Plagiarism Free Essay Writing

How to Avoid Plagiarism in Writing?
As writers, we rely on the work of others, absorbing knowledge and ideas from their already established beliefs and values. In order to avoid plagiarism, this must, nevertheless, be done with the utmost caution. In the context of this article, plagiarism is defined as the act of intentionally or unintentionally taking another person’s work, thoughts, or ideas without giving proper credit to their original authors in such a way that the information and ideas are misrepresented as your own. Plagiarism is regarded unethical and a serious academic infraction, regardless of whether it is intentional or inadvertent. It can cause a writer to lose their credibility, and in certain cases, it can even result in the retraction of their research publications from journals.
As a result, avoiding the plagiarism trap is extremely important for a writer who wishes to keep his or her integrity and good reputation. Writing papers that are free of plagiarism, on the other hand, is not difficult.
The following are the five most important techniques to avoid plagiarism.
1. Cite your Sources – Citing your sources is widely regarded as one of the most effective methods of avoiding plagiarism. Make a point of keeping note of all of the sources you consult while working on your project. Whenever you refer to an idea from another writer’s work, make sure to credit the author who originated the idea. When citing, conform to the citation guidelines and the style and structure that have been established.
2. Inserting quotations is another simple method of avoiding plagiarism that everyone may do. By putting quotation marks around the text, you are indicating that the words are not your own. Straightforward quotations should be formatted exactly as they appear in the reference work, with the source identified so that the viewer can easily identify the source information.
3. Paraphrasing – Paraphrasing is the process of recreating another writer’s ideas and notions and putting the material into your own words without compromising the original meaning of the content. Paraphrasing can be a difficult task, and if done incorrectly, it can quickly turn into plagiarism. The key to successful paraphrasing is to change the words used, the structure of the original statement, and to avoid using duplicate phrases from the source while yet keeping the original meaning of the concept being paraphrased.
4. Share your own thoughts on the subject – What do you have to say about the subject? Investigate and identify a distinct point of view on the subject, and then express your thoughts about it.
5. Make sure that your work is free of plagiarism.
It is possible that when paraphrasing, you will come across words that are difficult to restate and that you will be forced to keep with them. After you have finished your work, make sure to run it through a plagiarism checker to identify any instances of plagiarism and correct them in order to produce a plagiarism-free report.
The suggestions provided above might be extremely beneficial in avoiding plagiarism. It is essential to understand how plagiarism works, which can only be achieved by dedication and a great deal of experience in the field.

Essay Writing Service

In order to create an essay, your lecturer or teacher may assign you one for a variety of reasons. One of these reasons is to put your writing abilities to the test. The other reason is to test your understanding of a certain subject matter. Generally speaking, writing an essay is not always a simple academic assignment. In fact, it can be virtually agonizing at times to try to produce a decent essay for an acceptable grade. At any time you find yourself in this predicament, you can always turn to us for assistance with your essay writing needs. It is far preferable to place an order for this type of service rather than producing a subpar essay. We are pleased to inform you that our pricing are not prohibitively expensive in any way. Actually, you can purchase them even if you come from a low-income family with little financial resources.
The most effective method of writing an essay
Without a question, the most effective strategy of writing an essay is to approach it carefully. Therefore, you need break this entire task into several phases, as shown below. The first step should be a thorough examination of the essay topic. While you’re at this point, you should also pay close attention to the instructions for writing your essay. If you fail to adhere to these guidelines, you will end up writing a paper of worse quality. Unfortunately, some pupils, even after reading through the essay writing rules, are unable to comprehend them. This is something that we are all too familiar with. It is our mission to assist pupils in this situation. As a result, you can rest assured that if you need our essay writing assistance, we will assist you in comprehending the directions provided. With addition to this, we will assist you in dissecting the topic of your academic essay.
Do you have a hard time coming up with ideas? Then don’t hesitate to place an order with our essay writing services.
There is no way that you will be able to compose an appropriate essay without first brainstorming your topic ideas. A person’s ability to identify relevant points for his or her essay occurs at this stage of the essay-writing procedure. Going through relevant sources is perhaps the most effective method of brainstorming. Unfortunately, locating and reviewing such pertinent information might take a significant amount of time and effort. Time is a luxury that many students do not have access to at their disposal. As a result, it is comprehensible why the majority of pupils become stuck at this particular point. You may benefit from ordering our essay writing services if you are one of such pupils.
Creating an outline for an essay
This is an extremely essential step. This is especially true for students who wish to create a coherent essay, which is a difficult task. Essentially, an essay outline assists the writer in organizing his or her work effectively. It also aids in the prevention of essential facts from being forgotten during the essay writing process. Furthermore, it assisted one in distinguishing important material from irrelevant information in connection to one’s essay. Is there anything about the process of outlining your essay that you do not understand? If you answered yes, you shouldn’t hesitate to place an order with our essay writing services. We guarantee that we will assist you not only in outlining your thesis, but also in producing the final draft of your essay for you. You will, without a doubt, be impressed by the quality of our services.

Tools for Free Essay Writing / Essay Typer / Essay Generator:

Writing an essay is not as straightforward as most students would have you believe. Working on such an article gets even more difficult if the writer is required to examine all of the nitty-gritty facts by himself or herself. Taking advantage of the developments that have been achieved in information technology, it is now feasible to work on your essay with the help of a free essay writing tool. The use of such a program makes the entire process of writing this type of academic essay substantially less difficult to complete. For the simple reason that using such a tool saves one time that would otherwise be spent searching for references, verifying grammatical problems, or even paraphrasing. There is therefore little doubt that if you do not particularly enjoy writing essays or if, for whatever reason, you are unable to complete your essay writing assignment, you should make use of an essay writing instrument. Additionally, there are several essay typer tools that we will assist you through the use of if you choose to consult with us.
You will be able to take advantage of a variety of benefits if you opt to make use of online essay writing resources, as previously discussed. To begin with, these types of programs are capable of generating references for your paper. It is important to remember that a well-cited essay is a requirement for an acceptable essay. The benefit of employing these kind of tools is that they can cite your essay in your preferred style of writing, which is really convenient. Citation styles used by such programs to cite essays are typically the Chicago, MLA, and APA styles. The key here is that you will be able to produce an authoritative essay when you use such tools because they will be cited in accordance with standard citation styles, which will make your essay more credible.
When considering whether or not to use a free essay writing tool, it’s understandable to be concerned about the possibility of receiving a plagiarized paper. Such technologies are effective at paraphrasing information, so there is no reason to be concerned. This type of software is able to paraphrase the information that it retrieves from many sources thanks to the usage of digital technology. As a result, you will be able to compose an essay that is completely original with little difficulty. Furthermore, essay typer tools are capable of identifying and suggesting suitable repairs for a variety of various types of errors in your document. The key is that you are no longer need to stress over the process of producing an essay. This is due to the fact that there are a variety of tools available to you that will allow you to generate your essay with relative ease. We are happy to provide you with guidance on how to operate with such instruments.

