(SOLVED) ELSEVIER ADAPTVE QUIZING

HIST 1301 Section Assignment 4: Causes of the Civil War Overview You have the option of completing either an essay or a digital story for this project (remember you must complete at least one of each type this semester so plan wisely). Because the digital story requires more work, students who complete that option and earn a “B” or better will get an additional 5 points extra credit on the assignment. Be warned that completing a digital story requires mastering new software and electronic equipment. Instructions/Prompt 1. Read the attached documents in light of the reading questions provided. 2. Write an analytical essay that addresses the following prompt: Evaluate the extent to which the Civil War was an unavoidable conflict in which Americans were no longer able to resolve their disputes through compromise. Consider the ideological (political), social, and economic roles that slavery played in secession (which was most vital). 3. Assignments need to have a minimum of four (4) direct quotations from the primary source reading documents, consisting of multiple viewpoints/speakers (i.e. not all should be from the same title/speaker/source) 4. All references must be cited using footnotes or a penalty will be assessed (see page 2) (remember, in “evaluate the extent” questions, you need to state not just the impact positive or negative, but also to what degree; i.e. “it was mostly positive due to…but there were some negative results as well due to…” or vice-versa) Papers need to be posted to the appropriate turnitin.com link found on Blackboard, while digital stories MUST to be uploaded to YouTube and a working link (ensure it is not private) to the video link must be uploaded to the same Turnitin.com link as the essays. Please note that YouTube may take down any video that uses copyrighted music or videos. Please consult this “how to” video on uploading to YouTube: https://www.youtube.com/watch?v=Hlxqk0iHp5w Option A: Traditional Paper Instructions Using the prompt, write a three to five page (approx. 1000-1500 words) typed and double spaced essay, with standard one inch margins, 12 point font, Times New Roman. Put your name on a separate title page, and do not include your name in a header or footer. Put page numbers on your document. Assignments that do not follow these straightforward instructions will be docked a letter grade. Late submissions will be penalized accordingly: For each day a project is late it will be reduced 1/3 of a letter grade (i.e. after 3 days, 10 points will be deducted). This includes holidays and weekends. Make a clear argument and use concrete examples to demonstrate your contentions. The very best papers offer meaningful analysis and a compelling narrative. For a useful guide to writing and properly formatting a history essay, please consult the “Tips for History Papers” website at the following address: http://www.bc.edu/schools/cas/history/resources/tips.html. Essayists who try to cram this difficult but rewarding process into a short space of time are setting themselves up for DISASTER. Start early, work hard, and feel free to contact me with questions. Quotations All quotes must be cited using footnotes, i.e. the following example: The provisional governor of the Louisiana Territory, Claiborne believed Frenchmen to be unworthy of U.S. citizenship. Writing to President Madison he stated, “The more I become acquainted with the inhabitants of this Province, the more I am convinced of their unfitness for a representative Government.’”1 (to create a footnote in Word or Google Docs, at the end of the sentence, click Insert, then click Footnote). The format is outlined below at the bottom of the page All other material must be rendered completely in your own words. See the following two examples of acceptable and unacceptable paraphrasing:  Passage rendered word for word from the text: “Work-sharing festivals such as house raisings, log rollings, and quiltings gave isolated farm folk the chance to break their daily routine, to socialize, and to work for a common good.”  Unacceptable paraphrase: Work-sharing opportunities including house construction, log gathering, and sewing gave detached farmers an opportunity to change their routine, to party, and to work for each other.  Acceptable paraphrase: Farmers merged their social lives with their work lives to gain relief from the monotony of an agrarian existence. Examples of entertainment included communal endeavors such as home construction and quilting. The major difference between the two paraphrasings is sentence structure and word choice. It is not sufficient to change a few words and retain the original sentence structure when paraphrasing. Writers must take the idea and put it in their own words, which means new sentence structure and significantly different word choices. One final point on quoting: the wise student will not quote from the textbook. Save your quotes for the most provocative concepts contained within the original documents! As a rule, the language in the textbook is not worthy of being quoted.  Since it is the documents you are analyzing to make your argument, you are better off spending time with them.  Use the text and the lectures to make sure you understand the larger historical context. Completion of the paper assignment requires consultation of no additional sources. You must not use Wikipedia or any other Internet source. Use only your assigned materials: the e-book, lecture notes, and the primary document readings available on Blackboard. 1 “Claiborne to Madison, January 10, 1804,” The Evolution of American Citizenship: The Louisiana Purchase, 1803-1812, 112. “Title of source,” speaker’s name, page (either of document or .pdf page number) Option B: Digital Story DIRECTIONS FOR THE DIGITAL STORY: Should you wish, you may construct a digital story between 7-10 minutes in length that includes multiple images and/or documents from the original materials assigned to you and from some very basic library and/or Internet research into related sources. Assignments completed using this method are also due the same day as the essay. The same late penalties apply. The digital story requires analytical thinking and explication of evidence, but the presentation format is different, oral and visual not written. Students should remember that visuals, sound, and tone have an important rhetorical effect if deployed well.  