Columbus letter on his first voyage, 1493

History

<Students Name>

<Institution of Affiliation>

<Course Title>

<Date>

Columbus letter on his first voyage, 1493

Christopher Columbus wrote a letter to the king Ferdinand and Queen Isabella who had assisted him to finance his exploration trip (Buckley, Veronica, and John, 2015). Columbus wrote the letter on 15th march of the year 1493 upon his arrival from his return journey from the Caribbean. The author was not administrative personnel but a missionary explorer. By his description of the nature of the inhabitants of the regions he visited as being timid indicates that he was a learned person. In fact, an explorer has to be educated enough so that he is capable of determining the routes and recording the encounters in his diaries.

Columbus wrote the letter to King Ferdinand and Queen Isabella as the primary audience, though some of the people had access to read the letter. In his letter, he used a more formal language in Spanish where it was later sent to Italy for translation to Latin. The king could not be able to read in Latin, and therefore this necessitated Christopher Columbus to make efforts for translation. The main reason behind writing the letter to the king was due to the debt owned for financing his journey, his success to subdue the native people that he found on the islands as well the thrilling environmental nature of the region. The area was full of rich indigenous culture with the people know neither possessing weapons. The matter amazed Columbus and saw this as an opportunity to show allegiance to the king through taking control of the area and converting the people to Christianity.

The storyline behind the letter is Columbus’ letter to the king with detailed accounts of what he witnessed during his journey to the Caribbean. He tells of how the people in the regions are fearful and timid and how they become friendly after realizing that there was no harm to them. He continues to narrate how he exchanged items with rifles and to sometimes nothing in return claiming that the people were so generous. In an attempt to convince the king, Columbus says that the people had a potential to obey the king and serve him without questioning and even love the king’s people.

The document was written due to the necessity to acknowledge the king’s effort to finance the voyage and therefore, as a matter of fact, a subject must show allegiance to his master. It is in this quest that Christopher Columbus wrote the letter to the king immediately after his return from the voyage. The king together with the queen had interests in the exploration journey, and therefore it was a necessity for them to be notified of the success of the crew. Columbus had to report whatever he saw and anything that was of value to the kingdom. All these made him write the letter immediately after his return as it was like an exam although he was so much excited about his success of subduing the indigenous people. The letter is more of a scholarly thesis as it was more of research than just a mere trip.

The letter is more of a political document though to some extent it might be seen as a private letter. The reason as to why it can be regarded as a political letter is due to Columbus claim that the area and its people could pay allegiance to the king and thus somehow indicates that there was some economic along with political motives (Graziano, 2017). Furthermore, the letter says that the people could easily be converted to Christianity a religion which proves the letter to be more political due to exploitation. On the other hand, the letter may be deemed to be private; this is because the king and the queen were the personnel behind the financing of the voyage and thus a special finding could be directly addressed to them just like Columbus deed indication the king’s and queen’s name on the letter. The inclusion of the names may, therefore, proof the letter to be more private.

In the letter, Columbus made no assumptions. He wrote the letter in Spanish and sent it to Italy to be translated into Latin. He knew the king and the queen could not be able to read the Spanish language and could need a translator prompting him to translate the letter in advance before it reached to the king. Yes, I can believe the document as it is the original document written in Spanish making me believe that Columbus was the original writer also his address to the king and the queen are present. Furthermore, the letter is written in the first person singular.

The letter indicates that the people from Columbus region were opportunists who took advantage of the weaker people making them their subjects forcing them to adopt their culture (Olwell, Robert, and Alan, 2015). The people were used to slavery as Columbus took several individuals with him along his return journey were on some made it through. Just a few individuals making it to Spain indicate that they were subjected to torture that threatened their existence. It is also evident that the Spanish people were Christian and therefore were in the urge to make colonies and convert the inhabitants to Christianity.

Columbus’ letter is an important document in history as it indicates the pioneers of exploration and confiscation as well (Winsor, 2018). Though it might not be of much relevance in today’s political activities, it can be used as a reminder of the indigenous culture and how people used to conduct their daily lives. It is through such documents that we come to realize how the world was viewed during the past days in history by inhabitants of the areas. The document is important to me; this is because it has an original data, a letter showing a method of communication by then. Also, the contents of the letter are of much value to historians as they get to know the events that happened in the past and to which evidence may be lacking thus act as a bridging gap. The letter is also important to me as it is an original script written by a famous historian and explorer who in many aspects influenced the lives of many individuals.

Work cited

Buckley, Veronica, and John Middleton. “A LASTING LEGACY.” Lifelines in World History:” The Ancient World”,” The Medieval World”,” The Early Modern World”,” The Modern World” (2015): 241.

Graziano, Manlio. In Rome We Trust: The Rise of Catholics in American Political Life. Stanford University Press, 2017.

Olwell, Robert, and Alan Tully. Cultures and Identities in Colonial British America. JHU Press, 2015.

Winsor, Justin. Christopher Columbus. BoD–Books on Demand, 2018.

College of Nursing and Health Innovation, The University of Texas at Arlington

The Impact of ED provider Education regarding the Management of Acute Asthma Exacerbations in Pediatric patients

Olasumbo T. Oladunni

College of Nursing and Health Innovation, The University of Texas at Arlington

Abstract

Background: Asthma is one of the top five chief complaints of pediatrics patients presenting to emergency departments (Children’s Health, 2015). Emergency Department (ED) return visits are quality indicators for patient care and safety worldwide (Alshahrani et al., 2020). Patients who return to the ED within short periods contribute to wasted ED resources, delayed treatments, patient dissatisfaction, overcrowding, and increased health care costs (Alshahrani et al., 2020).

Methods: A pre-and post-test questionnaire, the Asthma Self-Management Questionnaire (ASMQ), was used to evaluate ED provider knowledge of asthma management. Randomly selected electronic charts which meet inclusion criteria were reviewed before and after intervention for ED revisit outcomes in pediatrics with asthma exacerbations.

Design: A quality improvement (QI) design was utilized in this project. Educational sessions were implemented to improve ED provider knowledge and evaluate ED revisits within 48 hours with a nurse practitioner-led asthma education program over ten weeks.

Population/setting: Fifteen ED providers, including nurse practitioners, physician assistants, physicians, and registered nurses practicing at a busy level 1 trauma center pediatric emergency department in North Texas and charts of ED revisits in pediatric patients with asthma exacerbations

Data collection/implementation plan: Asthma education knowledge was rated before intervention. Asthma education intervention was implemented during the fifth week of the study. Before the study, chart audits of 48 hours revisit to ED and hospitalizations were compared. At week 6, new education and practices were implemented into provider practice. Evaluation of provider knowledge and ED 48 hour revisits evaluated after the education program was delivered.

Analysis Plan: IBM Statistical Package for the Social Sciences (SPSS) statistical software was used to analyze standard deviations of provider knowledge, and ED revisits pre- and post-educational intervention.

Keywords: provider, asthma education, pediatrics, reducing emergency visits

Table of Contents

TOC o “1-3” h z u Project Framework PAGEREF _Toc77361732 h 11Project Question PAGEREF _Toc77361733 h 12Project Objectives PAGEREF _Toc77361734 h 12Methods PAGEREF _Toc77361735 h 12Project Design PAGEREF _Toc77361736 h 12Population/Setting PAGEREF _Toc77361737 h 13Measurement Method PAGEREF _Toc77361738 h 14Data Collection/Implementation Plan PAGEREF _Toc77361739 h 15Data Analysis Plan PAGEREF _Toc77361740 h 17Conclusion PAGEREF _Toc77361741 h 18References PAGEREF _Toc77361742 h 20Appendix A PAGEREF _Toc77361743 h 25Appendix B PAGEREF _Toc77361744 h 26Appendix C PAGEREF _Toc77361745 h 30Appendix D PAGEREF _Toc77361746 h 31Appendix F PAGEREF _Toc77361747 h 33Appendix G PAGEREF _Toc77361748 h 34Appendix H PAGEREF _Toc77361749 h 35Appendix I PAGEREF _Toc77361750 h 62Appendix J PAGEREF _Toc77361751 h 63Appendix K PAGEREF _Toc77361752 h 65Appendix L PAGEREF _Toc77361753 h 66Appendix M PAGEREF _Toc77361754 h 67Appendix N PAGEREF _Toc77361755 h 68

The Impact of ED provider Education regarding the Management of Acute Asthma Exacerbations in Pediatric patients, on the 48-hour ED, revisit rate in an Urban Pediatric Hospital Setting.

