List the support needs of your participant beginning with the highest priority and then in descending order.

Using the information from the interview you conducted in Week 2 (Document Attached)

In a Microsoft Word document of 4-5 pages formatted in APA style, describe the information collected about the person with a chronic illness from week 2.

·  List the support needs of your participant beginning with the highest priority and then in descending order.

·  Provide examples of appropriate interventions of the professional caregiver, for example, the nurse.

·  Discuss how to implement objectives of Healthy People 2020 to increase wellness.

·  Discuss nursing’s role as an advocate for participant acceptance of diagnosis and treatment.

·  Discuss the impact of the environment on patient’s health.

Include social determinants that impact care.

Support your responses with examples.

Please note that the title and reference pages should not be included in the total page count of your paper.

On a separate references page, cite your sources in your work and provide references for the citations in APA format. Support your work, using your course lectures and textbook readings. Helpful APA guides and resources are available in the  University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the  University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

Narcissistic Personality Disorder

Narcissistic Personality Disorder

One of the psychological disorders todays is Narcissistic personality disorder. It is characterized by a continuous system of grandiosity, fantasizing about unlimited power and the urge and need to be admired and be given special treatment (Kacel, Ennis & Pereira, 2017). People who have narcissistic personality disorder would normally experience physical comorbidities, mental health issues and social problems (Kacel, Ennis & Pereira, 2017). This is evident from the high prevalence of the condition with these factors. For example, there is a 40.6% prevalence of abuse of substance, 28.6% in mood disorder and 40% prevalence rate in anxiety disorders (Kacel, Ennis & Pereira, 2017). In the whole of United States population, the prevalence of the condition is between 1% and 15% (Mitra & Fluyau, 2020). There is also a high occurrence of the condition among African American men and women and also among the Hispanic women (Mitra & Fluyau, 2020). It is important to note that narcissistic personality disorder can coexist together with other psychiatric disorders making it difficult to make the diagnosis (Mitra & Fluyau, 2020). This paper shall focus on the diagnostic criteria, psychotherapy and psychopharmacologic interventions and clinical features of narcissistic personality disorder.

Diagnostic Criteria

The DSM-5 diagnostic criteria for narcissistic personality disorder includes presence of a prevalent pattern or system of grandiosity, the need to be admires, and lacking empathy by the early years of adulthood (APA, 2013). The individual should present at least five of the following list of features. The first is having a fantasy of self-importance which can be seen by the individual exaggerating his or her own achievements and accomplishments (APA, 2013). The other feature is being preoccupied by their own fantasy or imagination concerning unending success, power and love among other attractive things (APA, 2013). The individual has a belief of being special and should be associated with people that are of high status and can be able to understand him (APA, 2013). Additionally, this individual possesses a sense of being entitled, is exploitative, does not have any empathy, is envious and jealous of other people and believes that they are jealous of him and is very arrogant with haughty attitudes (APA, 2013). The individual should present at least five of the listed symptoms.

There are additional features that can be used to support diagnosis of the condition. One of these features is that they are very vulnerable when it comes to their self-esteem and thus can be really sensitive to hurt caused by criticism or loss (APA, 2013). This would cause them to be humiliated and can react back with rage or withdraw from the social life (APA, 2013). Therefore, they are easily hurt by criticism or defeat and this can break them.

Evidence-based Psychotherapy and Psychopharmacologic Treatment

There is no established treatment of narcissistic personality disorder, both psychopharmacologic and psychological or psychotherapy. This is mainly because it often presents itself together with other disorders (Mitra & Fluyau, 2020). This leads to the focus of treatment being the management of the presented symptoms of the comorbid disorders (Mitra & Fluyau, 2020).

There are however a couple of therapeutic approaches that can be used in the treatment of narcissistic personality disorder. One of these approaches is long term therapy. This approach explores and uses the patient and therapist’s relationship (Mitra & Fluyau, 2020). Another therapeutic approach is psychodynamic psychotherapy that works on the defenses that have been present and identified during the therapy sessions (Mitra & Fluyau, 2020).therapists have also suggested the use of ongoing therapy for the patients who have diagnosis of narcissistic personality disorder that has already been established (Mitra & Fluyau, 2020). Another approach is transference focused therapy. This approach takes place two times every week and deals with how the patient expresses emotions to the therapist (Mitra & Fluyau, 2020). This approach is important because NPD individuals can be easily provoked by their own perception of how other people treat them. There is also a new approach called schema focused therapy that concentrates and uses alternative aspects of cognitive behavioral therapy (Mitra & Fluyau, 2020).