Free Plagiarism Detection Software:

Students at all levels of study are occasionally obliged to produce academic papers, and this is especially true for first-year students. This allows one to develop not only academic writing skills, but also the ability to think critically and creatively as a result of the experience. It’s important to remember that if you’re asked to write an academic paper, you’re expected to turn in material that is completely original. If you do not follow these instructions, you run the danger of being accused of plagiarism. Fortunately, it is now feasible to employ a free plagiarism checker application to determine the degree to which your work is identical to others’ work. Information that has been directly copied from other sources is highlighted using this type of tool, which is built in such a way that it can be easily identified. So it can be used to determine the extent of plagiarism in a specific academic paper with great success. If you decide to place your order with our company, our professionals will be happy to walk you through the process of using these types of online plagiarism checker software programs.
You should take into consideration a number of important factors before employing a specific online tool for the purpose of detecting plagiarism in your paper. When evaluating a tool, the first thing to examine is how effective it is. The effectiveness of the instrument may be insufficient, and you may not benefit significantly from it. Attempt to test whether or not it will identify it by copying and pasting material directly into your paper and seeing if it detects it. If it is unable to highlight material that has been directly duplicated, you should consider utilizing another tool. The point is that you must always make certain that your plagiarism detection software is up to date and effective.
Second, you should take into consideration the privacy policies of the free plagiarism checker program that has been provided. In most circumstances, a user must sign in before being able to access a particular tool or feature. You should make certain that you understand how the company that provides such a tool saves and handles the private information that consumers send to the company in the first place. Most essential, you should be certain that you understand how the academic document that you upload to an online service will be preserved and protected from illegal access before proceeding. You should make every effort to avoid using online plagiarism detector software that misappropriate the personal information of its customers. Please do not hesitate to place your order with our company today if you are unsure about the tool that you should use when checking for plagiarism in your essay or coursework or assignment, thesis, capstone project, research paper, term paper, or dissertation, among other types of writing assignments.

Role of Advice

Role of Advice
The Importance of Advice
Name of the student’s institution
The Importance of Advice
When faced with the difficult decision of which course of action to take, advice can serve a variety of functions. These roles are outlined in excerpts from Malala Yousofzai’s speech at the United Nations General Assembly and the film Into Thin Air.
Individuals can benefit from advice because it illuminates them in the face of various factors that influence society. Illiteracy is among the factors to consider. Illiteracy has a variety of consequences for individuals and groups in society. Some of these consequences include exposing people to deception, instilling fear in their hearts, and causing low self-esteem in individuals. Individuals who are illiterate are also more likely to isolate themselves and become reliant on coping mechanisms. Poverty is another factor that is addressed in the advice. Poverty has a variety of negative consequences in society, including an increase in crime rates, limited access to education for young people in society, health problems, and extremism. Terrorism is yet another factor that advisors must deal with in a community setting. Exposure to long-term stress, changes in health-related behavior, acute stress disorder, and post-traumatic stress disorder are some of the consequences of terrorism. Individuals can benefit from advice in order to avoid being confronted with or participating in issues of this nature. According to Malala Yousofzai, in her speech to the United Nations General Assembly on September 25, 2012, education is the most effective way to combat issues such as illiteracy and poverty, as well as terrorism (“Malala Yousofzai Speaks at the UN General Assembly”) Members of a society can acquire the necessary skills that will enable them to navigate their daily lives and to associate with other literate people through the process of education. Individuals in society may also be able to obtain employment or start businesses in order to earn a living, allowing them to escape poverty. Education also ensures that individuals are aware of the dangers that terrorism and extremism pose to society as a result of their involvement in it. Because of this, an educated individual is less likely to become involved in terrorist activities when compared to an illiterate individual. According to Yousafzai, education is the only way to make a difference in the world.
Additionally, advice can be used to prevent people from repeating certain mistakes that have occurred in their lives in the recent past. The repetition of mistakes leads to the attainment of similar results or the advancement of the consequences of the mistakes that were made in the first place, depending on the situation. Over and over again, it has been discovered that individuals make the same mistakes. Individuals who are stressed are capable of engaging in a variety of behaviors to maintain their emotional, physical, and social well-being when stressed. Volatile emotions, self-obsession, poor judgment, and impulsiveness are all characteristics of this type of behavior. When emotions take precedence over factual considerations, individuals’ brains become overrun with emotion rather than logic. Individuals are therefore prone to rejecting any viewpoint that differs from their own. Consequently, This is clearly illustrated in the excerpt from Into Thin Air, which describes the role that advice plays. A tragic event could have been avoided, according to the author of the piece from which the excerpt was derived, but this did not happen. According to the author, if the delays at the fixed lines had been avoided, the consequences of the tragedy might have been less severe (Into Thin Air, 2018). Additionally, the article indicates that various lessons were learned from the events and that these lessons can be applied by individuals in the future in order to avoid certain occurrences in the future. Furthermore, it describes the effects of individuals, rather than the effects of failure, on their ability to learn from their mistakes. Individuals can therefore be equipped with knowledge and lessons on how to deal with various situations by acknowledging the consequences of previous events as a result of receiving professional guidance.
To summarize, advice is important to individuals in society when they are attempting to determine the best course of action to take. These responsibilities include shedding light on a variety of issues that affect society as well as preventing individuals from repeating certain mistakes that may have occurred in the previous.
Into Thin Air (2018) is cited as an example.
Malala Yousofzai delivers a speech at the United Nations General Assembly in 2012.
References
Into Thin Air, 2018
Malala Yousofzai Speaks at the UN General Assembly, 2012