Asthma is one of the top five chief complaints of pediatric patients presenting to emergency departments (Children’s Health, 2015). Asthma is characterized by chest tightness, cough, wheezing and recurrent shortness of breath (Ozair et al., 2017). The frequency and severity of asthma vary from person to person, and exacerbation of asthma increases the risks of hospitalization and impairs quality of life (Ozair et al., 2017). An estimated 7.0% of children living in Texas had an asthma diagnosis in 2016 (Texas Department of State Health Services, 2016). Asthma has become the leading cause of hospitalizations, with approximately 5% of all pediatric hospital admissions being asthma-related (Glick et al., 2016). Asthma is also a leading cause of school absenteeism and can lead to children missing three times more school, which impacts their education (Nadeau & Toronto, 2016). Medical and absenteeism costs contribute to a significant economic burden in Texas, and approximately $961 is spent per child younger than 18 with asthma (Orsak et al., 2018). Dallas County has the most significant number of child asthma hospitalization rates for asthma among children ages 0-17 (Children’s Health, n.d.). In this busy pediatric hospital where the research study was conducted, there were 2173 total patients presenting to the Emergency Department(ED) with a chief complaint of “asthma with breathing difficulty,” with 1546 discharged and 512 admitted in 2019 (C. Cantu, personal communication, July 7, 2021). Asthma exacerbations can be prevented with proper assessment, education, and management.

Emergency Department (ED) return visits are quality indicators for patient care and safety worldwide (Alshahrani et al., 2020). Patients who return to the ED within a short time contribute to wasted ED resources, delayed treatments, patient dissatisfaction, overcrowding, and increased health care costs (Alshahrani et al., 2020). ED revisits can also be associated with increased mortality (Sri-on et al., 2016). Monitoring and auditing patients with screening tools are necessary for improving the quality of care (Sri-on et al., 2016). ED revisits between 24 and 72 hours occur due to the patient, illness, or physician-related factors (Sri-on et al., 2016). Physician-related factors can be suboptimal treatment or correct diagnosis followed by an error during treatment (Sri-on et al., 2016). Another physician factor is misdiagnosis, an incorrect diagnosis made by the physician determined from chart review (Sri-on et al., 2016). Other common physician-related factors leading to ED revisits include inappropriate discharge instructions, a patient left not receiving discharge instructions, and not arranging appropriate follow-up (Sri-on et al., 2016). According to a chart review study, approximately 50% of ED revisits are due to physician-related factors, and misdiagnosis was the most common reason (Sri-on et al., 2016). Physicians must improve their knowledge and skills to avoid redundant or unnecessary ED diagnostics and resource-utilization (Sri-on et al., 2016).

There is a gap in asthma competency and awareness among health workers, which influences disease management (Ndarukwa et al., 2019). Health care providers generally do not adhere to asthma guidelines (Ozair et al., 2017). The common reasons for poor adherence by health care providers include; failure to remember classification parameters for the severity of asthma and failure to remember various brand names and exact dosages of inhaled steroids according to the severity of the asthma severity (Ozair et al., 2017). Providers also forgot to ask about asthma triggers and do not have sufficient time or resources to provide an asthma action plan or education program before patient discharge (Ozair et al., 2017).

Improving physician knowledge and management skills helps avoid unnecessary and redundant ED diagnostics and the use of resources (Sri-on et al., 2016). One study mentioned that 33% of asthma patients did not receive an oral corticosteroid which led to a revisit to the Emergency Department (ED) within 48 hours of the asthma attack (Ozair et al., 2017). Fifty-seven percent of patients received delayed asthma care due to symptoms not being identified in triage, and 50% did not receive the standard dose of asthma medication during their visit (Ozair et al., 2017). This inconsistency in treatment can lead to different diagnoses between primary care providers, allergists, and pulmonologists (Ozair et al., 2017). Inconsistency in diagnosing among providers and the under referral of patients to specialty care are also considered barriers to asthma management (Ozair et al., 2017). Referrals to specialty care often occur following significant asthma exacerbations and ED visits by moderate-to-severe asthma patients. However, according to step 5 of the Global Initiative for Asthma (GINA), a referral to an asthma specialist is recommended when a patient requires a high-dose ICS-LABA to control their disease (Ozair et al., 2017).

Current literature on asthma research recommends that healthcare providers be familiar with how inhaler devices work and have a standard validated checklist identifying techniques that account for patient development level. The repetition of correct techniques should occur every visit so that children can recall steps better (Root & Small, 2019). Clinical meetings on asthma, asthma training manuals, and guidelines for asthma diagnosis and management could improve healthcare providers’ knowledge about asthma diagnosis and management (Ndarukwa et al., 2019). With proper assessment, education, and management, most asthma complaints and exacerbations can be prevented. ED staff should improve discharge instructions and ensure that patients understand to decrease hospital revisit rates (Sri-on et al., 2016).

Review of Literature

The author of this paper used the library databases CINAHL and Academic Search Complete at the University of Texas at Arlington and searched for the following keywords to obtain articles review. “asthma education,” “providers,” “reducing emergency visits,” and “pediatrics.” The author selected 21 articles for review related to providing asthma education and examining possible reductions in emergency room (ER) visits and hospitalizations. Articles researched ranged between 2015 and 2021, with the inclusion criteria of “asthma diagnosis” and taking at least one type of “asthma” medication. The common themes identified within this review noted non-adherence, encouragement of self-management behaviors, caregiver involvement, and the initiation of asthma education resources for providers and patients.

Healthcare providers were reported to lack the ability to effectively manage asthma cases and educate patients on asthma control (Ndarukwa et al., 2019; Sico et al., 2021). A study found that 33% of asthma patients did not receive an oral corticosteroid and had to revisit the ED within 48 hours of the asthma attack, 57% of patients received delayed asthma care due to symptoms not being identified in triage, and 50% did not receive the standard dose of asthma medication during their visit (Ozair et al., 2017). These values reveal that 40% of asthma patients receive treatment not aligned with the recommended guidelines (Ozair et al., 2017). This inconsistency in treatment can lead to different diagnoses between primary care providers, allergists, and pulmonologists, thus hindering asthma management in conjunction with the under-referral of patients to specialty care (Ozair et al., 2017). Referrals to specialty care often occur following significant asthma exacerbations and ED visits of moderate-to-severe asthma patients; although according to step 5 of the Global Initiative for Asthma (GINA), a referral to an asthma specialist is recommended when a patient requires high-dose ICS-LABA to control their disease (Ozair et al., 2017). Root and Small (2019) found that nearly 80% of individuals with asthma do not use inhalers correctly and that 67% of providers caring for patients with asthma cannot demonstrate correct device use. Incorrect inhaler techniques result in inadequate asthma control. Also, asthma medications must be used correctly to be effective (Root & Small, 2019). The clinical expertise of the physician or health clinician is essential in reducing the effects of the disease in asthma patients (Aref et al., 2017).

Patients also lack information, have misconceptions about asthma, and lack health education and promotion (Ndarukwa et al., 2019). Sico et al. (2021) stated that healthcare providers’ assistance could improve non-adherence in children with asthma. Sico et al. (2021) used a Delphi method to identify solutions for poor asthma control and adherence to therapy. The solution included (a) incorporation of patient outcomes to asthma management; (b) asthma education for providers; (c) moderate-to-severe asthma redesign; (d) a coordinated, evidence-based protocol for management; (e) a designated asthma management coordinator; and (f) a digital support tool. These factors helped increase adherence, resulting in positive effects for asthma patients, reducing asthma exacerbations, admission rates, and increased payers (Sico et al., 2021). Another study evaluated the provider’s adherence to asthma guidelines in an urban clinic for 3,500 children; the study showed decreased percentages of hospitalizations and emergency visits for asthma treatment (Jafamejad & Khoshnezhad, 2020). In a cross-sectional mail survey, pediatricians posed their beliefs and support for recommended national guidelines, 83% of primary care providers ( PCPs) supported ED providers initiation of asthma control medications, but 80% of PCPs also reported that they never or rarely experienced this practice (Sampayo et al., 2015). ED providers are not utilizing the national guidelines, which could help initiate medication adherence for patients. At times, patients are discharged from the ED and rarely follow up with a PCP when their asthma exacerbation has been stabilized.