There is lack of any psychopharmacologic interventions for NPD that have been approved any FDA (Mitra & Fluyau, 2020). However, patients with NPD can be helped by treating the symptoms like anxiety, issues of impulse control, depression and transient psychosis. For example, antidepressants like selective serotonin reuptake inhibitors can be used and antipsychotic like risperidone have benefited patients (Mitra & Fluyau, 2020). The medications are therefore for the purposes of treating symptoms and not the disorder itself.

Clinical Features

The clinical features of narcissistic personality disorder include having an exaggerated sense of being important, being entitled, needing admiration and praises continuously, exaggerating his or her own accomplishments, feeling higher or superior than others, being jealous of other people, being arrogant, requires and needs to be given special favors and is preoccupied with dreams and fantasies concerning his or her own power, success, beauty and being smart among others.

References

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

Kacel, E. L., Ennis, N., & Pereira, D. B. (2017). Narcissistic personality disorder in clinical health psychology practice: case studies of comorbid psychological distress and life-limiting illness. Behavioral Medicine43(3), 156-164.

Mitra, P., & Fluyau, D. (2020). Narcissistic Personality Disorder. In StatPearls [Internet]. StatPearls Publishing.

Discuss the importance of incorporating feedback from a peer review process

DQ-1

Review “Criticism and Judgment: A Critical Look at Scientific Peer Review,” located in topic materials.

Discuss the importance of incorporating feedback from a peer review process and dealing with the experience of uncertainty it may create for both the author and the reviewer. You may share whatever information from your peer review that you are comfortable sharing.

Why is peer review so important and how can we use peer review or the professional critique offered to us to improve our scholarly position?

RESOURCES

Hope, A. A., & Munro, C. L. (2019). Criticism and judgment: A critical look at scientific peer review. American Journal of Critical Care28(4), 242–245.

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137294238&site=ehost-live&scope=site

DQ-2

View “Privacy & Health Research in a Data-Driven World” located in topic materials.

After viewing the video, discuss how you plan to protect your patient’s privacy within your project.

RESOURCES

View “Privacy & Health Research in a Data-Driven World,” located on the NIH Videocasting website.

URL:https://videocast.nih.gov/summary.asp?Live=33360&start=182&duration=8224&bhcp=1

DQ-3

Review “Why Causal Inference Matters to Nurses: The Case of Nurse Staffing and Patient Outcomes,” located in topic materials.

How would you define and imply causal inference relative to your quasi-experimental designed project and separate it from bias and other factors that may influence it?

RESOURCES

Costa, D. K., & Yakusheva, O. (2016). Why causal inference matters to nurses: The case of nurse staffing and patient outcomes. Online Journal of Issues in Nursing21(2), 1. doi-org.lopes.idm.oclc.org/10.3912/OJIN.Vol21No02Man02

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=hch&AN=116288407&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-4

Review “Information Bias in Health Research: Definition, Pitfalls, and Adjustment Methods,” located in topic materials.

Using your project proposal, provide an example of each of the types of errors described in the article.

RESOURCES

Althubaiti, A. (2016). Information bias in health research: Definition, pitfalls, and adjustment methods. Journal of Multidisciplinary Healthcare2016(1), 211–217. https://doi.org/10.2147/JMDH.S104807

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edsdoj&AN=edsdoj.b1da50f685f4486d809494257f7e7181&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-5

Examine your process of data collection and how you will maintain patient privacy during your intervention. How can the Christian worldview of carrying out work within the public arena with compassion, justice, and concern for the common good affect data collection and patient privacy?

DQ-6

Review “Lies, Damned Lies and Statistics: Clinical Importance Versus Statistical Significance in Research,” located in topic materials.

Provide examples of how you addressed feasibility and statistical versus clinical significance in your proposal. For example, why did you select a four-week time frame for your project versus a power analysis? Did you select this because it was feasible? Why or why not and explain.