Students may use iMovie or Audacity or any other equivalent video-editing program; students may also narrate a PowerPoint using ScreenCastify or Kaltura (though the final video must still be uploaded to YouTube).  Students must narrate their digital stories and must include an argument and evidence to support the argument, the bulk of which should come from the primary documents in the assigned PDFs but approximately a quarter from original research.  The images need to be selected with great care and they need to relate to the narrative and analysis contained in the digital story.  Digital story telling is not sitting and reading a script while looking at the computer camera. Students may use music as long as it is in the public domain. For digital stories, narrating aloud a description of the actual source (i.e., according to a letter from Franklin Roosevelt on February 16, 1941) along with reading or paraphrasing or describing the portion of the source you are using is necessary. Instead of footnote citations, though, students will need to have a brief bibliography on the last slide or frame of their digital stories. In this bibliography list all the sources you consulted for this assignment, including those common to the course and those you found through your library research Students will need to engage in some rudimentary library research to find visual sources. Students may find images at one of several approved Internet sites where the images are available in the public domain: UH Digital History; Library of Congress Prints and Photographs; National Archives; Google Advanced Image Search (To use the usage rights filter option, select "advanced image search" on the main Google Images page. Once in the "advanced image search" page, you will find the usage rights options at the bottom of the page. In the usage rights menu you can select one of four options; "labeled for reuse," "labeled for commercial reuse," "labeled for reuse with modification," or "labeled for commercial reuse with modification."). Links to How-to Guides and Software Tutorials See this extremely useful webpage for information on getting started, storyboarding, the 7 elements of storytelling, using software, and other helpful suggestions as well as examples of digital storytelling: http://digitalstorytelling.coe.uh.edu/ GET STARTED ON YOUR DIGITAL STORY EARLY!!! While producing a digital story is fun and rewarding, please only take this option if you are willing to put in the extra work. Last minute jobs will be disasters and result in low grades. Start early, work hard, and feel free to contact me with questions. IT WILL BE IMPOSSIBLE TO COMPLETE A HIGH QUALITY DIGITAL STORY IF YOU WAIT UNTIL THE LAST MINUTE. Digital Story Assessment Your digital story will be evaluated according to the following criteria: 1. On a traditional A, B, C, D, F scale 2. Clarity of interpretation narration. 3. Quality and use of images, video, and audio. 4. Production values: pacing, transitions, and editing. GRADING RUBRIC (for both digital story and essay):  Uniformly excellent work—defined as including an original and insightful argument (thesis), substantial evidence derived from all assigned sources (the e-book, lecture notes, and primary document readings for the first three weeks)—but especially the primary document PDFs—to support that argument, and cleanly written prose—will receive an “A.” (Here substantial evidence means approximately 2-3 specific examples for each component of the question/body paragraph.)  Work that is above average—defined as including a convincing but incomplete argument and evidence written with minor errors—will receive a “B.” It is impossible to score B or A range without substantive incorporation of the primary document PDFs. This means quoting from and explaining multiple documents.  Work that is average—defined as including a weak or inadequate thesis, a summary of evidence without meaningful interpretation, minimal usage of evidence, and possibly some significant errors of grammar and/or organization—will receive a “C.” Furthermore, work with simple summaries of the primary document PDFs that do not engage the meaning of those documents will score C range.  Work that is below average—defined as including no attempt at a thesis, weak generalizations in lieu of specific evidence, and possibly significant grammatical and/or mechanical problems—will receive a “D.” Work that does not engage at all the primary document PDFs will score D range if it otherwise addresses the topic in a generalized fashion and/or heavily relies solely on lecture notes  Work that is failing—defined as including little or no understanding of the material and significant mechanical problems—will receive an “F.” This also includes work that does not make any mention of the primary document PDFs College Historical Essay Outline Writing Like a Historian Historical thinking/writing is always about why/how something happened and its impact/legacy. You need to read and analyze the “why” and “how.” I. Intro paragraph: a. Context – Provide background of the prompt (provide the who, what, where, when, why of events that led up to the prompt) b. Thesis argument (with at least 2-3 reasons/topics/themes/categories) II. 1 st body paragraph: Topic sentence (elaborate on first thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis III. 2 nd body paragraph: Topic sentence (elaborate on second thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis IV. 3 rd body paragraph (if needed): Topic sentence (elaborate on third thesis point/reason) a. Provide a Specific Historical Example (S.H.E.) (direct quote, paraphrase, or concrete example) that supports your argument b. Explain S.H.E. (quotes are not self-sufficient, but need explanation and analysis) c. Repeat for 1-2 examples (a quality paragraph should have 2-3 examples) d. ANALYZE the evidence you described above and tie all back to thesis V. Conclusion: a. Restate your argument using different words. b. Mention “the other side” of the argument (if you made a comparison, then contrast) and/or provide the legacy of the prompt/your argument Be very specific. If you just mention a source connection briefly and move on, you will NOT get credit

