Week 5 Discussion: Student Lead Topics #4-6

Importance of Communication During Patient Handover  key points: 

     The paper discusses the importance of patient handover and communication between healthcare providers in ensuring a patient's safety and well-being. Miscommunication during patient handoff is a leading cause of adverse events, medical errors, and deaths in healthcare. The lack of standardization, organizational structures, clinician workload, provider exhaustion, environmental distractions, language barriers, and method of communication can all lead to ineffective patient handoffs. The paper highlights that successful handoffs can be ensured through standard operating procedures, staff training, exercises or inspections, and outside inspections. The government has added restrictions and guidelines to correct the issue. The paper suggests that individual sites should focus on their policies based on their staff's needs and experience.

Week 1-3 Learning Log

 The COVID-19 pandemic has had a significant impact on mental health, particularly among adolescents. With the implementation of physical distancing, social restrictions, and stay-at-home orders, the pandemic has challenged people in many ways. The virus spread rapidly, and the government struggled to find ways to prevent its spread, which resulted in many hospitalizations and deaths. Panic and distrust in the government were prevalent, with some individuals isolating themselves at home while others refused to wear masks or follow government guidelines.

The pandemic also led to the closure of businesses, job loss, and financial instability, which resulted in a range of economic and financial problems. Furthermore, with schools transitioning to online learning, students were sent home to learn, which caused increased anxiety and depression among children and adolescents. There was an increase in suicides among those aged 10 to 19, and the American Academy of Pediatrics declared a state of emergency in response to the mental health challenges facing children and adolescents during the pandemic. Children need interaction with others, and social isolation and online learning for prolonged periods could take a massive toll on their mental health.

In conclusion, the COVID-19 pandemic has had a significant impact on mental health, particularly among adolescents, with the implementation of physical distancing, social restrictions, and stay-at-home orders. There have been many hospitalizations and deaths, leading to panic and distrust in the government. Furthermore, job loss, financial instability, and social isolation have caused increased anxiety, depression, and even suicide among children and adolescents. The pandemic has shown that it is important to consider not only physical health but also mental health when facing a public health crisis.

Week 1 Learning Log Blog

Week 1 Learning Log Blog 

This week was focused on APA formatting, Powerpoints and tools related to it, the course syllabus, and provided us with several videos and supplemental resources for use. It included design considerations for Powerpoints including goals, outlines, and visuals that should be prioritized when creating a Powerpoint. The outline also considered the structure of what to include or do away with/what is important. The Powerpoint stated important elements to include in a PowerPoint presentation include a clear and concise title slide, an outline of the presentation structure, engaging visuals such as images or graphics, concise bullet points, and a summary or conclusion slide to reinforce key takeaways. 

Moving on from Powerpoints, we also learned about recording for video lectures, and tips such as video quality, audio quality, “studio”, and delivery. Ironically, the video from Grumo is a video lecture on how to give video lectures. The next topic from our supplementary resources was nervousness, which is an important consideration when doing anything that will be presented to someone else, particularly on camera or even in a live setting with an audience. Even though there were some subjective statements from Ashlee Espinosa, like her consideration that videos are the “best” way to communicate with students, the video is still well-done and highlights important considerations of how to interact via video. Having different ways students can learn even if they are similar is beneficial to different students’ learning styles, because one student may retain information better in writing than video. Moving on, she discusses consistency in development of timelines for the selected video to film and creating a script to follow while conducting your video lecture. Another important consideration is the timer which ensures your video is not too long. The video Ashlee Espinosa provides is very helpful for tips on how to mitigate nervousness when recording video lectures while including the consideration that it may be different, potentially more difficult, for some people than others.  

These concepts are important because they will eventually tie into our papers and delivery of our 5-page papers, 15-minute presentation on the topics, and our 5 questions quizzes. 

 

Week 1 Learning Log Blog 

This week was focused on APA formatting, Powerpoints and tools related to it, the course syllabus, and provided us with several videos and supplemental resources for use. It included design considerations for Powerpoints including goals, outlines, and visuals that should be prioritized when creating a Powerpoint. The outline also considered the structure of what to include or do away with/what is important. The Powerpoint stated important elements to include in a PowerPoint presentation include a clear and concise title slide, an outline of the presentation structure, engaging visuals such as images or graphics, concise bullet points, and a summary or conclusion slide to reinforce key takeaways. 

Moving on from Powerpoints, we also learned about recording for video lectures, and tips such as video quality, audio quality, “studio”, and delivery. Ironically, the video from Grumo is a video lecture on how to give video lectures. The next topic from our supplementary resources was nervousness, which is an important consideration when doing anything that will be presented to someone else, particularly on camera or even in a live setting with an audience. Even though there were some subjective statements from Ashlee Espinosa, like her consideration that videos are the “best” way to communicate with students, the video is still well-done and highlights important considerations of how to interact via video. Having different ways students can learn even if they are similar is beneficial to different students’ learning styles, because one student may retain information better in writing than video. Moving on, she discusses consistency in development of timelines for the selected video to film and creating a script to follow while conducting your video lecture. Another important consideration is the timer which ensures your video is not too long. The video Ashlee Espinosa provides is very helpful for tips on how to mitigate nervousness when recording video lectures while including the consideration that it may be different, potentially more difficult, for some people than others.  

These concepts are important because they will eventually tie into our papers and delivery of our 5-page papers, 15-minute presentation on the topics, and our 5 questions quizzes. 