What is the difference between clinical and statistical significance and why are both important to the patient improvement outcomes of your project?

RESOURCES

Mellis, C. (2018). Lies, damned lies and statistics: Clinical importance versus statistical significance in research. Paediatric Respiratory Reviews25, 88–93. https://doi.org/10.1016/j.prrv.2017.02.002

URL:https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S1526054217300088&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1

DQ-8

Review “How to Make APA Format Tables and Figures Using Microsoft Word,” located in topic materials. Create a table of your proposed analysis including descriptive data in a Word document. Upload it to the discussion forum.

RESOURCES

Sara Jones is a 65 year old Caucasian female

Comprehensive SOAP Exemplar

 

Purpose: To demonstrate what each section of the SOAP note should include. Remember that Nurse Practitioners treat patients in a holistic manner and your SOAP note should reflect that premise.

 

Patient Initials: _______ Age: _______ Gender: _______

 

SUBJECTIVE DATA:

 

Chief Complaint (CC): Coughing up phlegm and fever

 

History of Present Illness (HPI): Sara Jones is a 65 year old Caucasian female who presents today with a productive cough x 3 weeks and fever for the last three days. She reported that the “cold feels like it is descending into her chest”. The cough is nagging and productive. She brought in a few paper towels with expectorated phlegm – yellow/brown in color. She has associated symptoms of dyspnea of exertion and fever. Her Tmax was reported to be 102.4, last night. She has been taking Ibuprofen 400mg about every 6 hours and the fever breaks, but returns after the medication wears off. She rated the severity of her symptom discomfort at 4/10.

 

Medications:

1.) Lisinopril 10mg daily

2.) Combivent 2 puffs every 6 hours as needed

3.) Serovent daily

4.) Salmeterol daily

5.) Over the counter Ibuprofen 200mg -2 PO as needed

6.) Over the counter Benefiber

7.) Flonase 1 spray each night as needed for allergic rhinitis symptoms

 

Allergies:

Sulfa drugs – rash

 

Past Medical History (PMH):

1.) Emphysema with recent exacerbation 1 month ago – deferred admission – RX’d with outpatient antibiotics and an hand held nebulizer treatments.

2.) Hypertension – well controlled

3.) Gastroesophageal reflux (GERD) – quiet on no medication

4.) Osteopenia

5.) Allergic rhinitis

 

Past Surgical History (PSH):

1.) Cholecystectomy 1994

2.) Total abdominal hysterectomy (TAH) 1998

 

Sexual/Reproductive History:

Heterosexual

G1P1A0

Non-menstrating – TAH 1998

 

Personal/Social History:

She has smoked 2 packs of cigarettes daily x 30 years; denied ETOH or illicit drug use.

 

Immunization History:

Her immunizations are up to date. She received the influenza vaccine last November and the Pneumococcal vaccine at the same time.

 

Significant Family History:

Two brothers – one with diabetes, dx at age 65 and the other with prostate CA, dx at age 62. She has 1 daughter, in her 50’s, healthy, living in nearby neighborhood.

 

Lifestyle:

She is a retired; widowed x 8 years; lives in the city, moderate crime area, with good public transportation. She college graduate, owns her home and receives a pension of $50,000 annually – financially stable.

 

She has a primary care nurse practitioner provider and goes for annual and routine care twice annually and as needed for episodic care. She has medical insurance but often asks for drug samples for cost savings. She has a healthy diet and eating pattern. There are resources and community groups in her area at the senior center and she attends regularly. She enjoys bingo. She has a good support system composed of family and friends.

 

Review of Systems:

 

General: + fatigue since the illness started; + fever, no chills or night sweats; no recent weight gains of losses of significance.

 

HEENT: no changes in vision or hearing; she does wear glasses and her last eye exam was 1 ½ years ago. She reported no history of glaucoma, diplopia, floaters, excessive tearing or photophobia. She does have bilateral small cataracts that are being followed by her ophthalmologist. She has had no recent ear infections, tinnitus, or discharge from the ears. She reported her sense of smell is intact. She has not had any episodes of epistaxis. She does not have a history of nasal polyps or recent sinus infection. She has history of allergic rhinitis that is seasonal. Her last dental exam was 3/2014. She denied ulceration, lesions, gingivitis, gum bleeding, and has no dental appliances. She has had no difficulty chewing or swallowing.