ELSEVIER ADAPTVE QUIZING

### Question 7
For a pregnant client with type 1 diabetes, which action is most likely to reduce the risks of disease-related complications?
– Monitor and control blood glucose levels.
– Limit pregnancy weight gain to an average of 25 pounds.
– Plan an elective cesarean section delivery.
– Attend all prenatal office visits.

### Question 8
Which action would the nurse take first for a client who is in active labor and experiences sudden vaginal bleeding and increased uterine tone without relaxation between contractions?
– Transport the client for a cesarean birth.
– Check the perineum for rupture of membranes.
– Change the underpad and position the client on her left side.
– Assess the fetal heart rate, uterine activity, and blood pressure.

### Question 9
Which is the priority nursing action when a loop of umbilical cord protrudes from the vagina after rupture of a client’s membranes?
– Monitoring the fetal heart rate.
– Covering the cord with a saline dressing.
– Checking intensity and duration of contractions.
– Holding the presenting part away from the cord.

### Question 10
A client at 36 weeks’ gestation has gained 5 lb (2.3 kg) in the previous week and has a pronounced increase in blood pressure. Which is the initial intervention upon admission of the client to the high-risk unit?
– Preparing for an imminent cesarean birth.
– Providing a dark, quiet room with minimal stimuli.
– Initiating intravenous (IV) furosemide to promote diuresis.
– Administering calcium gluconate to lower the blood pressure.

### Question 11
Which orders are appropriate for a client with mild preeclampsia? Select all that apply. One, some, or all responses may be correct.
– Daily weight.
– Side-lying bed rest.
– 2g/day sodium diet.
– Monitor deep tendon reflexes.
– Glucose tolerance test.

### Question 12
Which postpartum client is at the highest risk for disseminated intravascular coagulation (DIC)?
– Gravida III with twins.
– Gravida V with endometriosis.
– Gravida II who had a 9-lb baby.
– Gravida I who has had an intrauterine fetal death.

### Question 13
A client who has missed two menstrual periods arrives at the prenatal clinic with vaginal bleeding and one-sided lower quadrant pain. Which condition would the nurse suspect?
– Placenta previa.
– Ectopic pregnancy.
– Incomplete abortion.
– Rupture of a graafian follicle.

### Question 14
A postpartum client is being treated with subcutaneous enoxaparin for deep vein thrombosis of the left calf. Which client cue is of most concern to the nurse?
– Dyspnea.
– Pulse rate of 62 beats/min.
– Blood pressure of 136/88 mm Hg.
– Positive Homan sign in the left leg.

### Question 15
When caring for a woman with a probable tubal pregnancy, which clinical manifestation requires immediate intervention?
– Abdominal distention.
– Intermittent abdominal contractions.
– Dull, continuous upper-quadrant abdominal pain.
– Sudden onset of knifelike pain in one of the lower quadrants.

### Question 16
While providing care for a client who sustained a severe head injury in an accident, the nurse observes the client is constantly passing urine and dehydrated. Which condition would the nurse suspect as the cause of the client’s condition?
– Decreased secretion of aldosterone.
– Decreased secretion of antidiuretic hormone.
– Decreased secretion of parathyroid hormone.
– Decreased secretion of atrial natriuretic peptide.