Charter schools and public schools

Charter schools and public schools
Recently, a fierce dispute over charter schools and public schools has erupted, with many people believing that charter schools are preferable to public schools in terms of academic performance. In spite of the narrow line that separates the two institutions, they both provide the best education possible in accordance with the curriculum and guidelines established by the different ministries of education in their respective nations. The unwritten story of how charter schools came to be creates some persistent misunderstandings among the general public about the differences between the two types of educational institutions. When it comes to education delivery, charter schools are considered the best because of their small and manageable class sizes, the fact that they are tuition-free compared to their counterparts, and the fact that they provide more individualized attention to students, according to the author of the article.
In the United States, charter schools are public schools that have been allowed greater flexibility in terms of the teaching methodology and curriculum that they follow. As a condition of receiving this, kids must demonstrate superior academic performance and overall well-being, as determined by strict accountability. Charter schools, like public schools, charge no tuition and place fewer restrictions on admissions than private schools, which are privately owned institutions. Charter schools, like public schools, charge no tuition and place fewer restrictions on admissions than private schools. The concept of charter schools originated in the 1970s, when a group of instructors came to an agreement to establish contracts or charters in order to provide the finest approach on teaching programs in the United Kingdom. Many countries around the world have embraced this model, which has resulted in the education sector being affordable, of good quality, and easily accessible to a large number of people. It has resulted in a high number of elite members all around the world.
The concept of charter schools being superior to public schools has ingrained itself deeply in the minds of today’s parents, who prefer their children to attend charter schools. The number of students enrolled in charter schools has increased significantly over the last 15 years, with roughly 3.1 million students enrolled in charter schools in the District of Columbia. However, this assumption is not far from the truth, as charter schools have been found as being very effective at producing the brightest minds at the lowest possible cost. There has been complete transparency in the administration of school funding, which has been a rare occurrence in public schools up to this point. Teachers in charter schools are more focused and self-motivated, and they have a strong desire to see their kids succeed in their studies. They provide an opportunity for parents to participate more actively in their children’s education. What distinguishes private schools from public schools is that the administration of such institutions establishes the norms for engagement with parents and students in order to ensure suitability in the management process and the provision of high-quality education to all students and parents.
The stringent adherence to the laws and regulations of the state is what distinguishes public schools from other educational establishments. They are managed by school district boards, which are elected positions, and they are not exempt from any of the state rules that apply to public schools. Despite the fact that the institutions face intense competition for admission and intake of students from charter schools, the institutions continue to have students and are not on the verge of going out of business as a result of charter schools. According to education department figures, public schools account for more than 91 percent of all educational institutions in the country. Compared to charter schools, which sometimes experience management crises due to a lack of well-elaborated management norms, this is ascribed to the existence of sound management regulations and substantial funding from the federal government.
The funding for these two institutions differs in some ways from one another. The charter schools are compensated on a per-pupil basis by the state. They have the right to receive private funding. They do, on the other hand, receive significantly less funding from the government. Due to the fact that public schools receive funding through the federal budget, they receive far higher sums than charter schools.
Charter schools are favored because they offer flexible curricula and because they are bound by a contract that ensures that they generate the highest levels of performance throughout the country. The learning materials used in charter schools are tailored to the needs of the students in a one-on-one learning environment. Students have the option to attend online education because charter schools have policies that are more flexible than traditional institutions. The classes are not overcrowded, and they can handle the amount of students who are required. As opposed to public schools, private schools do not require students to take entrance tests, resulting in a high number of students enrolling.
In certain aspects, the two institutions are comparable to one another. Both colleges do not require students to take entrance examinations in order to enroll. They both get state support, despite the fact that the quantity and amount of money they distribute differ. Both colleges admit students without regard to their race, gender, or national origin. All prospective students are treated with dignity and fairness by both organizations during the application process. Regarding accountability, charter schools are managed by management rules, whereas public schools are governed by the rules of the state and the regulations of the district board of education.
However, throughout the previous few decades, charter schools have received harsh criticism from the general public, making their route to success all the more difficult. The rate at which they are able to guarantee their success to the state as part of their agreement to establish themselves has decreased dramatically. According to the statistics provided by the Ministry of Education, around 24% of charter schools have closed as a result of mismanagement concerns in recent years. Aside from financial difficulties, mismanagement is the most common reason for the dissolution of these educational institutions. A number of education experts have stated that certain charter schools are managed by profit-making groups, which is effectively commercializing the country’s educational system. It is said that these institutions compete with public schools for limited national resources, hence weakening the effectiveness of public schools overall.

References
Dobbie, W., and Fryer, R. (in press) (2016). The relationship between charter schools and labor market outcomes.
Sun, M., and Ni, Y. (in press) (2016). Workplaces and labor markets: Investigating the reasons for the difference in principal turnover between charter schools and traditional public schools. Educational Administration Quarterly, volume 52, number 1, pages 144-183.