 

Neck: no pain, injury, or history of disc disease or compression. Her last Bone Mineral density (BMD) test was 2013 and showed mild osteopenia, she said.

 

Breasts: No reports of breast changes. No history of lesions, masses or rashes. No history of abnormal mammograms.

 

Respiratory: + cough and sputum production (see HPI); denied hemoptysis, no difficulty breathing at rest; + dyspnea on exertion; she has history of COPD and community acquired pneumonia 2012. Last PPD was 2013. Last CXR – 1 month ago.

 

CV: no chest discomfort, palpitations, history of murmur; no history of arrhythmias, orthopnea, paroxysmal nocturnal dyspnea, edema, or claudication. Date of last ECG/cardiac work up is unknown by patient.

 

GI: No nausea or vomiting, reflux controlled, No abd pain, no changes in bowel/bladder pattern. She uses fiber as a daily laxative to prevent constipation.

 

GU: no change in her urinary pattern, dysuria, or incontinence. She is heterosexual. She has had a total abd hysterectomy. No history of STD’s or HPV. She has not been sexually active since the death of her husband.

 

MS: she has no arthralgia/myalgia, no arthritis, gout or limitation in her range of motion by report. No history of trauma or fractures.

 

Psych: no history of anxiety or depression. No sleep disturbance, delusions or mental health history. She denied suicidal/homicidal history.

 

Neuro: no syncopal episodes or dizziness, no paresthesia, head aches. No change in memory or thinking patterns; no twitches or abnormal movements; no history of gait disturbance or problems with coordination. No falls or seizure history.

 

Integument/Heme/Lymph: no rashes, itching, or bruising. She uses lotion to prevent dry skin. She has no history of skin cancer or lesion removal. She has no bleeding disorders, clotting difficulties or history of transfusions.

 

Endocrine: no endocrine symptoms or hormone therapies.

 

Allergic/Immunologic: this has hx of allergic rhinitis, but no known immune deficiencies. Her last HIV test was 10 years ago.

 

 

OBJECTIVE DATA

 

Physical Exam:

Vital signs: B/P 110/72, left arm, sitting, regular cuff; P 70 and regular; T 98.3 Orally; RR 16; non-labored; Wt: 115 lbs; Ht: 5’2; BMI 21

General: A&O x3, NAD, appears mildly uncomfortable

HEENT: PERRLA, EOMI, oronasopharynx is clear

Neck: Carotids no bruit, jvd or tmegally

Chest/Lungs: CTA AP&L

Heart/Peripheral Vascular: RRR without murmur, rub or gallop; pulses+2 bilat pedal and +2 radial

ABD: benign, nabs x 4, no organomegaly; mild suprapubic tenderness – diffuse – no rebound

Genital/Rectal: external genitalia intact, no cervical motion tenderness, no adnexal masses.

Musculoskeletal: symmetric muscle development – some age related atrophy; muscle strengths 5/5 all groups.

Neuro: CN II – XII grossly intact, DTR’s intact

Skin/Lymph Nodes: No edema, clubbing, or cyanosis; no palpable nodes

 

ASSESSMENT:

 

Lab Tests and Results:

CBC – WBC 15,000 with + left shift

SAO2 – 98%

 

Diagnostics:

Lab:

Radiology:

CXR – cardiomegaly with air trapping and increased AP diameter

ECG

Normal sinus rhythm

 

Differential Diagnosis (DDx):

1.) Acute Bronchitis

2.) Pulmonary Embolis

3.) Lung Cancer

 

Diagnoses/Client Problems:

 

1.) COPD

2.) HTN, controlled

3.) Tobacco abuse – 40 pack year history

4.) Allergy to sulfa drugs – rash

5.) GERD – quiet on no current medication

 

PLAN: [This section is not required for the assignments in this course, but will be required for future courses.]

Explore different conditions that could be the cause of the skin abnormalities

To Prepare

  • Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.
  • Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?
  • Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.
  • Consider which of the conditions is most likely to be the correct diagnosis, and why.
  • Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.
  • Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.
  • Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

  • Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.
  • Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of three to five possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

What are some of the typical line items that appear in a health education program budget

QUESTION: If you were going to have to cut back on costs how might you do that analysis?