National guidelines recommend that patients be offered self-management education and written asthma action plans (Aref et al., 2017). A randomized clinical trial data review of educational and behavioral interventions for asthma revealed physician-led interventions were most successful if patient-clinician communication and education were used (Aref et al., 2017). This study of interventions achieved a 50% reduction in health care utilization and a one-third increase in symptom control (Aref et al., 2017). Serametakul (2019) implemented a study of adolescent self-management interventions to motivate independent behaviors for asthma care. He used a cross-sectional study design to evaluate 442 adolescents with asthma from 13 hospitals to be educated on self-management behaviors for asthma (Serametakul, 2019). Results of this study concluded that self-management behaviors were influenced by need satisfaction, intrinsic and extrinsic life goals, and parental support (Serametakul, 2019). Secondly, a randomized control trial design evaluated children in grades 2-5 from 33 schools in rural Texas for self-management behaviors (Horner et al., 2015). Self-management behaviors were conducted in an asthma class and day camp in 16 sessions over five weeks. Post-asthma camp outcomes revealed improved asthma symptoms in children with asthma. Both studies expressed how self-management interventions can equip adolescents with the tools to become competent in their asthma, self-care, and self-efficacy, decreasing emergency visits and hospitalizations (Horner et al., 2015; Serametakul, 2019).

Parental involvement in the care of children with uncontrolled asthma requires education to effectively care for their child and increase caregiver control (Paymon et al., 2018). In a pre-and post-test survey of 30 caregivers on an asthma action plan and the use of peak flow meters, parents reported improved perception of control of their child’s asthma exacerbations and a decrease in hospital visits (Paymon et al., 2018). Serametakul (2019) noted that parental support and need satisfaction accounted for 78% of total variance in self–management behaviors. In another design, Everhart et al. (2018) conducted a momentary ecological assessment of 59 caregivers over 14 days to identify their comfort levels associated with asthma. The assessment results revealed that when caregivers are comfortable in their environment, they will gain more ability to control their child’s asthma from home (Everhart et al., 2018). Another example of parental support is a prospective study in rural Texas, where 102 pediatric patients and caregivers were evaluated after receiving an asthma education program (Agusala et al., 2018). Results revealed that parents or /caregivers felt more confident managing their child’s asthma. The program reduced school absences, emergency department visits, and hospitalizations over ten months (Agusala et al., 2018). The addition of educational resources was effective in improving asthma outcomes. Campbell et al. (2015) also found that the asthma education group experienced a reduction in urgent health utilization to 1.3 visits fewer over 12 months. Acute asthma symptoms should be identified early and treated promptly in the ED with an organized and coordinated performance team (Ndarukwa et al., 2019). Educational training should be provider-specific and address diagnoses and treatment patterns to ensure that the latest evidence-based guidelines are used in clinical practice (Sico et al., 2021). Data collected through in-depth interviews of health care providers’ results indicated a lack of clinical education and inexperience with asthma awareness (Ndarukwa et al., 2019). Proposed solutions include providing refresher courses, clinical mentoring, and strengthening health promotion (Ndarukwa et al., 2019). Having clinical meetings on asthma, training manuals, and educational sessions will help improve asthma awareness and knowledge (Ndarukwa et al., 2019). A randomized parallel-group design of 373 children with asthma and caregivers received home visits by community health workers (Campbell et al., 2015). The addition of the community, health worker asthma home program, reduced urgent care visits, improved health outcomes and yielded a return on investment (ROI) of $633.88 less than the control group (Campbell et al., 2015). Another study evaluated a mobile pediatric asthma clinic. The Breath of Life Mobile Pediatric Asthma Clinic evaluated and managed patients over two years in the outpatient setting (Orsak et al., 2018). The program yielded a positive return on investment of $263,853.01, approximately a 32% benefit during that time frame (Orsak et al., 2018). This quality improvement (QI) project focused on improving provider education to align with national asthma guidelines to decrease 48- hour ED patient revisits hospitalizations and improve asthma pediatric patient outcomes.

Project FrameworkThe Plan-Do-Study-Act (PDSA) was the framework model for this quality-improvement project. The PDSA model supports increasing ED provider knowledge on asthma management and evaluating the 48- hour ED revisits of asthma pediatrics. PDSA focuses on logical improvement with ongoing adjustment and refinement of the plan (White et al., 2016). Each step was addressed through this project.

Plan: to evaluate provider knowledge before and after asthma education session; to evaluate patient ED visits and hospitalizations after the implementation of education is conducted over four weeks.

Do: observe ED providers and current asthma workflow and practices.

Study: provider knowledge and asthma education in their current practice; evaluate provider management and alignment to current asthma guidelines.

Act: implement an asthma education session to improve current management and decrease ED revisits and hospitalizations; encourage ED providers to increase their efforts to improve patient outcomes and reduce revisits.

Project QuestionWhat is the impact of ED provider education regarding the management of acute asthma exacerbations in pediatric patients on the 48-hour ED revisit rate in an urban ED setting?

Project ObjectivesTo increase ED provider knowledge on asthma disease and management using national guidelines.

To evaluate the impact of implementing education sessions on asthma exacerbation rates within 48-hour ED revisit rates in pediatric patients with asthma exacerbations.

MethodsProject DesignThis quality improvement project used a pre-and post-intervention evaluation to measure ED provider knowledge after an asthma education session and evaluate ED revisits within 48 hours after implementing the asthma educational session. This intervention program ran over ten weeks with weekly educational sessions. A chart review evaluated disease management, and outcomes of the program’s overall effectiveness in ED revisits.

Population/SettingThis QI project occurred in a busy urban pediatric hospital emergency practice in Southwest Texas, in the United States. The ED had approximately 124,992 visits in 2017(Children’s Health, 2015). This area serves predominately Hispanic and African American populations with Medicaid or no insurance. The ED is staffed 24 hours, seven days a week, with physicians, residents, nurse practitioners, physician assistants, registered nurses, patient care technicians, and other multi specialties available for support. Asthma is the third most common chief complaint of pediatric patients presenting to their ED (Children’s Health, n.d.).The target population was the ED providers (physicians, physician assistants, nurse practitioners, and registered nurses) working in the pediatric emergency department. Participants enrolled in this project were recruited by “word of mouth” through volunteer recruitment and organizational email. Participants enrolled in this project needed to attend educational sessions in the ED for ten weeks. Small gift cards, prizes, and raffles were available to entice participants to continue attending and completing the program. For this project, at least 15 providers within the ED were recruited as participants by convenience sampling. In a 24-hour time frame, the ED is staffed by six advanced practice providers (nurse practitioners or physician assistants) and 12 emergency physicians (attending physicians and resident physicians).

Depending on the patient census, about one to three registered nurses work in the asthma bay or unit. Patient charts with the diagnosis of “asthma with breathing difficulty,” “wheezing,” and “breathing problem” were reviewed and identified for the QI project. The patient charts were examined for the number of asthma-related ED revisits in the previous three months; these charts were obtained before project implementation from the electronic health record systems (EPIC). After implementing asthma management education, the number of ED was obtained and compared to previous asthma-related ED revisits. Inclusion criteria included health care providers, physicians, nurse practitioners, physician assistants, and nurses working in the pediatric ED. Charts were evaluated through EPIC for ED revisits, including children ages 0 to18 years with asthma diagnosis and who had visited the ER more than twice in six months for asthma-related complaints. Exclusion criteria include health care providers who work in specialized areas such as pulmonology or allergies or who are certified asthma educators; we also excluded charts of asthma pediatrics enrolled in outpatient asthma programs or pulmonary specialty clinic patients, or with a current COVID-19 illness and more than three comorbidities.

Measurement MethodThis QI project ran for ten weeks with weekly educational sessions. There was a pre-and post-survey/questionnaire measurement of ED provider asthma knowledge and disease management. The project leader contacted the tool developer to seek permission to use the tool in the project (see Appendix A). The Asthma Self-Management Questionnaire (ASMQ) was used for provider asthma-knowledge measurement. It was administered before and after the asthma education session (see Appendix B). The 16- item tool is composed of multiple-choice measures of asthma knowledge, prevention strategies, inhaler use, and medications (Mancuso et al., 2009). The ASMQ is valid and reliable and is associated with clinical markers of effective self-management and better asthma outcomes (Mancuso et al., 2009). The ASMQ is valid and reliable with a Cronbach α of 0.71and with correlations between administrations of 0.78 (Mancuso et al., 2009). The scores for the tool are calculated as follows: (a) assign one point for each preferred response; (b) sum all points to generate a raw score that ranges from 0 to 16; (c) the raw score was transformed (raw score/16 x 100); and (d) report the transformed score and the higher scores to indicate more knowledge of asthma self-management (Mancuso et al., 2009). A chart review was conducted to evaluate the number of asthma pediatrics 48-hour ED revisits in the past three months before education sessions; to compare to the ED revisits after the project is implemented. ED was evaluated through EPIC, the electronic health records (EHR) system. Validity and reliability did not apply to the hospital’s EHR system.