Electrical Assignment Help

LA020088, Assignment 2, UEENEEE137A Ed1 1
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
UEENEEE137A, Assignment 2
What you have to do
This assignment covers the material in topics 2, 3, 4, 5 and 6 from the knowledge
specification KS01-EE137A of unit UEENEEE137A.
Answer in the space provided where possible but use separate paper if required. The
complete assignment will be returned to you so answering on the assignment allows more
easily understood feedback.
Brackets have been provided with multiple choice questions for you to insert the letter
corresponding to your answer.
For short answer questions keep your answers clear and concise and ensure you answer the
question as asked.
For diagrams also keep your answer clear and concise.
Your textbook will generally be the prime sources of information but don’t forget to access
the internet, OTEN readings and presentations.
This assignment is part of the assessment underpinning your workplace performance criteria;
therefore, you need to demonstrate that you have studied and comprehended these topics.
This will be shown by achieving 70% from your marker. If you do not achieve this then you
will be required to resubmit this assignment.
Total marks for this assignment is 67
2 LA020088, Assignment 2, UEENEEE137A Ed1
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
Topic 2: Hazards, risks and control measures—construction
Short answer questions (1 mark per written part or as shown)
1 What type of control measure would a dust collection fan be (e.g. Elimination)?
________________________________________________________________
2 State the main reason why some older switchboard materials should not be cut or drilled
without precautions.
________________________________________________________________
3 Name a toxic gas which may build up in an enclosed tank.
________________________________________________________________
4 Name one type of work activity involving a certain wood type which is a dangerous
wood dust hazard.
________________________________________________________________
5 Where may an electrician be exposed to legionella bacterium?
________________________________________________________________
6 Describe a serious hazard when cutting and joining fibre optics.
________________________________________________________________
7 Name 2 locations in some cottage type premises where asbestos can be found. (2 marks)
________________________________________________________________
________________________________________________________________
8 Name 2 essential types of PPE which should be issued to workers for their protection
when working in a bright sunny location at a building site. (2 marks)
________________________________________________________________
________________________________________________________________
9 A sign displayed on a construction site which shows a person’s head with ear protection
means that it is mandatory/not mandatory to wear the protection (Circle the correct
answer)
10 75dB of continuous noise in a workplace is the threshold of where permanent damage
can occur.
True or False (Circle the correct answer)
LA020088, Assignment 2, UEENEEE137A Ed1 3
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
11 The low reach insulated elevated work platform would be an ideal item of plant
equipment to use on live wires at the point of connection to a commercial building The
elevated work platform in NSW requires a high risk license from Workcover NSW to use
it.
True or False (Circle the correct answer)
12 Name one location that would be classed as a confined space by Workcover NSW.
________________________________________________________________
________________________________________________________________
13 What do the letters MSDS stand for?
________________________________________________________________
Total marks /15
4 LA020088, Assignment 2, UEENEEE137A Ed1
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
Topics 3 and 5: Extra Low Voltage and Low Voltage Hazards and
Risks
Short answer questions (1 mark per written part or as shown)
Extra low voltage is defined as not more than 50Vac or 120Vdc. Low voltage is defined as
being between 50Vac and 1000Vac or between 120Vdc and 1500Vdc.
Be very careful of these names which could be misleading to a person who has not had
training in the Electrotechnology field. Low voltage is lethal. Extra low voltage could also be
lethal in the right environment such as high humidity, dampness, salt water, body salts from
perspiration etc. This is a very important area for safety risk management, and you must do
all the reading and show a high understanding of the dangers and hazards when working with
electrical circuits.
Read the following code of practice as your life and that of others around you is not
worth taking risks with electricity. Just copy and paste in GOOGLE.
http://wwwworkcovernswgovau/formspublications/publications/
Documents/low_voltage_electrical_work_code_of_practice_0964pdf
Watch the following video from YouTube
http://wwwyoutubecom/watch?v=HaSeu7-YG1M: the girl with hairdryer and
electrical worker…’Electrical Accident ‘It’s All About The Hair’
This video is about Low Voltage electrical hazard and lockout/tag out procedures.
Note that the consequences in Australia would be more severe due to the voltage and
frequency of our supply compared to the USA.
For questions 14 and 15 you must read the document from Safe Work Australia, ’Managing
Electrical Risks in the Workplace’ and use the information you learn from that document to
best answer them.
http://wwwsafeworkaustraliagovau/sites/SWA/about/Publications/
Documents/699/Managing%20Electrical%20Risks%20in%20the%20
Workplacepdf
14 From Section 51 of the above document, state the safe work procedure which
must be done when working on all electrical equipment or installations. Also,
state whether the electrical contractor in the video appeared to perform this
procedure. (3 marks)
________________________________________________________________
________________________________________________________________
________________________________________________________________
LA020088, Assignment 2, UEENEEE137A Ed1 5
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
15 From Section 6 of the Safe Work Australia document, discuss what the electrical
contractor in the video did not do, and show clearly 4 steps he should have taken
to comply with the Section 6 requirements. (5 marks)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
16 Place numbers from 1 to 7 in the blanks indicating the correct order of steps to be
taken in lockout/tag out. (7 marks)
Order of
action
Steps to be taken
Isolate equipment
Verify isolation
Control stored energy
Shut down equipment
Prepare for shutdown
Apply lockout/tag out devices
17 You know the equipment is safe when the power has been turned off.
True or False (circle correct answer)
18 Which of the following would be part of “control of stored energy”? Circle the
identifying letter. (4 marks)
(a) closing valves,
(b) locking out feeders,
(c) turning off power,
(d) releasing hydraulic pressure,
(e) releasing steam pressure,
(f) blocking movement of parts,
(g) releasing spring tension
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© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
19 Locks should be removed only by the person who installed them.
True or False (circle correct answer)
20 Name 2 items used to indicate that electrical work is being carried out. (2 marks)
________________________________________________________________
________________________________________________________________
Questions 21 to 24 refer to the computer power supply shown below.
ATX power supply interior Legend
A—bridge rectifier
B—input filter capacitors
between B and C—Heatsink of high-voltage
transistors
C—transformer
between C and D—Heatsink of low-voltage,
high-current rectifiers
D—output filter coil
E—output filter capacitors
21 Charged capacitors in the power supply are only 12 Volts and do not represent a hazard.
True or False (circle correct)
22 If the 5 Volt output on the power supply is going into a low resistance load there is no
possibility of a fire hazard.
True or False (circle correct)
23 If you are required to service extra low voltage 5 Volt systems like this, there is no
hazard from wearing metal jewelry.
True or False (circle correct)
Nameplate for computer power supply
LA020088, Assignment 2, UEENEEE137A Ed1 7
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
24 The power supply is an extra low class of supply, having voltages as shown from
3.3 Volts up to 12 Volts This supply is quite safe for consumers to open and do
modifications with and represents no 230 Volt electrocution risk.
True or False (circle correct)
25 As a first year apprentice it is quite ok for your supervisor to leave you unsupervised to
install a new socket-outlet in an installation as you have done it by yourself on other
occasions.
True or False (circle correct)
Total marks /28
8 LA020088, Assignment 2, UEENEEE137A Ed1
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
Topic 4: Hazards, risks and control measures associated with high
voltage
Multiple choice questions, 1 mark each
26 The dielectric strength of mica can be expected to be more than:
(a) 500 kV/mm
(b) 1500 kV/mm
(c) 2500 kV/mm
(d) 3500 kV/mm ( )
27 All of the following dielectric materials are preferred for high frequency applications
except:
(a) Polyethylene
(b) Butyl rubber
(c) Teflon
(d) Polystyrene ( )
28 The phenomenon of corona is generally accompanied by:
(a) a bang
(b) a hissing sound
(c) magnetic hum
(d) all of the above ( )
29 Surge voltage originates in power systems due to:
(a) lightning
(b) switching operations
(c) faults
(d) any of the above. ( )
30 Surge diverters are:
(a) nonlinear resistors in series with spark gaps to act as fast switches
(b) arc quenching devices
(c) shunt reactors to limit voltage due to the Ferranti effect
(d) over voltages of power frequency harmonics. ( )
LA020088, Assignment 2, UEENEEE137A Ed1 9
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
31 Step potential means:
(a) A step-up transformer is used to increase potential to a circuit in high
demand situations
(b) An earth fault situation has occurred and if the soil is high resistance a
workers legs will conduct current better than the soil in the distance of 1 step
(c) Voltages to domestic dwellings are stepped up as the cables run down a street to
overcome losses
(d) Rings of voltage radiating through damp soil can give rise to large
currents and voltages which would not be lethal when stepped upon. ( )
32 An authorised and properly trained person can be within __________ of energised 33kV:
(a) 2000mm
(b) 3000mm
(c) 700mm
(d) none of the above as the line would need to be de-energised. ( )
33 Induced voltage is:
(a) Voltage produced by the secondary of a high voltage transformer
(b) Due to the significant electromagnetic fields present around energized
HV electric lines, voltages may be induced onto adjacent de- energised or
non-commissioned electric lines
(c) Electrified fences work on the principle of electromagnetic induction and because
of the field of energy around the conducting wires, animals stay away
(d) Voltage which is sufficient to overcome rated creepage distances and then
cause surges in domestic installation. ( )
34 To eliminate electrical tracking between two close conductors, designers must provide
adequate CR______E distance between electrical elements.
Total marks /9
10 LA020088, Assignment 2, UEENEEE137A Ed1
© New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015
Topic 6 Hazards and Risks with harmful materials
Short answer questions (1 mark per written part or as shown)
35 Name the illness which is caused by Manganese in Welding Fumes.
________________________________________________________________
36 Welding with stainless steel can be hazardous due to: (2 marks)
________________________________________________________________
________________________________________________________________
37 Heating or cutting metal or other material which has been coated with lead will
produce a hazard. Describe the hazard and state what part of the body is affected
by this. (2 marks)
________________________________________________________________
________________________________________________________________
38 You have been told to blow the dust out of some electrical equipment Name the single
most dangerous airborne contaminant from this process.
________________________________________________________________
39 Name an example of an administrative control measure with respect to operating a laser.
Think especially about a worksite and how to warn other people.
________________________________________________________________
40 Name what effect the dust from drilling into bricks or cement will have on the human
body.
________________________________________________________________
41 What is the main hazard that exists when trimming optic fibre with a sharp knife or
scalpel blade?
(the answer is not cutting your finger)
_________________________________________________________________
42 Fluorinated hydrocarbons may be present in common refrigerants and are harmful
if they enter the body via the breathing passages. Name the parts of the human
body that may be affected. (4 marks)
________________________________________________________________
43 Name 2 electrical items that may contain polychlorinated biphenyls (PCBs). (2 marks)
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UEENEEE137A Ed1 1 LA020088, Assignment 2

