

Please read through my comments so you know what needs to change,what is missing, and what may need some clarification. It is especially important to review each of the questions for the final paper and make sure that after you state the claim/argument regarding guns, that you then answer according to that statement.

what the guide lines are below.

The goal of this paper is to construct a fair-minded, unbiased, analytical analysis of a topic in a comprehensive essay.

• This is not an opinion piece or a persuasive essaythat simply aims to prove or reinforce what you already believe. This would be confirmation bias, and bias must be avoided in this project.
• This project needs to avoid harsh rhetoric or language that is harmful and hurtful in nature. The point is to be objective and unemotional in your approach.
• This essay should be written in a fair, academic, respectful, and analytical manner regardless of any of your opinions, feelings, or preconceived notions about the topic.
• Both sides of your topic must be treated with equal attention, both in terms of the number and quality of sources and in the depth and breadth of their presentation in your essay. Both sides should be addressed in the same number of paragraphs in roughly equivalent detail, and should be supported by the same number of quality sources.
• You must identify and define rhetorical devices and logical fallacies on both sides of the argument. Be sure you indicate which specific rhetorical device and fallacy you have found, and there is evidence in your sources of these course concepts in practice that is cited in your paper.
• You will present statements and claims for analyzing both sides of the topic. Only then should you state you own conclusion as an objective, critical thinker given the information presented.

Essay Format: Your essay must be 5–7 pages (1600–1900 words) in length. The abstract, title page, and reference list do not count in the page or word count. The essay must have the following elements:

• Times New Roman
• 12-point
• Double-spaced
• 1-inch margins
• Proper Level I and Level II APA section headings for all major sections of the essay
• All other applicable APA formatting

Required Elements:

• A properly formatted APA title page
• A properly formatted APA abstract
• Body of the paper 
  • Introduction: Identify the issue. Provide the necessary background and/or important recent developments. Define key terms and concepts. Engage the reader and explain the broader significance of the issue.
  • Arguments and Counterarguments: Summarize the best arguments on both sides of the issue. Include relevant research from credible sources used to support each conclusion. Devote at least one paragraph to each side.
  • Evaluation of Critical Thinking: Assess the strength of the arguments and the quality of thinking surrounding this issue. 
    • Identify weaknesses in critical thinking such as fallacies, rhetorical devices, vague language, and cognitive biases. Provide specific examples of how these weaknesses appear in arguments you encountered, using terminology and definitions from the course. Be specific! Present evidence from your sources that show these fallacies/biases being used.
    • Evaluate the quality of scientific and anecdotal evidence using the standards ofinductive and deductive reasoningdescribed in the course. Consider the quality of causal relationship, analogies, generalizations, and/or moral reasoning.
  • Conclusion: Analyze the totality of research and offer a critical thinker’s response to the issue. Identify your own position and experience with the issue and explain how your thinking of the subject has evolved as a result of your analysis. Your conclusion does not have to be absolute, but it should not be equivocal. If both sides have good arguments, which is better, even if only slightly better, and what is the argument that tips the scales in the sides’ favor? Why does that point tip the scales?
• A properly formatted APA reference list 
  • Sources should appear in alphabetical order according to the last name of the first author listed on the source.
  • If there is no author(s), then the source should be cited by title or organization.

Sources and Research Sources: You must use five scholarly or academic sources and all research should be published within the last five years. Sources not scholarly or academic in nature may affect your grade. It is highly recommended that most of your research be conducted via the WCU Library.

Eligible sources listed best-to-worst: 

• Peer-reviewed journal articles 
  • Peer review is the process that allows scientists to trust the reliability of published journal articles. The only way to tell if a journal article has been peer reviewed is to look for information about the journal, normally on the publisher’s website. Most databases do not indicate if an article is peer reviewed or not.
  • The WCU library contains many of peer-reviewed sources. This is going to be the most desired type of evidence to use for any paper at WCU.
• Scholarly research articles 
  • Research articles (original research articles, primary research articles, or case studies) are your standard scientific articles. Most often published in peer-reviewed journals, primary research articles report on the findings of a scientist’s work.
  • They almost always include a description of how the research was conducted and what the results mean. This is also a highly desirable type of research to use for your papers.
• Government and state reports 
  • Many government agencies like the Department of Health and Human Services (HHS), the Centers for Disease Control and Prevention (CDC), National Institute of Mental Health (NIHM), and the Federal Bureau of Investigation (FBI) may have studies and statistics that may be useful for your topic. However, these sources are usually informational reports in nature, and therefore they rarely dig into the critical arguments used by the sides of a topic.
  • Though usually credible and reliable source, government reports should generally be used as supplemental, secondary sources to support or rebut academic sources. They should not be the main sources of your argument.
• Other articles or sources 
  • When this general term is used for an assignment, get clarification from your instructor about the source requirements. These are articles or sources that have been well researched and include a lot of citations. When you assess these resources, make sure that they are appropriate to use as evidence because they may contain bias. You should look at the sources these articles are using, determine if they are legitimate, reputable, and credible, and then make a judgment call.
  • These types of articles are the least desirable type of articles from the list of acceptable types to use (depending on each course’s expectations). 
    • Review articles
    • Editorials, opinion, commentary, and perspectives
    • Trade publication articles
    • Technical reports
    • Documentaries
    • Interviews or TED talks