Data Collection/Implementation PlanBefore Educational intervention. This two-phase quality improvement (QI) project entailed an educational intervention on asthma management according to asthma guidelines for ED providers and a chart review of patients’ ED revisits rates pre-and post-intervention to assess compliance and improvement. The first phase of the QI project involved chart audits and reviews. The project leader conducted a review three months before the project to determine the 48-hour ED revisit rates among pediatric providers seen for an acute asthma exacerbation (see Appendix C). Provider asthma management following the recommended guidelines was also extracted through the electronic health record (EHR) system (see Appendix D). The charts were also evaluated for patient demographics, asthma diagnosis, and less than two comorbidities. The inclusion criteria for charts included patients diagnosed with asthma who have utilized the ED at least twice in the last six months (Appendix E). This project excluded patients with COVID diagnoses and asthma symptoms. These patients may require revisits or increased reevaluations due to COVID symptoms and were not included in the patient chart review. The number of pediatric ED revisits within 48 hours of discharge was compared to before and the implementation of educational sessions.

Before implementing the educational intervention, the ASMQ asthma education questionnaire was administered to ED providers to evaluate asthma knowledge, medications, inhaler devices, and anticipatory guidance (see Appendix B). The survey took approximately 10-15 minutes to complete. The chart audit of pediatric asthma patient charts to evaluate the number of ED revisits in 48 hours to the pediatric emergency department was collected on a dashboard (Appendix C). This P-value was used to compare the number of ED revisits within 48-hours over ten weeks for pediatric patients with asthma exacerbations. Charts for inclusion are patients 0-18 years with the following criteria: (a) demographics, (b) asthma diagnosis, and (c) less than two comorbidities (Appendix E). Charts were excluded if the patients were in the specialty pulmonary clinic or enrolled in the hospital’s outpatient asthma program, had current COVID-19 illnesses, or had more than three comorbidities. The participants, ED providers, signed a consent agreeing to the terms of the project (Appendix F).

Educational Intervention. In the second phase, the project leader conducted asthma educational sessions for the ED providers for five weeks. The author, a nurse practitioner, led the QI project. ED administration received an outline of the asthma education program (Appendix G). The project leader conducted a one-hour educational session provided each week for five weeks on asthma knowledge, management, improving compliance, identifying patient barriers, and tips to decrease ED revisits. The educational program consists of educational resources compiled from the Centers for Disease Control and Prevention and the National Heart, Lung, and Blood Institute (NHLBI) (Appendix H). Inhaler devises education and demonstration during the education session (Appendix I). Providers received an asthma action plan for learning and patient management (Appendix J). After four weeks of education, staff providers completed the ASMQ for the second time as a post-test to evaluate knowledge (Appendix B). The provider education and practices were implemented in week 5. Provider demographics were analyzed, and data collection from ASMQ pre- and post-questionnaire to a dashboard (Appendix K). After implementing the acquired knowledge from asthma education and practice guidelines, ED visits and hospitalizations were evaluated starting weeks six to ten for changes and improvements in ED revisits and hospitalizations. The revisits within 48 hours for asthma exacerbations were compared to the four weeks before the asthma education sessions. The hospital EHR, EPIC, extrapolated the data showing whether ER/hospital revisits had decreased for the asthma patients following the educational intervention. Patient identifiers, including name and other information, were blacked out and removed from chart information. The demographic information age identified patient charts, race, gender, and a chief complaint was a part of the data collection (Appendix E) and used to compare ED visits/ hospitalizations to compare pre-and post-intervention findings (Appendix C). Before this project was implemented, approval was required from the pediatric hospital organization. The hospital’s Clinical Inquiry Committee obtained approval for this project on June 28, 2021 (Appendix L).

Data Analysis PlanAfter consultation with a hired statistician, the project leader selected the statistical program appropriate for this project; the IBM Statistical Package for the Social Sciences (SPSS). SPSS can perform methods such as descriptive statistics, frequencies, analysis of variance (ANOVA), means, correlation, and prediction of linear regression (Alchemer, 2021). The p-value was derived from the number of ED revisits four weeks before and after implementing the electronic health record systems (EPIC) from September through November (J. Thompson, personal communication, June 23, 2021). The statistician recommended using descriptive statistics such as the mean or standard deviation to determine the t-test value to evaluate the number of daily ED revisits before and after the provider education (J. Thompson, personal communication, June 23, 2021). SPSS can also identify other detailed factors affecting asthma exacerbations, the relationship to emergency or hospital revisits, and demographics. The project outcomes were measured on the pre-and post- questionnaires of 15 providers for increased provider knowledge and management. Provider data collected through this project included; provider title, age, gender, years in practice, and responses to an asthma management questionnaire. For evaluation, charts were de-identified to remove any patient identifiers. Charts were evaluated for patient asthma diagnosis, ED utilization and revisits, demographics, and other comorbidities. For protected health information, the project leader was the only individual with crucial access to a locked filing cabinet where this data was kept to prevent a breach of privacy. The Information Technology (IT) department was consulted to identify data security and compliance with the Health Insurance Portability and Accountability Act (HIPAA) guidelines. The project leader discussed using an encrypted thumb drive with IT to store computed patient data. Patient information was stored in a locked file cabinet for the project time frame. Printed PHI information was shredded in facility bins. Providers were provided with a unique number, and all identifiers were removed to decrease bias.

ConclusionAsthma is a chronic illness affecting children and adults in the United States, with a prevalence in children at approximately 8% (Centers for Disease Control [CDC], 2019). Emergency Department (ED) return visits are quality indicators for patient care and safety worldwide (Alshahrani et al., 2020). Pat

Columbus Letter to Lord Raphael Sanchez, 1493

History

Students Name

Institution of Affiliation

HIST 1302Date

Columbus Letter to Lord Raphael Sanchez, 1493

Christopher Columbus wrote a letter to Lord Raphael Sanchez who was among his patrons and had assisted him to finance his exploration trip (Wadsworth, 2016). Columbus wrote the letter in March of the year 1493 upon his arrival from his return journey from Cathay, which would later be named as America. The author was not administrative personnel but a missionary explorer as well as an economic scout in search of treasures. By his description of the nature of the inhabitants of the regions he visited as being timid indicates that he was an educated individual. In fact, a scout and explorer who is in charge of a voyage have to be educated enough so that he is capable of determining the routes and recording the encounters in his diaries.

Lord Raphael Sanchez was the intended recipient of the letter. In his letter, he used a more formal language that was in Spanish where it was later sent to Italy for translation to Latin. Lord Raphael Sanchez could not be able to read in Latin, and therefore this prompted Christopher Columbus to make extra efforts for the conversion of the letter. The main reason behind writing the letter to Lord Raphael Sanchez was due to the debt owned for financing his journey, his success to subdue the native people that he found on the islands as well the thrilling environmental nature of the region. The area was full of rich indigenous culture with the people know neither possessing weapons. The matter amazed Columbus and saw this as an opportunity to show allegiance to Lord Raphael Sanchez through taking control of the area and converting the people to Christianity, paying loyalty to the king and the people of Spain. The other reason for writing the letter was because Lord Raphael Sanchez was among the patrons of Christopher Columbus voyages and thus he was required to report all his discoveries to Lord Raphael Sanchez.

The storyline behind Columbus’ letter to Lord Raphael Sanchez is the detailed accounts of what he witnessed during his journey to America. He tells of how the people in the regions are fearful and timid and how they become friendly after realizing that there was no harm to them. He continues to tell how he exchanged items with rifles and to sometimes nothing in return claiming that the people were so generous. The generosity of the people in the region amazed Columbus making feel ashamed for trading useless items with the most precious items in the region such as gold. In an attempt to convince Lord Raphael Sanchez, Columbus says that the people had a potential to obey the king and serve him without questioning and even love the king’s people (Wadsworth, 2016). Columbus also tells Lord Raphael Sanchez that he could organize that they could obtain more men as slaves from the region to work as soldiers and provide other labor in the home country. Columbus further continues to claim that with Lord Raphael Sanchez’s assistance he would ask his men to search for medicine and other valuables such as gold in as many contents as possible.

The document was written due to the necessity to acknowledge Lord Raphael Sanchez’s effort to finance the voyage as well as being the patron of the voyage and therefore as a fact, a subject is expected to show allegiance to his master. It is in this quest that Christopher Columbus wrote the letter to Lord Raphael Sanchez immediately after his return from the voyage. Lord Raphael Sanchez had interests in the exploration journey, and therefore it was a necessity for them to be notified of the success of the crew as the patron. Columbus had to report whatever he saw and anything that was of value to the kingdom including all the treasures that he found in the regions of the visit. All these made him write the letter immediately after his return. Columbus was so much excited about his success of subduing the indigenous people and also their willingness to work with him devoting whatever they had to the crew as they were seen as gods to whom the people referred to as the people who fell from the sky. Columbus’ letter is more of research than just a mere trip as he was assigned the duty of searching the valuables and reporting back to the patron (James, 2016).