UEENEEE137A, Assignment 2 (New South Wales Technical and Further Education Commission, 2015 (TAFE NSW – WSI), Version 1, September 2015

What you should do

The material in topics 2, 3, 4, 5, and 6 from the knowledge base is covered in this assignment.

UEENEEE137A unit specification KS01-EE137A.

If possible, answer in the space provided, but if necessary, use separate paper. The

Because the entire assignment will be returned to you, answering the questions on the assignment allows you to learn more.

feedback that is simple to comprehend

For you to insert the letter, brackets with multiple choice questions have been given.

in accordance with your response

Keep your replies clear and succinct while answering short answer questions, and make sure you answer all of the questions.

as stated in the question

Maintain clarity in your

Integrate leadership and management principles and attributes in nursing practice essay

Module 02 Content Leadership

1.

Top of Form

Assigning, Delegating, Supervising, and Prioritizing Care

Competency

Integrate leadership and management principles and attributes in nursing practice

Scenario

You are assigned to six patients on the medical surgical unit working with a LPN/LVN and share a CNA with another RN. You are receiving report for your patients and need to identify what activities you will be assigning, delegating, supervising, and prioritizing for the shift.

Instructions

· Client number 1: 50-year old male who had a heart attack and stent placed with normal vital signs

· Client number 2: 46-year-old female with full-thickness burns to the leg who needs to have dressings changed

· Client number 3: 33-year-old male firefighter who has fallen and broken his right femur after surgery with pain in his leg

· Client number 4: 18-year-old male with wheezing and labored respirations unrelieved by an inhaler

· Client number 5: 74-year-old female with new onset dementia awaiting lab results

· Client number 6: 52-year-old female who has been recently diagnoses with diabetes type 2 and is getting discharged

1. Describe the patients you will be assigning to the LPN

1. Describe the care that you will be delegating to the LPN and CNA

1. List the interventions that you would want to supervise for the LPN and CNA

1. List the clients and care from the highest to lowest priority

1. Provides stated ideas with professional language and attribution for credible sources with correct APA citation, spelling, and grammar.

Module 2: Content Management

1.

Top of the Game

Assigning, delegating, supervising, and prioritizing care are all important aspects of the job.

Competency

Incorporate the principles and characteristics of leadership and management into nursing practice.

Scenario

Working with an LPN/LVN and sharing a CNA with another RN, you are assigned to six patients on the medical surgical unit. You’ve received a report for your patients and need to figure out what tasks you’ll allocate, delegate, supervise, and prioritize for the shift.

Instructions

Client number one is a 50-year-old man who had a heart attack and had a stent put, but his vital signs were normal.

Client number two is a 46-year-old woman with full-thickness leg burns who needs her bandages replaced.

Client number three is a 33-year-old male firefighter who fell and broke his right femur followin

RCT essay

CASP Randomised Controlled Trial Standard Checklist: 11 questions to help you make sense of a randomised controlled trial (RCT)

Main issues for consideration: Several aspects need to be considered when appraising a randomised controlled trial:

Is the basic study design valid for a randomised controlled trial? (Section A)

Was the study methodologically sound? (Section B) What are the results? (Section C) Will the results help locally? (Section D)

The 11 questions in the checklist are designed to help you think about these aspects systematically.

How to use this appraisal tool: The first three questions (Section A) are screening questions about the validity of the basic study design and can be answered quickly. If, in light of your responses to Section A, you think the study design is valid, continue to Section B to assess whether the study was methodologically sound and if it is worth continuing with the appraisal by answering the remaining questions in Sections C and D.

Record ‘Yes’, ‘No’ or ‘Can’t tell’ in response to the questions. Prompts below all but one of the questions highlight the issues it is important to consider. Record the reasons for your answers in the space provided. As CASP checklists were designed to be used as educational/teaching tools in a workshop setting, we do not recommend using a scoring system.

About CASP Checklists: The CASP RCT checklist was originally based on JAMA Users’ guides to the medical literature 1994 (adapted from Guyatt GH, Sackett DL and Cook DJ), and piloted with healthcare practitioners. This version has been updated taking into account the CONSORT 2010 guideline (http://www.consort-statement.org/consort-2010, accessed 16 September 2020).

Citation: CASP recommends using the Harvard style, i.e. Critical Appraisal Skills Programme (2020). CASP (insert name of checklist i.e. Randomised Controlled Trial) Checklist. [online] Available at: insert URL. Accessed: insert date accessed.