Sources that may not be used on this essay include the following: 

• Wikipedia and information from freelance websites (check with your professor before using these sources)
• Information from general or reference sources such as dictionaries, encyclopedias, general information websites, or other reference works online or in print. Check with your teacher regarding textbooks from other courses or other sources if you are not sure.
• Articles from publications or magazines that lack research to back up their claims
• Religious texts of any kind
• Obviously or highly biased sources that contain no credible or reputable support

INSTRUCTIONS:

READ CHAPTERS 3 and 4!! 

• Must be typed using Microsoft Word and in your OWN words.
• Be careful of spelling, grammar and sentence structure. MUST proofread. 
• DO NOT rewrite questions, keep answers SHORT, clear and concise.

 Chapter 3 

 You need to define ALL key terms that appear at the top of this Chapter

1.List reasons for documenting.

2. Review the Standards of Ethical Conduct for the Physical Therapist Assistant (http://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/StandardsEthicalConductPTA.pdf) and identify your professional obligation(s) that pertain to documentation.

3. What are some examples of subjective and objective data that can be gathered by a physical therapist assistant?

4. How can a clinician integrate the clinical decision-making process in his or her documentation?

5. Provide some examples of how a physical therapist assistant can assist in showing clinical decision making in the medical record.

6. What are the criteria for determining whether a treatment or intervention is reasonable and necessary?

8. What is the difference between skilled care and maintenance therapy? Provide an example of each.

9. What is the role of the physical therapist assistant in determining medical necessity?

10. How does the patient’s rehabilitation potential influence his or her need for medically necessary skilled care?

Chapter 4.

 You need to define ALL key terms that appear at the top of this Chapter

1-List 4 documentation formats used in physical therapy.

2. Describe the similarities and differences between narrative notes, POMRs, SOAP notes, and FOR.

3. Describe the advantages and disadvantages of narrative notes, POMRs, SOAP notes, and FOR.

4. What type of information is found in the S, O, A, and P portions of a SOAP note?

5. When using SOAP and POMR formats, where should you place information provided by the patient’s family?

6. Describe how the FOR and SOAP format can be used together.

7. What are the positive and negative aspects of using forms and templates?

8. Why is it important to learn the different documentation formats?

Directions:

Write a 1- to 2-page summary paper that addresses the following:

Briefly summarize the patient case study you were assigned, including each of the three decisions you took for the patient presented.

Based on the decisions you recommended for the patient case study, explain whether you believe the decisions provided were supported by the evidence-based literature. Be specific and provide examples. Be sure to support your response with evidence and references from outside resources.

What were you hoping to achieve with the decisions you recommended for the patient case study you were assigned? Support your response with evidence and references from outside resources.

Explain any difference between what you expected to achieve with each of the decisions and the results of the decision in the exercise. Describe whether they were different. Be specific and provide examples.

This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the beginning of the clinical interview, the client reports that his family doctor sent him for psychiatric assessment because the doctor felt that the pain was “all in his head.” He further reports that his physician believes he is just making stuff up to get “narcotics to get high.”

SUBJECTIVE

The client reports that his pain began about 7 years ago when he sustained a fall at work. He states that he landed on his right hip. Over the years, he has had numerous diagnostic tests done (x-rays, CT scans, and MRIs). He reports that about 4 years ago, it was discovered that the cartilage surrounding his right hip joint was 75% torn (from the 3 o’clock to 12 o’clock position). He reports that none of the surgeons he saw would operate because they felt him too young for a total hip replacement and believed that the tissue would repair with the passage of time. Since then, he reported development of a strange constellation of symptoms including cooling of the extremity (measured by electromyogram). He also reports that he experiences severe cramping of the extremity. He reports that one of the neurologists diagnosed him with complex regional pain syndrome (CRPS), also known as reflex sympathetic dystrophy (RSD). However, the neurologist referred him back to his family doctor for treatment of this condition. He reports that his family doctor said “there is no such thing as RSD, it comes from depression” and this was what prompted the referral to psychiatry. He reports that one specialist he saw a few years ago suggested that he use a wheelchair, to which the client states “I said ‘no,’ there is no need for a wheelchair, I can beat this!”