Columbus letter to Lord Sanchez can be termed as more of a political and economic document though to some extent it might be seen as a private letter. The reason as to why it can be regarded as a political letter is due to Columbus claim that the area and its people could pay allegiance to the king. Also, there were economic motives along with political motives. The reason to why it can be referred to as economic letter is the claim that if he had more support from the government, he could bring along more treasures such as medicine, gold and men to work as soldiers and provide the necessary labor in the land. Furthermore, the letter says that the people could easily be converted to Christianity a religion which proves the letter to be more of a spiritual encounter for missionaries in the attempt to convert more people to Christianity (Young, 1983). On the other hand, the letter may be deemed to be private; this is because Lord Raphael Sanchez was a patron to the crew and among the personnel behind the financing of the voyage and thus a unique finding could be directly addressed to him. The inclusion of Lord Raphael Sanchez’s names may, therefore, proof the letter to be more private.

In the letter, Columbus made no assumptions to Lord Sanchez. He wrote the letter in Spanish and sent it to Italy for its translation to Latin. He knew Lord Raphael Sanchez could not read Spanish and a translator would be needed. Taking into consideration that it was a private letter, he was prompted to translate the letter in advance before it reached to his patron. Yes, I can believe the document as it is the original document written in Spanish making me think and believe that Columbus was the original writer of the letter. Also, his direct address to Lord Raphael Sanchez and as well the letter is written in the first person singular meaning that whatever was written was the personal encounter to which he narrated to the recipient in the form of a letter.

The letter postulates that the people from Columbus region were opportunists who took advantage of the weaker people making them their subjects forcing them to adopt their culture and making them slaves to the extent of making them worshipped (Hickman, 2016). The people were used to slavery as Columbus took several individuals with him along his return journey were on some made it through as they were subjected to torture threatening their lives. It is also evident that the Spanish people were Christian and therefore were in the urge to make colonies and convert the inhabitants to Christianity. The issue of economic exploitation is not new in his homeland, as he tells Lord Sanchez that if he had the support, he would bring all the treasures such as gold and medicine along with the slaves to work as soldiers.

Columbus’ letter is an important document in history as it indicates the pioneers of colonization and economic exploitation in the world (Phillips & Phillips, 1993). Though it might not be of much relevance in today’s political activities, it can be used as a reminder of the indigenous cultures of the early people. It is through such documents that we come to realize how the world was viewed during the past days in history by inhabitants of the areas.

The letter is important to me as it contains Columbus own views on the indigenous people of the new world to which he explored. It is through this letter that I understand the kind of relationships to which the explorers had with the indigenous people and how they traded. It is to my surprise that the explorers took advantage of the indigenous people’s fear to exploit them both socially and economically. The letter is also of vital importance to historians and navigators as the explorers were the pioneers of navigation.

References

Hickman, J. (2016). Black Prometheus: Race and Radicalism in the Age of Atlantic Slavery. Oxford University Press.

James, M. (2016). The Great Explorers. New Word City.

Phillips, W. D., & Phillips, C. R. (1993). The Worlds of Christopher Columbus. Cambridge University Press.

Wadsworth, J. E. (Ed.). (2016). Columbus and his first voyage: a history in documents. Bloomsbury Publishing.

Young, J. D. (1983). Confucianism and Christianity: The first encounter (Vol. 1). Hong Kong University Press.

College of Social Sciences, Arts, and Humanities

College of Social Sciences, Arts, and Humanities

Department of Sociology & Criminal Justice

CCJ 5934-001

SPRING 2020

Contemporary Issues in Criminal Justice

B. L. PERRY 200

W 5:45 PM-8:15 PM

Ray Von Robertson, Ph.D.

Associate Professor and Interim chairperson of Sociology & Criminal Justice

Office Location: 403 Perry Paige; Office Phone: (850) 561-3316; Email: Ray.Robertson@famu.edu; Office Hours: T & TH 11:00AM -1:00PM by Appt.

Text:

Robertson, Ray Von, & Chaney, Cassandra. (2019). Police use of excessive force against African Americans: Intellectual antecedents and community perceptions. Lanham, MD: Lexington Books.

Course Description: This course uses critical race theory as an intellectual underpinning for a comprehensive examination of contemporary issues in criminal justice. In this course we will examine the contemporary impact of myriad criminal justice issues..

Course Objectives:

This course will emphasize the development of the following:

(1) Knowledge of the spectrum of academic Criminal Justice.

(2) A critical understanding of criminal justice in contemporary society.

(3) The relevance of race, gender, and class in the criminal justice system.

TENTATIVE COURSE OUTLINE:

Week 1 (1/6—1/10)-Course Introduction

Courts, Law, & Jurisprudence

Week 2 (1/13-1/17) – The Philosophical & Ideological underpinnings of Corrections; Jurisprudence The Sociable Science

Week 3 (1/20-1/24) – More Reasons why Jurisprudence is not legal philosophy; On and On, Over and Over

Week 4 (1/27-1/31)-Putting the Law in its Place; Equal protection and white supremacy

Corrections

Week 5 (2/3-2/7)-Striking the Right Balance; Sexuality and Sexual Health in Prison

Week 6 (2/10-2/14)-The Use of Restorative practices to reduce prison gang violence;

An Overview of the challenge of prison gangs

Policing and Law Enforcement

Week 7 (2/17-2/21) – Police Brutality and Black Health; Protesting the Police

Week 8 (2/24-2/28)-Armed and Dangersous; Black on Blue POST MIDTERM ON BLACKBOARD

Week 9 (3/2-3/6)-Robertson & Chaney Ch.1; Robertson & Chaney Ch. 2

Week 10 (3/9-3/13) – Robertson & Chaney Ch. 3; Robertson & Chaney Ch. 4

Week 11 (3/16-3/20) – SPRING BREAK; UPLOAD MIDTERM TO BLACKBOARD BY 10 PM ON 3/22.

Week 12 (3/23-3/27)-Robertson & Chaney Ch. 5; Robertson & Chaney Conclusion

Juvenile delinquency

Week 13 (3/30-4/3)-Perceived Need and receipt of Behavioral Health Services; Implementing Trauma-informed practice

Week 14 (4/6-4/10)-Youth and Delinquency; Perceptions of Black Male Disproportionality (Me) POST FINAL ON BLACKBOARD

Week 15 (4/13-4/17)-Catch up!!

Week 16 (4/20-4/24)-Catch up!!

Week 17 (4/27-5/1)-UPLOAD FINAL EXAM TO BLACKBOARD BY 10 PM ON 4/29.

Grading Scale: 2tests @ 100 pts each; 1 Chapter Critique @ 100 points; 4 Article Presentations @ 15 points each.

360 COURSE POINTS.

A = 90% – 100% (324-360 pts)

B = 80% – 89% (288– 359.99 pts)

C = 70% – 79% (252– 287.99 pts)

D = 60%-69% (216– 251.99 pts)

F =BELOW 216 POINTS

ASSIGNMENTS

WEEKLY PRESENTATIONS

Students will be assigned to facilitate discussions of the weekly assigned readings. This entails briefly summarizing the main points of the readings, outlining the key elements of the reading and any reflections you might want to add such as a news item or example that illustrates an important element of the theory being discussed.

Your presentation should also demonstrate that you are engaging with the readings in a critical manner by considering the strengths and weaknesses of their arguments, policy implications and how they apply to our consideration of real world problems.

When you are assigned to lead a discussion or present a chapter, your written outline/summary should be uploaded into BLACKBOARD under the appropriate assignment category no later than 12:00 PM on Tuesday, the day you will present.

Each student will be required to serve as discussion facilitator four times during the semester.

Weekly Presenter/Discussant Grading Rubric

*Each chapter summary must be 5 pages in length. Additionally, your discussion questions must be at the top of the 6th page and include the page number(s) where the information can be found.*

Discussion facilitators that meet all criteria for the grading categories below will receive the highest points possible at that level. Facilitators that meet some, but not all criteria will receive a score within the point range of the appropriate category.

Each presenter assignment is worth a maximum of 15 points, for a total for 60 possible points on presentation assignments.

Excellent (15 – 14 points)

Discussant demonstrates superior understanding of the assigned readings, substantiated by examples drawn from the text or real-world happenings.

Discussant is insightful, thorough and interesting.

Presentation is polished.