©CASP this work is licensed under the Creative Commons Attribution – Non-Commercial- Share A like. To view a copy of this licence, visit https://creativecommons.org/licenses/by-sa/4.0/

Critical Appraisal Skills Programme (CASP) part of Oxford Centre for Triple Value Healthcare Ltd www.casp-uk.net

2

Study and citation: …………………………………………………………………………………………………………

Section A: Is the basic study design valid for a randomised controlled trial?

1. Did the study address a clearly focused research question? CONSIDER: Was the study designed to assess the outcomes of an intervention? Is the research question ‘focused’ in terms of: • Population studied • Intervention given • Comparator chosen • Outcomes measured?

Yes No Can’t tell o o

2. Was the assignment of participants to interventions randomised? CONSIDER: • How was randomisation carried out? Was

the method appropriate? • Was randomisation sufficient to eliminate

systematic bias? • Was the allocation sequence concealed

from investigators and participants?

Yes No Can’t tell o o o

3. Were all participants who entered the study accounted for at its conclusion? CONSIDER: • Were losses to follow-up and exclusions

after randomisation accounted for? • Were participants analysed in the study

groups to which they were randomised (intention-to-treat analysis)?

• Was the study stopped early? If so, what was the reason?

Yes No Can’t tell o o o

Section B: Was the study methodologically sound?

4. • Were the participants ‘blind’ to

intervention they were given? • Were the investigators ‘blind’ to the

intervention they were giving to participants?

• Were the people assessing/analysing outcome/s ‘blinded’?

Yes No Can’t tell

o o o o o

o o o

5. Were the study groups similar at the start of the randomised controlled trial? CONSIDER: • Were the baseline characteristics of each

study group (e.g. age, sex, socio-economic group) clearly set out?

• Were there any differences between the study groups that could affect the outcome/s?

Yes No Can’t tell o o o

3

6. Apart from the experimental intervention, did each study group receive the same level of care (that is, were they treated equally)?

CONSIDER: • Was there a clearly defined study protocol? • If any additional interventions were given

(e.g. tests or treatments), were they similar between the study groups?

• Were the follow-up intervals the same for each study group?

Yes No Can’t tell o o o

Section C: What are the results?

7. Were the effects of intervention reported comprehensively?

CONSIDER:

• • What outcomes were measured, and were

they clearly specified? • How were the results expressed? For

binary outcomes, were relative and absolute effects reported?

• Were the results reported for each outcome in each study group at each follow-up interval?

• Was there any missing or incomplete data? • Was there differential drop-out between the

study groups that could affect the results? • Were potential sources of bias identified? • Which statistical tests were used? • Were p values reported?

Yes No Can’t tell o o o

8. Was the precision of the estimate of the intervention or treatment effect reported?

CONSIDER: • Were confidence intervals (CIs) reported?

Yes No Can’t tell o o o

9. Do the benefits of the experimental intervention outweigh the harms and costs?

CONSIDER: • What was the size of the intervention or

treatment effect? • Were harms or unintended effects

reported for each study group? • Was a cost-effectiveness analysis

undertaken? (Cost-effectiveness analysis allows a comparison to be made between different interventions used in the care of the same condition or problem.)

Yes No Can’t tell o o o

Was a power calculation undertaken?

4

Section D: Will the results help locally?

10. Can the results be applied to your local population/in your context?

CONSIDER: • Are the study participants similar to the

people in your care? • Would any differences between your

population and the study participants alter the outcomes reported in the study?

• Are the outcomes important to your population?

• Are there any outcomes you would have wanted information on that have not been studied or reported?

• Are there any limitations of the study that would affect your decision?

Yes No Can’t tell o o o

11. Would the experimental intervention provide greater value to the people in your care than any of the existing interventions?

CONSIDER: • What resources are needed to introduce

this intervention taking into account time, finances, and skills development or training needs?

• Are you able to disinvest resources in one or more existing interventions in order to be able to re-invest in the new intervention?

Yes No Can’t tell o o o

APPRAISAL SUMMARY: Record key points from your critical appraisal in this box. What is your conclusion about the paper? Would you use it to change your practice or to recommend changes to care/interventions used by your organisation? Could you judiciously implement this intervention without delay?

Study and citation:
Section D Will the results help locally:
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APPRAISAL SUMMARY

ou understand a randomised controlled trial (RCT)

The following are the main points to consider: When evaluating a randomized controlled experiment, several factors must be taken into account:

Is a randomized controlled trial’s basic research design valid? (A Section)

Was the study conducted in a methodologically sound manner? (Section B) If you’re looking for a unique way to express yourself What are the outcomes? (Chapter C) Will the outcomes be beneficial to the community? (Chapter D)

The checklist’s 11 questions are meant to help you think about these issues in a systematic way.

How to utilize this tool for evaluation: The first three questions (Section A) are screening questions about the validity of the basic study design and can be answered quickly. If, in

Choose one of the following health behaviors or illnesses: ADHD

Learning Goal: I’m researching a health and medical topic and need an explanation and response.

There is no commonly accepted paradigm of health. Create a powerpoint presentation that describes and discusses the four current health models. Choose a health behavior or ailment to analyze using each model of health.

Step 1: Discuss each of the current health models mentioned in Chapter 1. Describe the current models. 10 pt

2.1 Analyze Pick one of the following health issues: ADHD, alcoholism, HIV, obesity, or smoking. Explanation of the causes of your chosen health habit or sickness. Which model’s logical action would cure or prevent the health behavior or ailment you chose? Which model best describes this disease? Which are the worst and why? 10 pts

Writer’s Mechanics (10 points)

This powerpoint should be 6-12 slides long and APA cited.

Learning Goal: I’m working on a health & medical question and need an explanation and answer to help me learn.

There is no one definitive model of health that is universally agreed upon. In this assignment you will create a powerpoint that describes and discusses each of the four current models of health. Then, you will choose a health behavior or illness and analyze it in relation to each model of health.

Step 1: Discuss each of the current models of health as described in Chapter 1 of the textbook. Briefly describe each current model. 15 pts

Step 2: Analysis. Choose one of the following health behaviors or illnesses: ADHD, Alcohol addiction, HIV, obesity or smoking. Compare how each model of health would explain the causes of the health behavior or illness you selected. According to each of the models, what would be the logical intervention to treat and/or prevent the health behavior or illness you chose? Which model best explains this illness? Which are the least useful and why? 25 pts.

Writing mechanics will be worth 10 pts.