The client reports that he used to be a machinist where he made “pretty good money.” He was engaged to be married, but his fiancé got “sick and tired of putting up with me and my pain, she thought I was just turning into a junkie.”

He reports that he does get “down in the dumps” from time to time when he sees how his life has turned out, but emphatically denies depression. He states “you can’t let yourself get depressed… you can drive yourself crazy if you do. I’m not really sure what’s wrong with me, but I know I can beat it.”

During the client interview, the client states “oh! It’s happening, let me show you!” this prompts him to stand with the assistance of the corner of your desk, he pulls off his shoe and shows you his right leg. His leg is turning purple from the knee down, and his foot is clearly in a visible cramp as the toes are curled inward and his foot looks like it is folding in on itself. “It will last about a minute or two, then it will let up” he reports. Sure enough, after about two minutes, the color begins to return and the cramping in the foot/toes appears to be releasing. The client states “if there is anything you can do to help me with this pain, I would really appreciate it.” He does report that his family doctor has been giving him hydrocodone, but he states that he uses is “sparingly” because he does not like the side effects of feeling “sleepy” and constipation. He also reports that the medication makes him “loopy” and doesn’t really do anything for the pain.

MENTAL STATUS EXAM

The client is alert, oriented to person, place, time, and event. He is dressed appropriately for the weather and time of year. He makes good eye contact. Speech is clear, coherent, goal directed, and spontaneous. His self-reported mood is euthymic. Affect consistent to self-reported mood and content of conversation. He denies visual/auditory hallucinations. No overt delusional or paranoid thought processes appreciated. Judgment, insight, and reality contact are all intact. He denies suicidal/homicidal ideation, and is future oriented.

Diagnosis: Complex regional pain disorder (reflex sympathetic dystrophy)

Decision Point One

Select what you should do:

Savella 12.5 mg orally once daily on day 1; followed by 12.5 mg BID on day 2 and 3; followed by 25 mg BID on days 4-7; followed by 50 mg BID thereafter

Amitriptyline 25 mg po QHS and titrate upward weekly by 25 mg to a max dose of 200 mg per day

Neurontin 300 mg po BEDTIME with weekly increases of 300 mg per day to a max of 2400 mg if needed

Develop a disaster recovery plan to lessen health disparities and improve access to community services after a disaster. Then, develop and record an 8-10 slide presentation (PowerPoint preferred) of the plan with audio for the Vila Health system, city officials, and the disaster relief team.

As you begin to prepare this assessment, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Professional Context

Nurses fulfill a variety of roles, and their diverse responsibilities as health care providers extend to the community. The decisions we make daily and in times of crisis often involve the balancing of human rights with medical necessities, equitable access to services, legal and ethical mandates, and financial constraints. When an unanticipated event occurs, such as an accident or natural disaster, issues can arise that complicate decisions about meeting the needs of an individual or group, including understanding and upholding their rights and desires, mediating conflict, and applying established ethical and legal standards of nursing care. As a nurse, you must be knowledgeable about disaster preparedness to safeguard those in your care. You are also accountable for promoting equitable quality of care for community residents.

This assessment provides an opportunity for you to apply the concepts of emergency preparedness, public health assessment, triage, management, and surveillance after a disaster. You will also focus on hospital evacuation and extended displacement periods.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Analyze health risks and health care needs among distinct populations.
  • Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and disaster recovery efforts in a community.
• Competency 2: Propose health promotion strategies to improve the health of populations.
  • Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve disaster recovery efforts.
• Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.
  • Explain how health and governmental policy affect disaster recovery efforts.
• Competency 4: Integrate principles of social justice in community health interventions.
  • Explain how a proposed disaster recovery plan will lessen health disparities and improve access to community services.
• Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.
  • Present a compelling case to community stakeholders to obtain their approval and support for a proposed disaster recovery plan.

Note: Complete the assessments in this course in the order in which they are presented.