Good (13.9 – 13 points)

Discussant shows a good understanding

College Resources

ENGL-121

November 14, 2121

College Resources

College is a hectic time for students, whether they are adults juggling employment and family obligations or fresh high school graduates transitioning to the next step of their education. The good news is that there are several tools available to assist college students in their academic endeavors (Browne, 2021). The following are some of the most useful internet tools for college students. Students are being prepared for online experiences. Before a student can make use of all the fantastic online resources available to college students today, they must first make sure that their computer is up to the task. There are also online businesses that assist students to get all of the gear and software they need to connect with their schools on their PCs and laptops. The second step is to collect and use administrative data (Fatzinger, 2016). Leading internet technologies have made navigating the administrative jungle of higher education considerably easier. Students at Edmonds College in Washington may use their laptops to complete anything from registering to classes to acquire transcripts. Additionally, the school’s website allows students to view the school calendar, future school activities, and up-to-date information from the athletics department.

The third resource that college offer to help students succeed is the leap in textbook education. Purchasing textbooks has traditionally been a difficult and costly experience for college students, but it is no longer the case. Edmunds College offers online ordering, allowing students to purchase books from any place with an Internet connection (Hernandez & Hernandez, 2011). The website has a wide range of alternatives for students of all budgets, including brand new textbooks, secondhand textbooks, rentals, and online possibilities. Another way is through Enlisting in Online Tutoring. Programs such as those offered by Brevard College in Florida allow students to sign up and connect with tutors in the required subjects. Breverd tutors are available online at all time. Students provide the support they need, regardless of time or place. The fifth way is to learn to manage money. Budgeting can be one of the most difficult tasks for cash-based community college students (Hope, 2016). Fortunately, there is currently accessible internet support in the area. The University of North Carolina Fund provides financial management advice directly on its website to help college students make wise budgets during higher education. Sophisticated money management tools have been created with college students in mind and have been financially successful throughout their studies.

Another option is to collect a few timetable hints. Some institutions, such as the College of Aurora, provide students with extra online help in a range of areas. For example, the school’s website offers information regarding student achievement, as well as links to information that may be downloaded to assist students in gaining college experience. Time management, one of the most challenging elements of college life, is discussed on multiple sections on the school’s website. Lastly, the way is by becoming the best test-takers. Once they have mastered the skill of taking notes, the next step toward a better GPA is to improve exam performance (Wojcik & Mullenax, 2017). To that end, Bucks College in Pennsylvania is once again rising to the occasion, this time with test-taking suggestions for students. This website has covered everything from how to overcome exam anxiety to particular skills like how to study and recall knowledge. Even particular sorts of exams, such as oral tests and multiple-choice exams, are covered on the sites. Universities can be an overwhelming transition for some students, but the good news is that getting the help they need has never been easier. With a wealth of leading online tools and resources, success at your local university is just a click away.

Resources that help guide students personally and academically

An important part of learning and learning is the capacity to explore and use materials that enhance learning and give multiple interpretations of a student’s learning area. Above all, students must understand where to go for knowledge, how to obtain it, and how to put it to use. They must also be able to filter materials to guarantee that their work is accurate and acceptable. A numerical resource that helps students personally and academically orient themselves is information retrieval (Horton, 2021). When students enroll in a formal learning program, they may, of course, consider academic textbooks to be the primary source of information. This is to some extent true, but there is generally little reason to doubt the credibility of such material, as it is most likely recommended by a tutor. However, other data sources should not be ignored. The Internet, newspapers, magazines, copies of radio and television shows, pamphlets, photographs, and other relics are examples of such sources.

There are different types and genres of book categories. For example, there are fiction and non-fiction such as dictionaries, encyclopedias, biographies, yearbooks, archives, yearbooks, and atlases. Websites and other internet resources have many more categories. Depending on the research topic, all sources may be relevant. It is essential to recognize that all information has some degree of credibility or lack (Maharaj et al., 2019). Documents can be easily forged or modified. Anyone can publish anything, especially on the Internet. As a result, they should use their best judgment when choosing which articles to use in research. All documents used in the survey fall into three categories: Primary material. The master document was written during the event or study period. Examples of primary sources include documents, letters, speeches, birth certificates, and historical records such as diaries. A live news stream is an important source for capturing events as they happen (Ning, 2020). Of fact, every big news event will almost certainly have many main sources, such as stories from various stations. They may want to look at a variety of primary sources to acquire a more complete picture of the event, taking into consideration biases, points of view, and personal or cultural viewpoints.

After the event, secondary documentation will be written. Normally, the author would not have been present at the occasion. These documents are frequently produced with a reference to the primary text and are meant to be used as an interpretation. Texts for Beginners Secondary documents include academic materials that are connected to research topics. In the current situation, secondary sources are standard news (Drake, 2014). A story told after the event. Since the secondary source is the author’s interpretation of what happened, it may contain subjective observations, prejudices, and comments that try to explain the event and place it in some sort of context. Third-level documentation. Secondary and primary documents are commonly referred to in tertiary articles. A collection of indexes, directories, references, and other categorized information articles that people can use to find additional publications that may be related to a particular topic.

The second resource that helps to guide students personally and academically is sourced from bibliographies. Checking the bibliography of key texts or related volumes is another technique to find information, books, or publications that could be relevant to the topic being studied (Browne, 2021). Authors will have contacted other academics, and by looking through their bibliography, you can find similar papers that can help further individual own study. Some writers will also include a list of suggested reading, and because they’ve already done their homework on the subject, it’s worth noting what they’ve discovered. The third is the source from their colleagues. It is always worth discussing the research with friends, family, and colleagues. They will often find that they have some interesting perspectives and can sometimes help them get informed (Shaoul, 2012). For example, at some point, they may want to research the area or know who has books and other related resources and can obtain or rent them. Internet resources are the last resource that can guide students personally and academically. There is an incredible amount of information available online in the form of websites, blogs, forums, social networks, catalogs, and more. Careful selection of reliable sources is important because the amount of information available is so great that anyone can publish it quickly and easily at any time.

Resources Available for College minority groups

Currently, there is no shortage of resources for minority groups at universities around the world. Many schools have access to organizations that are specific to race and student interests, but national organizations are also available in the school that does not have viable options. National Organizations for Minority groups. The mission of the Native American Higher Education Consortium is to promote tribal schools and universities in the United States (Parr, 2020). The organization has four main goals that are consistent with its mission. Maintaining general quality standards in Native American education, supporting the development of new tribal-run universities, and promoting and supporting the development of laws that support higher education. Native American. Educate and promote Native American participation in higher education policy development.

The ASPIRA Association is a nationwide Hispanic organization that helps Hispanic youth enhance their educational and leadership skills. Each year, ASPIRA educates a varied population of over 85,000 students from a variety of backgrounds, including Puerto Ricans, Dominicans, Central Americans, Mexicans, and Cubans. For students around the country, ASPIRA provides clubs in schools as well as after-school education activities. The NAACP has a national education program that enables all American students, regardless of ethnicity, to realize their path to higher education (Wojcik & Mullenax, 2017). The program aims to eliminate racial and ethnic inequality associated with public school education through advocacy training, policymaking and guidance, cooperative networks, and direct action. The Hispanic Association of Colleges and Universities (HACU) is the only national educational organization that represents colleges that serve Hispanics in the United States. This organization takes pleasure in assisting Hispanic kids in achieving academic success throughout their life, from kindergarten through graduate school and even the workplace.

Scholarship and Internship Resources for Minorities. With a vision of a world where all Latino families earn college degrees, the Hispanic Scholarship Fund (HSF) has been supporting Hispanic higher education since 1975. In a way they didn’t have, it gives them a competitive advantage in today’s world of a college education. HSF has awarded over $ 360 million in scholarships over the last 38 years (Hope, 2016). INROADS has a more particular aim than the majority of the organizations on this list: to develop and put brilliant minority students in the business field to prepare them for corporate and community leadership. Selection, Education and Training, and Performance are the keys to success, according to INROADS. With those keys, this group has placed over 2,000 minority interns at over 200 organizations, providing chances for students who would not otherwise have them, as well as assisting businesses in having a more diverse workforce. The National Urban Leagues (ZERO) Education Program focuses on three priorities: education, employment, and empowerment (Maharaj et al., 2019). ZERO believes that educational opportunities and financial empowerment are linked and that education is the key to helping children achieve educational independence in the future. Some of ZERO’s focus on getting these priorities off the ground is to give groups students access to diverse teacher groups and to help them with effective training and employment.