This powerpoint should be between 6-12 slides long and cited in APA

—format.


Learning Objective: I’m investigating a medical topic and need an explanation.

There is no universal health paradigm. Design and present a powerpoint presentation on the four current health models. Ailment or health behavior to analyze with each model of health.

1) Examine the current health models discussed in 1. Identify current models. pt

Analyze Pick one of the following: ADHD, ADD, HIV, obesity, and smoking Causes of your chosen health habit or illness explained. Which model’s logical action would cure or prevent your chosen health problem? Whose model fits this disease? Worst and why? 10pt

Writer’s Tools (10 points)

Six to twelve slides with APA citations.

I’m working on a health and medical question and need an explanation and response.

There is no commonly accepted paradigm of health. Create a powerpoint presentation that describes and discusses the four current health models. Choose a health behavior or ailment to analyze using each model of health.

Step 1: Discuss each of the current health models mentioned in Chapter 1. Describe the current models. 10 pt

2.1 Analyze Pick one of the following health issues: ADHD, alcoholism, HIV, obesity, or smoking. Explanation of the causes of your chosen health habit or sickness. Which model’s logical action would cure or prevent the health behavior or ailment you chose? Which model best describes this disease? Which are the worst and why? 10 pts

Writer’s Mechanics (10 points)

It should be 6-12 slides lengthy and APA cited.

—-format.

Adult Health 2 essay

including any contraindications to the procedure.

Brunner and Suddarth Chapter 66

Reading:

· altered level of consciousness, pp. 1972-1979

· increased intracranial pressure, pp. 1979-1989

· intracranial surgery 1989-1996

Charts/Tables/Figures

· Figure 66-1, Posturing

· Table 66-1, Assessment of unconscious patient

· Figure 66-6, Neuro flow sheet

· Table 66-2, IICP with interventions

Learning Objective #1: Use the nursing process as a framework for care of the multiple needs of the patient with altered level of consciousness.

a. What are the focused assessments for patients with altered LOC?

b. List the specific nursing interventions common to patients with altered LOC.

c. How do nurses compensate for the patient’s loss of protective reflexes?

d. Discuss dignity and privacy considerations for patients with altered LOC.

e. How can a nurse support the family of a patient with altered LOC?

Learning Objective #2: Differentiate between the early and late clinical manifestations of increased intracranial pressure.

a. Define intracranial pressure (ICP) and note the general causes and pathologic effects of increased ICP.

b. Explain the Monro–Kellie doctrine and the compensatory mechanisms that affect and maintain ICP.

c. Define autoregulation and explain the cerebral responses to increased ICP to maintain blood flow.

d. What are the early and late signs and symptoms of increased ICP?

e. What is Cushing’s triad?

f. Why is it important to detect subtle changes in patient assessment findings early?

g. Define and describe the herniation of brain tissues.

h. Define and describe projectile vomiting, Cheyne–Stokes breathing, and pupillary changes as they relate to ICP.

Learning Objective #3: Apply the nursing process as a framework for care of the patient with increased intracranial pressure.

a. What are the focused assessments for a patient with increased ICP?

b. Describe ICP monitoring, including ICP waveforms, positioning of the monitoring system, and importance of aseptic technique when manipulating the monitoring system.

c. What are the nursing diagnoses common to all patients with increase ICP?

d. List the collaborative problems, planning considerations, and goals common to patients with increased ICP.

e. What actions would increase ICP. Consider positioning and breathing patterns.

f. What are the interventions to prevent further increases in ICP? Consider fluid administration and I/Os, also.

g. Discuss the treatment of SIADH and diabetes insipidus as it relates to a patient with ICP.

Learning Objective #4: List specific nursing interventions for patients undergoing intracranial surgery. Consider strategies to reduce cerebral edema and to prevent increasing ICP.

Brunner and Suddarth Chapter 67

Reading:

· Entire chapters

Charts/Tables/Figures

· Table 67-1, Comparison of Major Types of Strokes

· Figure 67-1, Patho of ischemic stroke

· Table 67-2, Neuro deficits of stroke

· Table 67-3, Comparison of L and R side stroke

· Chart 67-2, Modifiable Risk Factors for Ischemic stroke

· Chart 67-3, Criteria for tPA

· Table 67-4, NIHSS

· Figure 67-2, Carotid Endarectomy

· Chart 67-4, Assist devices

· Chart 67-5, Communication with the Patient with Aphasia

· Chart 67-6, Home care for stroke patient

Learning Objective #1: Compare the various types of cerebrovascular accidents (strokes), their causes, clinical manifestations, medical and nursing management.

a. Define stroke. Explain the use and reason for the term brain attack in describing stroke to the public. List the major types of stroke.

b. Describe ischemic stroke. List the types of ischemic strokes.

c. Describe the cascade of events and processes contributing to brain injury in ischemic stroke.

d. Describe the potential clinical manifestations of ischemic stroke, recognizing the location and size of the affected area and available collateral circulation. Use and define the medical terms associated with the manifestations.

e. Describe transient ischemic attack (TIA) and its manifestations and causes. Why is it important to evaluate and treat TIA?

f. Describe the carotid endarterectomy. What are the indications for the procedure and what does it help prevent?

g. Discuss preventive measures and secondary prevention of stroke for persons who have experienced TIAs or stroke. Discuss the medications in the detail.

h. Explain the medical management of stroke, emphasizing the need for prompt diagnosis and treatment, including diagnostic evaluation of stroke via imaging and standardized assessment tools.

i. What are the criteria for the administration of tissue plasminogen activator (t-PA) therapy?

j. What ongoing assessments/monitoring while a patient is receiving t-PA?

k. Describe t-PA action, administration, dosage, potential side effects.

l. Describe other therapies used for the acute management of the patient experiencing a ischemic stroke.

m. Discuss the assessment of patients recovering from an ischemic stroke, including the acute phase and rehabilitation.

n. Describe hemorrhagic stroke, including its causes, pathophysiology, clinical manifestations.

o. What are the nursing interventions for hemorrhagic stroke?

p. Discuss the home care and patient and family education for a patient who has had a stroke. List and discuss the essential elements for developing a teaching plan.