Preparation

When disaster strikes, community members must be protected. A comprehensive recovery plan, guided by the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, is essential to help ensure everyone’s safety. The unique needs of residents must be assessed to lessen health disparities and improve access to equitable services after a disaster. Recovery efforts depend on the appropriateness of the plan, the extent to which key stakeholders have been prepared, and the allocation of available resources. In a time of cost containment, when personnel and resources may be limited, the needs of residents must be weighed carefully against available resources.

In this assessment, you are a member of a community task force responsible for developing a disaster recovery plan for the Vila Health community using MAP-IT, which you will present to city officials and the disaster relief team.

To prepare for the assessment, complete the Vila Health: Disaster Recovery Scenario simulation.

In addition, you are encouraged to complete the Disaster Preparedness and Management activity. The information gained from completing this activity will help you succeed with the assessment as you think through key issues in disaster preparedness and management in the community or workplace. Completing activities is also a way to demonstrate engagement.

Begin thinking about:

• Community needs.
• Resources, personnel, budget, and community makeup.
• People accountable for implementation of the disaster recovery plan.
• Healthy People 2020 goals.
• A timeline for the recovery effort.

You may also wish to:

• Review the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework, which you will use to guide the development of your plan:
  • Mobilize collaborative partners.
  • Assess community needs.
  • Plan to lessen health disparities and improve access to services.
  • Implement a plan to reach Healthy People 2020 objectives.
  • Track community progress.
• Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete.

Note: Remember that you can submit all, or a portion of, your draft recovery plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@capella.edu to request accommodations.

Instructions

Complete the following:

1. Develop a disaster recovery plan for the Vila Health community that will lessen health disparities and improve access to services after a disaster. Refer back to the Vila Health: Disaster Recovery Scenario to understand the Vila Health community.
   • Assess community needs.
   • Consider resources, personnel, budget, and community makeup.
   • Identify the people accountable for implementation of the plan and describe their roles.
   • Focus on specific Healthy People 2020 goals.
   • Include a timeline for the recovery effort.
2. Use the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
   • Mobilize collaborative partners.
   • Assess community needs.
   • Plan to lessen health disparities and improve access to services.
   • Implement a plan to reach Healthy People 2020 objectives.
   • Track community progress.
3. Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the Vila Health: Disaster Recovery Scenario for city officials and the disaster relief team. Be sure to also include speaker notes.

Presentation Format and Length

You may use Microsoft PowerPoint (preferred) or other suitable presentation software to create your slides and add your voice-over along with speaker notes. If you elect to use an application other than PowerPoint, check with your instructor to avoid potential file compatibility issues.

Be sure that your slide deck includes the following slides:

• Title slide.
  • Recovery plan title.
  • Your name.
  • Date.
  • Course number and title.
• References (at the end of your presentation).

Your slide deck should consist of 8–10 content slides plus title and references slides. Use the speaker’s notes section of each slide to develop your talking points and cite your sources as appropriate. The speaker notes should match your recorded voice-over. Make sure to review the Microsoft PowerPoint tutorial for directions for inserting your speaker notes.

The following resources will help you create and deliver an effective presentation:

• Record a Slide Show With Narration and Slide Timings.
  • This Microsoft article provides steps for recording slide shows in different versions of PowerPoint, including steps for Windows, Mac, and online.
• Microsoft Office Software.
  • This Campus page includes tip sheets and tutorials for Microsoft PowerPoint.
• PowerPoint Presentations Library Guide.
  • This library guide provides links to PowerPoint and other presentation software resources.
• SoNHS Professional Presentation Guidelines [PPTX].
  • This presentation, designed especially for the School of Nursing and Health Sciences, offers valuable tips and links, and is itself a PowerPoint template that can be used to create a presentation.

Supporting Evidence

Cite at least three credible sources from peer-reviewed journals or professional industry publications within the past 5 years to support your plan.

Graded Requirements

The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:

• Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
  • Consider the interrelationships among these factors.
• Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
  • Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
• Explain how health and governmental policy impact disaster recovery efforts.
  • Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
• Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
  • Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
  • Include evidence to support your strategies.
• Present a compelling case to community stakeholders to obtain their approval and support for the proposed disaster recovery plan.
  • Develop your presentation with a specific purpose and audience in mind.
  • Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Additional Requirements

Before submitting your assessment, proofread all elements to minimize errors that could distract readers and make it difficult for them to focus on the substance of your presentation.

Portfolio Prompt: Remember to save the assessment to your ePortfolio so that you may refer to it as you complete the final capstone course.

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• Posted: 9 Days Ago
• Due: 15/06/2020
• Budget: $15