What are some of the typical line items that appear in a health education program budget?

Line-items are found in the line-item budget. A line-item budget is a kind of budget where individual financial statement items are put in categories. It the type of budget that shows the relationship between financial data for the past budget and estimated for the present or upcoming budget (Dale, Kyurumyan, Kharazyan, & Barroy, 2018). Some of the items that are included in such a budget include items that are commonly found in a health care program and include a statistics budget, an operating budget, a cash budget, and a capital budget.

What are the direct costs? 

Direct costs are the types of expenses that can be accounted for directly to a specific cost object. These are the type of costs or expenses that an entity incur to produce goods or offer services (Rutkove, 2016). Direct costs are very common in healthcare organizations and programs. In some instances, overhead expenses that can directly be attributed to a specific program or project are also referred to as direct costs. Examples of direct costs include direct labor, direct materials, and manufacturing supplies.

What are the indirect costs?

Indirect costs are some of the expenses that apply to more than one organizational activity. Contrary to direct costs, indirect costs cannot be pinned to a single cost object such as services or products. Some of the indirect costs include rent paid, general office expenses, salaries and wages, allowances, professional expenses, and utilities among others (Rutkove, 2016). Indirect costs apply to different business activities because they are incurred to make the operations possible. For instance, one may have to pay for utilities, salaries, and rent to ensure that operations continue.

References

Dale, E., Kyurumyan, A., Kharazyan, S., & Barroy, H. (2018). Budget structure in health and transition to program budgeting: lessons from Armenia (No. WHO/UHC/HGF/HEF/CaseStudy/18.12). World Health Organization.

Rutkove, S. B. (2016). Grant Budgeting. In Biomedical Research: An Insider’s Guide (pp. 143-147). Springer, New York, NY.

Sexual assault cases can involve many questions about transfer and persistence of DNA

Sexual assault cases can involve many questions about transfer and persistence of DNA. Sources of DNA can range from DNA transferred through grabbing/groping/digital penetration in the absence of a body fluid (such as the fingernail study) to transfer of DNA from multiple body fluid sources (blood, semen, saliva, and vaginal secretions).
Often the question at time of court is no longer focusing on “whose DNA is it?” or “what is the source” but instead focuses more on how did it get there and what does it mean in relation to the allegations.
In your readings you have read about the transfer of DNA. There has been examples of active transfer through scratching, or cunnilingus; there has been passive transfer through cohabitation and washing. There has been primary transfer with semen deposited directly onto swabs, and indirect, bidirectional transfer.
You have read about differential extractions, chemical and environmental insults (such as washing), the effect of the passage of time on spermatozoa retention, the impact of other body fluids (like vaginal secretions) and examples of mock degradation of DNA though the incubation at high temperatures.
You have read the papers with the purpose of identifying the primary and secondary purpose. You have seen examples of literature review to help inform opinions or predictions. You have read methods to identify body fluids and to extract, measure, and amplify DNA.
The final product of this course is going to be a research proposal in the form of a maximum 5- page paper structed similarly to the articles you have been reading. The research proposal will outline an experimental design to demonstrate the transfer and persistence of DNA and/or body fluids that will be able to provide real-world assistance to those looking to answer court questions in sexual assault cases. This final product will be due on/before the scheduled exam time period for this course (please note there is no exam. You will not be required to come to an exam class, you will have to ensure your final paper has been handed in by the end of that exam period).
However, to prepare you for that product and to ensure you are on the right track the first step is to submit a research proposal outline in the following format and it will be judged against the criteria outlined below.
What is the purpose of your
study?
Is there a secondary purpose of your study?
What real-world scenario will this apply to?
Give an example Hp Hd
What source(s) of DNA are you using?
How will you demonstrate primary/direct transfer?

Identify your focus question

Creating a concept map: draft (See grading rubric below)

A concept map is a graphical representation of key concepts and relationships associated with a problem or issue. Creating your concept map will be an iterative process and become more specific as you gain a deeper understanding of the practice issue you are analyzing – theoretical underpinnings ad as well as current evidence. Practical steps for creating your concept map are described in the

  • Identify your focus question
  • Create a concept map using a hierarchy of concepts
  • Create a “parking lot’ list of concepts
  • Depict relationships using linking words/phrases
  • Explain your concept map in a brief paragraph. Include additional clinical questions and search terms that you identified to expand your literature search.
  • Format your figure according to APA 7th edition.