### Question 17
When evaluating the condition of a client with burns to the upper body, which finding would alert the nurse of a potential respiratory obstruction?
– Deep breathing.
– Hoarse quality to the voice.
– Pink-tinged, frothy sputum.
– Rapid abdominal breathing.

### Question 18
When providing care for a client during the first few hours after admission to the burn unit with full-thickness burns of the trunk and head, which goal is the nurse’s priority during the emergent phase of this injury?
– Preventing pain.
– Managing leukopenia.
– Preventing infection.
– Managing fluid loss.

### Question 19
Which action by the nurse is best when a client who experienced a myocardial infarction 2 days ago has a temperature of 100.2°F (37.9°C)?
– Auscultate the chest for diminished breath sounds.
– Encourage coughing and deep breathing every hour.
– Record the temperature reading and continue to monitor it.
– Suspect an infection and notify the health care provider immediately.

### Question 20
When assessing a 75-year-old client, which finding by the nurse would be most important to report to the health care provider?
– Decreased lung sounds at bases.
– Kyphosis with barrel-shaped chest.
– Oxygen saturation at rest 93%.
– Expiratory wheezes bilaterally.

### Question 21
When a client who experienced a myocardial infarction suddenly develops a heart rate of 120 beats/minute, which action would the nurse take first?
– Offer reassurance.
– Check blood pressure.
– Call for an electrocardiogram (ECG).
– Activate the hospital rapid response team.

### Question 22
When admitting a client with acute coronary syndrome (ACS) to the telemetry unit after cardiac catheterization and percutaneous intervention (PCI), which action would the nurse take first?
– Attach the cardiac monitor.
– Auscultate the heart sounds.
– Check the intravenous fluid rate.
– Assess alertness and orientation.

### Question 23
When preparing to admit a near-drowning victim to the emergency department, which action by the nurse has the highest priority?
– Obtain equipment for nasogastric tube insertion to decompress the stomach.
– Prepare the endotracheal intubation tray for insertion of an artificial airway.
– Have warming blankets and hyperthermia machine available to warm the client.
– Call for laboratory personnel to be in the emergency department to draw blood.

### Question 24
When assigned the care of a client arriving in the emergency department with possible acute coronary syndrome, which prescribed action would the nurse take first?
– Ask the client about level of intensity of the chest pain.
– Draw blood for troponin and creatine kinase MB.
– Obtain a 12 lead electrocardiogram (ECG).
– Notify the cardiac catheterization laboratory about the client.

### Question 25
Which nursing action has the highest priority when providing care for a client who has had an acute myocardial infarction (MI)?
– Prevent nausea and vomiting.
– Monitor for cardiac dysrhythmias.
– Use prescribed medication to lower fever.
– Teach about the phases of cardiac rehabilitation.

### Question 26
Which action would the nurse take first when responding to an apnea monitor alarm that signifies a 10-second cessation of respirations?
– Assess for changes in skin color.
– Use tactile stimuli on the chest or extremities.
– Check the monitor for signs of a malfunction.
– Resuscitate with a face mask and an Ambu bag.

### Question 27
Which problem would be the most difficult for the nurse to manage when meeting the needs of an extensively burned client 3 days after admission?
– Weaning of potent opioids like morphine for severe pain to prevent addiction.
– Changing and debriding wounds to prevent infection.
– Beginning a discussion related to alteration in body image.
– Turning and positioning the client every 30 to 60 minutes to prevent contracture development.

### Question 28
Which action would the nurse anticipate implementing when providing care for a client with acute respiratory distress syndrome who is intubated and on mechanical ventilation?
– Deflate the endotracheal tube cuff hourly.
– Schedule a change in ventilator tubing every 24 hours.
– Determine need for suctioning based on client assessments.
– Leave fraction of inspired oxygen (FiO2) at the highest setting as the client oxygenation improves.

### Question 29
Which physiologic response to bronchiolitis would the nurse expect to observe on the pediatric intensive care unit? Select all that apply. One, some, or all responses may be correct.
– Wheezing.
– Bradycardia.
– Sternal retractions.
– Nasal flaring.
– Prolonged expiratory phase.

### Question 30
Which client between the ages of 25 and 55 years would the nurse assess first?
– Male client with a hemoglobin of 15.9 (160 mmol/L).
– Female client on warfarin with an international normalized ratio (INR) of 7.5.
– Female client taking daily calcium supplements with a serum calcium level of 9.4 (2.35 mmol/L).
– Male client with a blood urea nitrogen (BUN) of 20 (7.1 mmol/L) and a creatinine of 1 (96 mcmol/L).