Brunner and Suddarth Chapter 68

Reading: Head injuries and brain injury, pp 2033-2048

Charts/Tables/Figures

· Chart 68-1, Preventing Head and Spinal Cord Injuries

· Figure 68-1, Patho

· Figure 68-3, Types of bleeds

· Chart 68-2, Glasgow Coma Scale

· Table 68-1, Assessment

· Chart 68-5, Controlling ICP

· Chart 68-6, Home care for patient with TBI

Learning Objective #1: Use the nursing process as a framework for the care of patients with traumatic brain injury.

a. Compare and contrast the location, pathophysiology, symptoms, time frames, and treatment of epidural hematoma; acute, subacute, and chronic subdural hematoma; and intracerebral hemorrhage.

b. Explain the assessment of patients with brain injury, including the use of the Glasgow Coma Scale.

c. List specific nursing diagnoses common to patients with brain injury.

d. What are the collaborative problems, planning considerations, and goals for patients with brain injury?

e. What are the specific nursing interventions for pa

ncluding any procedure-related contraindications

Chapter 66: Brunner and Suddarth

Reading:

pages. 1972-1979 in Alternate Levels of Consciousness

pages. 1979-1989, increasing intracranial pressure

1989-1996: intracranial surgery

Charts/Tables/Figures

Posturing (Figure 66-1)

Table 66-1: Evaluation of an unconscious patient

Neuro flow sheet (Figure 66-6)

IICP with interventions, Table 66-2

Learning Objective #1: Use the nursing process as a foundation for caring for the patient’s many needs when they are altered in consciousness.

a. What are the specific assessments for patients with a shifted locus of control?

b. Make a list of the frequent nursing interventions used by patients with altered LOC.

b. How can nurses compensate for the loss of protective reflexes in their patients?

d. Talk about how patients with a changed LOC should feel about their dignity and privacy.

b. How ca

7-2 Project Two ESSAY

Competencies
In this project, you will demonstrate your mastery of the following competencies:

Evaluate approaches to cognitive research
Apply concepts of cognitive science to innovation and technology
Supporting Materials
The following resources support your work on the project:

Reading: Tips for Writing Popular Blog Posts
Review this Shapiro Library resource for useful tips about creating blog posts.
Reading: Categorization Is Cognition
Review this blog-style article as an example of what your finished blog might look like. Notice the tips from the Shapiro Library article above that are present: a catchy title, an image, and well-written body text organized by headers.
Scenario
As technology evolves, members of the cognitive science community seek to better characterize the potential impacts that technology might have on our cognitive skills. There have been exciting benefits to the advances over the past 20 years, but have these same tools also changed the way we think? Have they changed our capacity to attend and process information? As you have learned in previous courses, such as PSY 222 (Research Methods) and PSY 260 (Statistical Literacy in Psychology), these sparks of curiosity can turn into research questions, and soon a body of work is produced—in this case, one that examines the effects of innovation and technology on the cognition of specific populations. To successfully complete this assignment, you will need to use your data literacy skills and analyze the research for what it is and for what it isn’t.

For this project, due in Module Seven, you will create a technology and cognition blog post with the goal of educating a general audience, as well as healthcare providers, who are educated but not necessarily familiar with your topic of research. Do your best to summarize your sources in your own words with a scientific and formal but not overly technical tone. As such, do not use quotations in your blog, but be sure to use in-text citations and references appropriately. Building this type of communication skill will exercise your ability to consume information and will benefit you in any career path you choose.

In your Project Two Milestone, which was due in Module Five, you selected a topic and completed an annotated bibliography of current research related to your topic. Be sure to incorporate any instructor feedback on the analysis of your sources before beginning work on this project. You will use all of the primary sources from your milestone to complete this project. You must address each of the rubric criteria listed below in about 600 to 900 words total.

Directions
Based on your topic selection and research in your Project Two milestone, create a technology and cognition blog post using the Project Two Template. You must address the rubric criteria listed below in about 600 to 900 words total:

Topic Summary and Theory Background
Describe why research is being done on your selected topic.
Summarize how technology affects cognition for your selected topic.
Describe how a classic theory or concept in cognitive psychology applies to your selected topic. Examples include encoding specificity, levels of processing, late or early selection models, the multiple resources approach to attention, automaticity, and the dual-route model of language.
Compare and Contrast Primary Research Articles: To answer each of the questions below, compare and contrast two of the three primary sources you identified in your Project Two milestone. Incorporate all three primary sources in your responses.
Compare the use of participants in two primary sources of your choice. Consider how the choice of participants is relevant to the research or how comparing the participants could inform future research or different conclusions.
Compare the measures, tests, and research designs used in two primary sources and compare how these measures relate to the specific domains of cognition mentioned in the articles. Consider how the research methods used are relevant to the research and how they can inform future research or different conclusions.
Compare the limitations identified in two primary sources of your choice. Consider how the limitations are relevant to the research methodology implemented or conclusions drawn. For example, does the methodology in one article use procedures that can be used to infer causation more precisely and accurately? Does one source have a more representative sample than the other?
Conclusions
Describe your conclusions about your selected topic based on the research you have analyzed.
What to Submit
To complete this project, you must submit the following:

Technology and Cognition Blog Post
Submit your completed Project Two Template. Sources should be cited according to APA style.

Week 1 Learning Activity: Current Models of Health Powerpoint

Learning Goal: I’m working on a health & medical question and need an explanation and answer to help me learn.

There is no one definitive model of health that is universally agreed upon. In this assignment you will create a powerpoint that describes and discusses each of the four current models of health. Then, you will choose a health behavior or illness and analyze it in relation to each model of health.

Step 1: Discuss each of the current models of health as described in Chapter 1 of the textbook. Briefly describe each current model. 15 pts

Step 2: Analysis. Choose one of the following health behaviors or illnesses: ADHD, Alcohol addiction, HIV, obesity or smoking. Compare how each model of health would explain the causes of the health behavior or illness you selected. According to each of the models, what would be the logical intervention to treat and/or prevent the health behavior or illness you chose? Which model best explains this illness? Which are the least useful and why? 25 pts.

Writing mechanics will be worth 10 pts.

This powerpoint should be between 6-12 slides long and cited in APA format.
—–
Learning Goal: I’m researching a health and medical topic and need an explanation and response.

There is no commonly accepted paradigm of health. Create a powerpoint presentation that describes and discusses the four current health models. Choose a health behavior or ailment to analyze using each model of health.

Step 1: Discuss each of the current health models mentioned in Chapter 1. Describe the current models. 10 pt

2.1 Analyze Pick one of the following health issues: ADHD, alcoholism, HIV, obesity, or smoking. Explanation of the causes of your chosen health habit or sickness. Which model’s logical action would cure or prevent the health behavior or ailment you chose? Which model best describes this disease? Which are the worst and why? 10 pts

Writer’s Mechanics (10 points)

This powerpoint should be between 6-12 slides long and cited in APA format.