Work Cited

Browne, C. (2021). The NGSL Project: Building Wordlists and Resources to help EFL Learners (and Teachers) to Succeed. JALTCALL Publications, PCP2020(1), 1. https://doi.org/10.37546/jaltsig.call2020.1

Drake, S. (2014). College experience of academically successful students with autism. Journal Of Autism, 1(1), 5. https://doi.org/10.7243/2054-992x-1-5

Fatzinger, J. (2016). Launch supportive services to help homeless students succeed. Student Affairs Today, 19(8), 1-3. https://doi.org/10.1002/say.30262

Hernandez, S., & Hernandez, I. (2011). Key resources on marginalized students. New Directions For Community Colleges, 2011(155), 85-89. https://doi.org/10.1002/cc.460

Hope, J. (2016). Be a champion for initiatives to help students succeed. Dean And Provost, 18(2), 12-12. https://doi.org/10.1002/dap.30251

Horton, R. (2021). Mentoring Graduate Students to Help Them Grow Academically and Personally. CSA News, 66(8), 42-44. https://doi.org/10.1002/csan.20525

Maharaj, C., Sirjoosingh, V., Ali, A., Primus, S., & Arjoon, S. (2019). Help Me Else I Might Fail! Solutions for Academically Challenged Engineering Students. Journal Of College Student Retention: Research, Theory & Practice, 23(3), 607-635. https://doi.org/10.1177/1521025119865747

Ning, X. (2020). How Universities Use Alumni Resources to Help Students’ Growth: China Perspective. World Journal Of Educational Research, 7(2), p33. https://doi.org/10.22158/wjer.v7n2p33

Parr, N. (2020). Differences in the age-varying association of school belonging with socioemotional flourishing among minority and non-minority college and university students. Journal Of American College Health, 1-5. https://doi.org/10.1080/07448481.2020.1808662

Shaoul, M. (2012). Resources to help your students stay safe on the railways. Seed, 2012(12). https://doi.org/10.12968/sece.2012.12.222

Wojcik, S., & Mullenax, S. (2017). Men Idle, Women Network: How Networks Help Female Legislators Succeed. Legislative Studies Quarterly, 42(4), 579-610. https://doi.org/10.1111/lsq.12169

College Student Motivation Research

College Student Motivation Research

Quentin Johnson

Texas Southern University

Purpose of the study

The purpose of the study is to critically analyze the current evidence on the prevalence and risks of obesity as well as physical activity and dietary behaviors in college student population. Also, the study aims at addressing the issues in the development of successful nutritional and physical activity among the study population.

Data collection and validation

Data was collected through observation method in examining changes in physical activity during the first two years of college. Data validation was performed using longitudinal study design.

Results of the study

The results of the study suggest that approximately 35% of all college students are overweight or obese, with many at the risk of weight gain during the college years. Also, the study suggests that poor nutrition and physical inactivity contribute to increased risk of weight gain and prevalence of overweight and obese people in the college population. Also, the study found that exercise and nutrition professionals play an important role in the development and implementation of new policies and programs that are designed to promote healthy eating and physical activity in college students.

Demographics of the study participants

The participants of the study are freshman college students in an urban setting. The participants included both men and women.

Other studies cited by the researchers

Various studies have been cited and they include:

Matvienko et al. on the semester-long nutrition course intervention on college freshman women with the results indicating better weight maintenance with those with a high BMI.

Skinner et al. on the semester-long nutrition course intervention on college students (both men and women) with the results indicating significant decline in total calories and fat in women. No change in dietary intake in men.

Sloan et al. on the 12-week weight loss program, combining behavior and diet therapy on overweight college women with the results indicating a significant decline in body weight.

Hudiburgh on the semester-long nutrition and exercise class for women who needed to lose weight on college freshman women with results indicating a significant decline in body weight.

Levistsky et al. on the weekly feedback on changes in body weight in women in their first semester of college on freshman women with the results indicating a significantly reduced weight gain compared to control group.

Other researches cited include Brynteson and Adams, Slava et al., D’Alonzo et al., Leslie et al., Calfas et al., Sallis et al., Hivert et al., and Buckworth.

Limitations of the study

The limitation of the study is that the success of the interventions designed to increase physical activity appears to be limited to the duration of the intervention, with increases in physical activity not maintained after completion of the programs.

Was the research objective of subjective

Based on the analysis, the study was objective in that the information was fact-based, measurable and observable. It was not based on a personal opinion.

What would you have done differently in this study and why

The entire research was based on college experience and this means that I could have focused on all years of college rather than focusing on the freshman experience. Also, this study focuses on an urban setting and therefore generalizes those in rural settings. Based on this, I would focus on both rural and urban college setting to avoid generalization of results.

References

Ferrara, C. M. (2009). The College Experience: Physical Activity, Nutrition, And Implications for Intervention and Future Research. Journal of Exercise Physiology Online, 12(1).

College Student Motivation Study

Assignment

Student’s Name

Institutional Affiliation

Course tittle

Professor’s Name

Date

College Student Motivation Study

The purpose of the study was to compare motivations for sports activities versus exercises among college students. This study mainly intended to measure, evaluate and score motives for physical activity for college students’ level of motivation in physical activity. In addition, the study investigated the motivation differences between sports participation and exercise and gender differences for physical activity motivation. The participants were enrolled in undergraduate health and kinesiology at a university in South Eastern United States.

The researchers collected data during a class meeting of each course. The learners were informed in advance that participation was voluntary, and their responses would be confidential. They were provided with questionnaires and instructed to be honest. Majority of the participants completed feeling the questionnaire in less than 10mins. Data analysis was then conducted using Statistical Package for social sciences. The partakers gave descriptive information of their physical action conduct, answering to 4 single-item indicators measuring intensity, frequency, adherence, and duration.

Results show that partakers were more likely to show inherent motives, such as challenge and enjoyment for taking part in sports. At the same time, incentives for exercise were more extrinsic and focused on stress management, appearance and weight management. The findings propose that motivations for sport partaking are more desired than those for exercise and might facilitate better devotion to physical activity recommendation. The epidemiological indication showed that the level of physical activity reduces from high school to college, and activity patterns in college are commonly inadequate to enhance fitness and health. The findings also backed up significant gender effect for motivation intrinsic: social recognition, competition, challenge, weight management, strength, and endurance. Their study also held that external motivations, for instance, appearance and health were the major motivations to take part in the exercise.

The research had several limitations like the capability to take a broad view the current findings were limited by the samples of mostly young, Caucasian and learned students. Additionally, the students who were chosen were from health and kinesiology courses, and it is likely that they did not reflect the whole student population. The learners who were chosen might have a greater interest in health and physical activities tan learners who pursue other course works. The findings could not represent the overall college students. On the other hand, understanding the physical activity motivation would have been improved if the data would have been collected over time. The design issues suggest that conclusion draws from the study have to be viewed as preliminary.

The other works that the research cited include healthy people, youth risky behavior surveillance, and disease control and prevention. This study that was conducted was subjective because it didn’t show a clear picture. It was just an expression of opinions or outlook by the students. Another reason is that questionnaires were used. Questionnaires are normally used to draw from individuals’ personal information about their perceptions and thoughts (Kim & Cardinal, 2019). Viewpoints on the collection of subjective statistics through questionnaires vary extensively. It’s a subjective study since it aimed to measure the learners’ attitudes, feelings, and perceptions of physical activity. Something that I would have done differently in this study would be to take enough time and conduct the research effectively. This will be essential to understand the motivation for sports of the students in an effective way. Additionally, I would prefer to consider a mixture of student’s from different courses instead of one.

Reference

Kim, M. S., & Cardinal, B. J. (2019) Differences in university students’ motivation between a required and an elective physical activity education policy Journal of American College Health, 67(3), 207-214.

Nuss, K., Moore, K., Nelson, T., & Li, K. (2020). Effects of Motivational Interviewing and Wearable Fitness Trackers on Motivation and Physical Activity: A Systematic Review. American Journal of Health Promotion, 0890117120939030.

Collective trauma and stress after disasters

Student’s name

Instructor

Course

Date

Collective trauma and stress after disasters

This article was published on April 28th, 2020, in the Current Directions in Psychological Science journal. It was a kind of response to the effects of covid-19, and it served to help the general public about the effects of covid-19, and through the understanding of covid-19, it helped people as well find ways to deal with the issues which came along with covid-19. Therefore it is an essential article not only for Covid-19 purposes but also generally in any person’s life as it talks of core issues that affect a person’s psychology and emotional base to the point they might even break down. Herein is the summary of this article and how important it is in our daily lives.