 

Learning Blog

 Week 1 Learning Log Blog 

This week was focused on APA formatting, Powerpoints and tools related to it, the course syllabus, and provided us with several videos and supplemental resources for use. It included design considerations for Powerpoints including goals, outlines, and visuals that should be prioritized when creating a Powerpoint. The outline also considered the structure of what to include or do away with/what is important. The Powerpoint stated important elements to include in a PowerPoint presentation include a clear and concise title slide, an outline of the presentation structure, engaging visuals such as images or graphics, concise bullet points, and a summary or conclusion slide to reinforce key takeaways. 

Moving on from Powerpoints, we also learned about recording for video lectures, and tips such as video quality, audio quality, “studio”, and delivery. Ironically, the video from Grumo is a video lecture on how to give video lectures. The next topic from our supplementary resources was nervousness, which is an important consideration when doing anything that will be presented to someone else, particularly on camera or even in a live setting with an audience. Even though there were some subjective statements from Ashlee Espinosa, like her consideration that videos are the “best” way to communicate with students, the video is still well-done and highlights important considerations of how to interact via video. Having different ways students can learn even if they are similar is beneficial to different students’ learning styles, because one student may retain information better in writing than video. Moving on, she discusses consistency in development of timelines for the selected video to film and creating a script to follow while conducting your video lecture. Another important consideration is the timer which ensures your video is not too long. The video Ashlee Espinosa provides is very helpful for tips on how to mitigate nervousness when recording video lectures while including the consideration that it may be different, potentially more difficult, for some people than others.  

These concepts are important because they will eventually tie into our papers and delivery of our 5-page papers, 15-minute presentation on the topics, and our 5 questions quizzes. 

 

Grapes of Wrath Outline 1-18

Chapter 1 - The land is dying or dead, and it is extremely difficult to grow crops
Chapter 2
1. a. Tom Joad is released from prison
      b. Tom asks a trucker to give him a ride back to his farm
      c. The trucker asks if his family has been kicked off the land

Chapter 3
1. a. A turtle is walking across the highway and is missed by one, but intentionally ran over by another driver
      b. the turtle eventually flips back over and continues on

Chapter 4
1. a. Tom picks up a turtle and meets the old preacher who baptized him, Jim Casy
    b. Jim Casy admits that he gave up preaching because of girls who he would corrupt
2. a. Tom talked bout why he was sent to prison
    b. he was intoxicated and fighting back
3. a. The preacher asks if he can go along with Tom, who agrees
    b. Once they reach the farm no one is to be seen

Chapter 5
1. a. Banks begin evicting people
    b. The homes and farmhouses are destroyed by large vehicles
    c. It is suggested the people migrate to California to seek out work
    d. The drivers are neighbors who are struggling to make a living as well

Chapter 6
1. a. After realizing the farmhouse was abandoned, Muley Graves approaches Tom and Casy
    b. Muley reluctantly tells them that his family went to live with his uncle
    c. They sleep in a cave and hide from police

Chapter 7
1. a. The people are often scammed when buying required parts for cars

Chapter 8
1. a. Joad's parents meet Joad but do not at first recognize him
    b. They fear he broke out illegally and tell the story of pretty boy floyd.
    c. Al and Rose of Sharon are introduced

Chapter 9
1. a. The farmers must sell everything they own to migrate west
    b. No matter what it is they must get rid of it, and for a cheap price

Chapter 10
1. a. The family is about to leave but Grandpa refuses
    b. The family unknowingly gives him sleeping medicine and load him into the truck
    c. They say goodbye to Muley Graves
 
Chapter 11
a. There is a large line of migrant farmers' cars driving down the road
b. Joad is worried and concerned about the well-being and safety of the other cars
c. No one particularly treats the people well

Chapter 12
a. The Joad family stops at a gas station with yellow pumps
b. Their dog is hit by a car which scares Rose of Sharon
c. Rose of Sharon fears that her child may end up the same way

Chapter 13
a. The family argues with a clerk who refuses give gas to beggars
b. grandma and grandpa both become sick

Chapter 14
a. Californians don't understand what has happened to Oklahoma
b. Every ditch is a camp and occupied by the people
c. The people are discriminated against

Chapter 15
a. one of two waitresses refuse to lower the price of bed on the road
b. The other waitress convinces her to lower the price of a loaf of bread
c. She then agrees to give the children two pieces of candy for a rather low price

Chapter 16
a. Ma is reluctant to split the family up
b. The people in the family meet a man returning from California
c. The man and his son tell that the handbills are lies, but the Joads may have a different experience

Chapter 17
a. The Joads decide to move on and see for themselves how California is
b. They encounter another roadside camp that is very poor quality

Chapter 18
a. The Joads find Weedpatch with dances and proper facilities owned by government and ran by a committee
b. A sheriff warns them that there will soon be officers prepared to enter the town fearing that they will create their own laws and begin an uprising

Countee Cullen Incident Paragraph

      In Incident, Countee Cullen describes his vacation to Baltimore as something that he could have greatly enjoyed, but can only remember one thing. The one event he remembers occuring is a boy about his whit, as he describes in the poem, who the reader can assume is white, because the other boy lashes out a racial slur at Countee. The poem makes good use of literary devices by rhyming throughout and allowing the reader to interpret many details in few sentences.
      The theme that Cullen elects to use is how racism is upsetting and harsh for a young child to have to deal with. He says that he was happy, head-filled with glee, but then
once another child called him that racial slur, his trip in its entirety is completely ruined. The poem is truly African-American because Cullen shares of the hardships blacks were forced to be oppressed by and how society looking down on him, particularly as a child, was something unbearable to him.