### Question 31
A client with chronic obstructive pulmonary disease (COPD) is breathing rapidly and using accessory muscles of respiration. The nurse auscultates the lungs and hears crackles and wheezes. Which action would the nurse take?
– Encourage the client to take slow, deep breaths and administer 5 L/min oxygen per nasal cannula.
– Place the client in a side-lying position and perform chest physiotherapy using clapping and vibration.
– Raise the head of the bed to a high-Fowler position and administer 2 L/min oxygen per nasal cannula.
– Assist the client in assuming a position of comfort and perform postural drainage.

### Question 32
A client with renal failure receives prescriptions for vitamin D and calcium supplements. The client asks the nurse, “Why do I need to take these?” The nurse explains that, with renal failure,

there is:
– An inability to activate and use circulating vitamin D.
– A tendency to store, rather than excrete, vitamin D.
– A dietary need for increased calcium and vitamin D.
– An inability to metabolize and excrete calcium.

### Question 33
Which finding would the nurse expect in the history of a client with chronic pyelonephritis?
– Weight gain.
– Hypertension.
– Hyperkalemia.
– Hypocalcemia.

### Question 34
When performing a neurologic assessment for a client with type 1 diabetes who is 24 hours postoperative, which is the priority nursing action?
– Assessing level of consciousness.
– Obtaining a fasting blood glucose level.
– Testing deep tendon reflexes of the legs.
– Evaluating size and reactivity of the pupils.

### Question 35
A client with a chest tube in place is receiving mechanical ventilation. When providing care for this client, which action is the priority?
– Ensure the integrity of the client’s ventilator settings.
– Check the volume of the client’s chest tube drainage.
– Maintain the client in a high-Fowler position.
– Verify the position of the chest tube.

### Question 36
Which clinical cue would the nurse anticipate finding in a client with right-sided heart failure?
– Pallor.
– Warm, dry skin.
– Shortness of breath.
– Peripheral edema.

### Question 37
When caring for a 10-year-old client with hemophilia A, which action would the nurse take to decrease trauma to the client’s joints?
– Administering an iron supplement.
– Encouraging active range-of-motion exercises.
– Providing factor VIII replacement therapy.
– Limiting the client’s intake of dietary protein.

### Question 38
When assessing a client after a closed reduction of a fractured wrist and application of a cast, which action would the nurse take first if the client exhibits symptoms of compartment syndrome?
– Check the temperature of the cast.
– Notify the health care provider immediately.
– Ask about the client’s last tetanus immunization.
– Perform a neurologic examination of the affected arm.

### Question 39
When caring for a client with Guillain-Barré syndrome, which intervention is the priority?
– Providing for adequate ventilation.
– Monitoring for changes in level of consciousness.
– Preventing development of complications of immobility.
– Teaching the client and family about the disease process.

### Question 40
Which nursing intervention is the priority when preparing to move a client into the lithotomy position for a gynecologic examination?
– Having the client void.
– Drape the client carefully.
– Provide support for the feet.
– Raise the legs simultaneously.

### Question 41
When a client with multiple trauma is admitted to the intensive care unit, which finding would alert the nurse to abdominal injury?
– Chest pain.
– Absent bowel sounds.
– Increased heart rate.
– Increased blood pressure.

### Question 42
When providing care for a client who experienced a cerebrovascular accident (CVA) and is at risk for aspiration, which intervention would the nurse implement?
– Providing frequent oral care.
– Instructing the client to use a straw.
– Placing the client in a side-lying position.
– Keeping the head of the bed elevated to 45 degrees.

### Question 43
A client with diabetes mellitus reports palpitations and sweating and has a blood glucose level of 65 mg/dL. Which intervention is the priority?
– Administer oxygen.
– Obtain a serum glucose level.
– Give the client 4 oz (118 mL) of fruit juice.
– Notify the health care provider immediately.

### Question 44
Which action would the nurse take first when responding to the monitor alarm indicating ventricular tachycardia?
– Assessing the client’s airway.
– Preparing for immediate defibrillation.
– Palpating for a pulse.
– Starting cardiopulmonary resuscitation (CPR).

### Question 45
Which action would the nurse take when a postpartum client is diagnosed with postpartum depression?
– Reassure the client this is normal for new mothers.
– Teach the client the signs and symptoms of postpartum psychosis.
– Encourage the client to schedule an appointment with her health care provider.
– Instruct the client to get more rest and sleep whenever the baby sleeps.

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