In the first part, the article task of how the media coverage of traumatic issues and happenings affects the person’s mind and thoughts leads to psychological or emotional torture or positive emotional build-up. It is true that what a person listens to and what a person likes hearing every time form part of who they are and what they believe in. Therefore, if a person listens and watches only negative news from the news channels, the person will be only absorbing negative energy, which makes the personal thoughts and view of the world negative. However, suppose a person is engaged in viewing and watching positive happenings. In that case, the person is likely to have a positive life view, and therefore they will be motivated to be better and work towards positivism in society. For this kind of determination, the BMB (Boston marathon bombings) victims were interviewed, bringing out such results.

The second part discusses how emotions and psychology are so much a part of a human being. When a person faces an unpleasant experience, they will be able to express it through social media. This is true since during the 2015 terrorist attacks in Paris, it led to an unpleasant and sorrowful display of the whole incident in most of France’s citizens’ social media accounts. Apart from this, the article discusses the possible remedies and how important they are in stress management.

Even though the clinical psychological interventions are of great help in ensuring that the victims and those affected have better psychological functioning and better quality of life, it is not yet recorded if these efforts reduce mortality and morbidity. Some of the possible ways to deal with stressful conditions would be to engage in a computer game as a distractor. Therefore, engaging in computer games helps the mind re-focus on different things and makes it possible for a person to evade the burdensome thoughts related to something traumatic. Even though a computer game is an instant solution, there needs a solution for a long period.

Once a person can manage their stress levels over a period, they get to be over instances of stress and traumatic experiences they had before. However, this does not happen very fast, and therefore there is a need for care and for the person to be shown love to the maximum because it is through this that the person develops the ability to move on easily. However, when a person is left alone, they tend to overthink the issue. To some extent, they begin thinking that life is unfair, thus extending the healing period for more than six months, which is when a person can heal from such experiences.

In conclusion, we can say that it is important for any person to heal and stop living in the past. Even though there are suggestions that a person can forget about their past, this is easier said than done. Therefore it is a process of healing, and it also talks to the media to weigh between showing the news and the health of the individuals watching.

Work cited

“Collective Trauma and Stress Following Disasters: APS Journal Articles Publicly Available.” Association for Psychological Science – APS, www.psychologicalscience.org/news/collective-trauma-and-disaster-stress-research-publicly available.html. Accessed March 14th. 2021.

Colleen’s and Alysha’s

Name

Professor’s name

Course

Date

Short Story Using Legal Terms

Colleen’s and Alysha’s Nightmare

Alysha and Coleen had been friends for a long time. After ten years of friendship, they seemed more like sisters than friends. They were roommates and they supported each other through good and bad times. Coleen and Alysha had just gotten off work on a Friday evening and as usual, went home to relax and get ready for the long weekend that lied ahead of them. They grabbed a 6 pack of Busch beer and sat on their balconies as they enjoyed the night as they watched the television. Then all of a sudden, something interesting happened. On the television, there was a documentary about the legendary NFL football star and actor named OJ Simpson and his 1995 murder trial that was deemed as the trial of the century where he was charged with the murder of his ex-wife and her friend Ron Goldman. Although Simpson was later acquitted of the murder, the case had turned into a media frenzy and it changed his life completely. They found themselves discussing the details of this famous case. Alysha and Coleen were never the type of people to discuss matters to do with politics or current affairs but for some reason, on this particular night, they found themselves even talking about President Donald Trump and why he was the most controversial president of his time. After an evening of bonding and talking, the two grabbed their pillowcases went to bed, and called it a night.

The following day was a Saturday and they had been invited for a day yacht party as it was during summertime. Since the party was going to be in a neighboring city, the plan was that they would go to their friends house who lived close to the beach and they would go to the party together. The two ladies were up early and prepared themselves and set out for their friend’s house. Upon reaching there, the place was packed with people. People were having fun, dancing, drinking, and socializing. Alysha and Coleen blended with the crowd pretty well as some of the people there were known to them. Then all of a sudden, an argument between Coleen and one of the men ensued. His name was Christopher. Christopher had misplaced his phone and accused Coleen of stealing it. He began ranting and approached Collen with a full fist punching her in the face. Alysha was in another room and she heard Colleen creaming. She rushed to her aid and when she saw that her friend had been assaulted, she confronted Christopher. Christopher gave her the middle finger and walked away. Collen’s nose was bleeding and she lie helpless on the floor. Alysha made a 911 call and asked for help. As they waited for the police to arrive, Coleen lost continuousness and Alysha could not bear seeing her in that state. She looked outside and saw a Honda Civic parked outside. She yelled for the owner and borrowed the car and rushed her friend to the nearest hospital. After Coleen was treated they reported the matter to the police who located the suspect and took him to jail. Coleen was afraid of pushing forward with the case because she was barely 21 and she was afraid of being on the bad side of the law. But Alysha and her other friends were her lucky charms. They stood by her and she was in luck because she had not been drinking that night.

The police officers visited her in the hospital and collected the necessary information from her concerning her battery ordeal. They asked about her relationship with the perpetrator and Alysha explained that there was no relationship since they had just met at the party. Alysha also reported the assault she had suffered at the hands of Christopher in an attempt to rescue her friend. The police noted the information down and promised to stay in touch. After a few days, Alysha and Coleen were informed there will be a preliminary hearing where the accused will make their first appearance where the court will read the charges and constitutional rights o the accused. Afterward, a hearing was set in five days where the matter would be decided by a judge. There would be no need for a grand jury because the assault was not a felony. On the material day of the trial, the judge charged Christopher with a 2nd-degree misdemeanor and also directed a withhold of adjudication. Additionally, Christopher had to part with $4,000 as bond or risk going to jail for one year.

COLLEGE ATHLETE’S COMPENSATION Introduction

COLLEGE ATHLETE’S COMPENSATION

Student’s name

Professor

Department of affiliation

Course

Date

College Athlete’s Compensation

Introduction

With the rising popularity of many college athletes, there has been a push for them to be paid for what they do as a sign of them being popular and their efforts being appreciated rather than just receiving the scholarship which they receive automatically when they play for the national team. This kind of wish and practice began in Ohio state whereby the National Collegiate Athletic Association led by drake in Ohio began this with the statement that they have to make sure that the student-athletes get the best possible experience so that their performance and their motivation remains high.

Dwyer, Colin. “NCAA Plans To Allow College Athletes To Get Paid For Use Of Their Names, Images.” NPR, NPR, 29 Oct. 2019, www.npr.org/2019/10/29/774439078/ncaa-starts-process-to-allow-compensation-for-college-athletes.

According to this article, drake states that college students will start getting paid because of their popularity. This happens as a result of the removal of the ban whereby college athletes could not use their talents to make an extra amount of money in things like advertisements and others and therefore this article talks of how after the lift of the ban so many athletes especially those who are famous are likely to make a lot of money from their involvement into activities like advertisement and other activities which are likely to bring them money.

This article is therefore is a very well-structured one, it is short and it gives only the relevant information. Therefore it can be used for this research because it provides very apt information when it comes to the issue of compensation of athletes. Therefore the research about eh compensation of athletes plays a vital role in making sure that the manner and the reasons for compensation are fully discussed and therefore the announcement and the events surrounding the compensation are known as discussed in the article.

Duster, Chandeliers. “Democrats Make New Push for College Athlete Compensation.” CNN, Cable News Network, 4 Feb. 2021, edition.cnn.com/2021/02/04/politics/college-athlete-economic-freedom-act/index.html.

This article talks of how the national body which governs the athletes had put a lot of protection and was in the custody of so much about the young athletes and therefore with the decision that college students will be allowed to use their names, control how their pictures and other aspects of their life is used in a very important one. When the students control what they want with their pictures and social media accounts then it turns out that they become healthier and more productive. The national body generates about $15 billion each year and therefore this amount of money none goes to the players and therefore this can be seen as a kind of dictatorship that must be removed from existence and therefore the athletes are given more freedom and therefore this is a very important aspect of the national team because the burden and the lack of capital among the college athletes will be ended with the introduction of their payment.

This article giving so much important information related to the compensation of the national athletes, therefore, plays a very critical role in the research about the compensation of college student athletics. This decision can be said to have been pushed by different individuals and majorly the students who must have felt left out or not counted in as the national body makes $15 billion. References

Duster, Chandeliers. “Democrats Make New Push for College Athlete Compensation.” CNN, Cable News Network, 4 Feb. 2021, edition.cnn.com/2021/02/04/politics/college-athlete-economic-freedom-act/index.html.

Dwyer, Colin. “NCAA Plans To Allow College Athletes To Get Paid For Use Of Their Names, Images.” NPR, NPR, 29 Oct. 2019, www.npr.org/2019/10/29/774439078/ncaa-starts-process-to-allow-compensation-for-college-athletes.