Informative Speech Structure and Outline

Forum Objective: Prepare for the Week 3 speech assignment.

This week you will be turning in your speech, done in the format of a Power Point presentation with the speech written in a Word document.  In order to get ready to submit this, examine the readings linked here. They have practical tips that will help you with your assignment.

Making Better Presentations: This short article from Vanderbilt University discusses how to create powerful presentations for the classroom environment.

Powerful PowerPoint Presentations:  This article from SUNY College includes a short video that gives you an example of a strong presentation and some of the pitfalls you may experience when creating your presentation.

5 Tips for a Powerful PowerPoint Presentation: This article gives you some additional tips that might help you with the presentation due this week.

Make sure your post has these items:

  1. A very brief outline of your speech (maybe one sentence per slide);
  2. Observations of what kind of design and visual impacts you might use (see first 3 articles for ideas); and
  3. Strategies you might take to make your presentation especially effective (see 4th article for ideas).

You may include your draft Power Point (you don’t have to).  Remember that the speech itself has to be in a Word document when you submit your assignment, but you don’t have to submit that document in this forum either.  Keep in mind your speech has to meet length requirements. More info can be found in the assignment description.

You will also have to cite your sources, using the appropriate citation style for your topic.  The APUS Library has a guide to help you determine what style to use. The library also has citation guides for the major citation styles, including APA, Chicago, and MLA.

Describe the topic you will use for your week 3 informative speech

Forum Objective: Describe the topic you will use for your week 3 informative speech and the topic you will use for your week 5 position paper.

One of the most important steps in writing is choosing a topic.  Sometimes it’s easy to do and sometimes not.  In this forum you will be choosing two (2) topics, as shown below. To get ready for that, read the article “Reinventing Invention: Discovery and Investment in Writing, …..https://wac.colostate.edu/docs/books/writingspaces1/trim-and-isaac–reinventing-invention.pdf

The authors state that:

Writers invent texts the way engineers invent new gadgets. But invention in the rhetorical sense is about a lot more than just coming up with ideas. Invention is also a way to describe what happens when a writer searches for a topic, develops a specific idea about that topic, and then strategizes a plan for fitting that specific idea to the writing situation at hand. In other words, invention is about coming up with something shiny, new, and unique, but it is also about brainstorming, synthesizing, and learning. (Trim and Isaac 107)

The techniques set forth in the article provide good ways for you to get some ideas for the assignments you will be doing in this course, working by yourself or working with others (your friends, colleagues, etc.).

Step 1: After you have tried some of these techniques, pick two (2) topics you would like to write on. If you want, these could be related to your field of study (some hints are shown in the lesson).

. Week 3 Speech: Informative Topic

. Week 5 Position Paper: Debatable Topic

. You do not have to pick a topic for your week 7 paper at this time. You will be doing that later.

Describe a topic you will use for the two (2) assignments for the Week 2 Forum. As you think about your topics, keep in mind your purpose for each (to inform and to persuade). Decide if you need to narrow your topic a bit. Think about your audience and how you can help your reader understand the topic. You can talk about these things in your forum post.  See example post below.

. An informative topic informs the reader of a topic.

.  A debatable topic (or persuasive topic) is a topic that people can agree or disagree and will have many alternative viewpoints.

 

Here is a sample initial post to help you:

    EXAMPLE POST:    I am an education major. I want to become a teacher. Some topics that are interesting in my field of education are learning and bilingual education.  For my speech, my topic will be “How to Motivate Students to Learn.” For my Position paper, I will write about “The Benefits of Bilingual Education.” Because the purpose of my speech is to inform, I will provide specific details on how to help students want to learn.  This is how I will make my speech topic more specific: I will show ways to motivate students to learn by providing interesting lessons, having stimulating group projects, and engaging in fun discussions.  Because the purpose of my position paper is to persuade, I will focus on the many benefits of knowing two languages.  I will add details to my topic by saying that “The benefits of bilingual education include allowing students to retain their first language, heritage, and permitting students to learn English little by little.