Professional Development Assignment Description Academic Essay

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Professional Development Assignment Description (40 points):

There are 4 parts to the assignment. Please place all four assignments into one paper. The different parts should be clearly marked so your professor knows which question you are addressing.

1. Rewrite the following essays. Correct all errors in capitalization, spelling, and punctuation. Divide the passage into appropriate paragraphs.

#1

When my husband Joe had cancer surgery five years ago, each of his family members responded just as I knew they would. John, his father, decided to organize the family’s calls. Because, of course, everything would run so much more smoothly. Thus Jane, Matt, and Jim received detailed sheets of instructions in the mail. Telling them which days to telephone r.j. smith hospital to talk to Joe and what presents to send. Jane, enraged, promptly threw a tantrum. Calling Matt and me to complain about her father’s overbearing behavior. “I,” she yelled, “am a Psychiatrist who knows how to handle these situations, i am not still a child.” Matt also responded predictably. By avoiding the situation. He threw himself into his work. Normally a late sleeper, Matt took to leaving at 5:00 a.m., driving on the deserted expressway and arriving at work before six a.m. In addition, he didn’t return until 11:00 p.m. When he would fall into bed so exhausted that he couldn’t worry about Joe. Jim, too, responded predictably. He fumed inside for weeks, ignored John’s instructions, and sent cartons of books to Joe. So that he would never be bored. The books were funny. Because Jim had read Norman Cousins’ book about the healing power of laughter. Within a few months, Joe recovered from the surgery-in spite of his family

#2

Treatment of atrial septal defect depends upon the size and symptoms and therefore is individualized an atrial septal defect of less than 3mm usually closes spontaneously (The Merck Manual, 2006). When the defect is between 3mm and 8mm it closes spontaneously in eighty percent of cases by the age of eighteen months, however, atrial septal defects located in the anteroinferior aspect of the septum (ostium primum) or in the posterior aspect of the septum near the superior vena cava or inferior vena cava (sinus venosus) don’t close spontaneously. If the defect is very small does not close spontaneously and the patient is asymptomatic. The treatment may be simply too monitor via an annual echocardiogram. Of course their is a risk of patients’ becoming symptomatic.

Moderate-sized atrial septal defects or larger or patients’ who are symptomatic require closure of the shunt this is usually done between the ages of 2 and 6 years. A catheter-delivered closure device, such as Amplatzer Septal Occluder or Cardio-Seal device. May be used for closure of atrial septal defects less than 13mm in size, except than primum or sinus venosus defects. If the defect is greater than thirteen milimeters or located near important structures. Surgical repair becomes necessary. If the atrial septal defect is repaired during childhood there mortality rates approach 0 and the patient’s life expectancy approaches that of the general population prior to surgical repair, patients may need to be treated with diuretics; digoxin; ACE inhibitor; or beta blockers to prevent congestive heart failure (Moser & Riegel, 2007). Following surgical repair patience will receive aspirin to prevent clots, and be monitored closely for dysrhythmias and pulmonary hypertension. Oxygen and nitric oxide therapy have proven to be beneficial in treating postoperative pulmonary hypertension. Also patients who have primum atrial septal defect will need endocarditis prophylaxis.

2 .Guided writing exercise:

Think about a recent experience you have had that required you to use critical thinking skills. Set a timer for five minutes. Write about your experience. Do not worry about grammar, punctuation, or spelling. Just write, but stop at five minutes. Now go back and write your experience with correct grammar, punctuation, and spelling. Submit both written pieces. Add a concluding paragraph that answers the follows questions: How was the formal writing experience different from the timed writing experience? What did you do differently? Was there any difference in the time it took you? How did you ensure your spelling, grammar, and punctuation were correct?

3. Describe when the following words would be used in a scholarly essay. Then, use those that are appropriate to a scholarly essay in a sentence.
•Their, there, they’re
•Affect, effect
•Its, it’s
•your, you’re
•then, than
•accept, except

4. Describe the use of apostrophes in writing in general. When should apostrophes be used in formal writing? When should apostrophes be avoided in formal writing?

Note: There is no Synthesis Paper assignment due this week.

Answers

#1

When my husband, Joe, had cancer surgery five years ago each of his family members responded just as I knew they would. John, his father, decided to organize the family’s calls because everything would run so much more smoothly. Thus, Jane, Matt, and Jim received detailed sheets of instructions in the mail telling them which days to telephone R.J. Smith Hospital to talk to Joe, and what presents to send.

Jane, enraged, promptly threw a tantrum, calling Matt and me to complain about her father’s overbearing behavior. “I,” she yelled, “am a Psychiatrist who knows how to handle these situations! I am not still a child!”

Matt also responded predictably; by avoiding the situation. He threw himself into his work. Usually a late sleeper, Matt took to leaving at 5:00 A.M., driving on the deserted expressway and arriving at work before 6.00 A.M. Also, he didn’t return until 11:00 P.M when he would fall into bed so exhausted that he couldn’t worry about Joe.

Jim too responded predictably. He fumed inside for weeks. He ignored John’s instructions and sent cartons of books to Joe so that he would never be bored. The books were funny because Jim had read Norman’s cousin’s book about the healing power of laughter.

In spite of his family, Joe recovered from the surgery within a few months.

#2

Treatment of atrial septal defect depends upon the size and symptoms and, therefore, is individualized. An atrial septal defect of less than 3mm usually closes spontaneously (The Merck Manual, 2006). When the defect is between 3mm and 8mm, it closes spontaneously in eighty percent of cases by the age of eighteen months. However, atrial septal defects located in the anterior-inferior aspect of the septum- the ostium primum, or in the posterior aspect of the septum near the superior vena cava or inferior vena cava- the sinus venosus, do not close spontaneously. If the defect is very small, it does not close spontaneously, and the patient is asymptomatic. The treatment may be simple to monitor via an annual echocardiogram. Of course, there is a risk of patients becoming symptomatic.

Moderate-sized atrial septal defects or larger or patients who are symptomatic require closure of the shunt. This is usually done between the ages of two and six years. A catheter-delivered closure device such as the Amplatzer septal occluder or CardioSeal device may be used for closure of atrial septal defects less than thirteen millimeters in size, except primum or sinus venosus defects. If the defect is greater than 13mm or located near important structures, surgical repair becomes necessary. If the atrial septal defect is repaired during childhood, their mortality rates approach zero, and the patient’s life expectancy approaches that of the general population.

Prior to surgical repair, patients may need to be treated with diuretics; digoxin, ACE inhibitor or beta blockers to prevent congestive heart failure (Moser & Riegel, 2007). Following surgical repair patients will receive aspirin to prevent clots, and be monitored closely for dysrhythmias and pulmonary hypertension. Oxygen and nitric oxide therapy have proven to be beneficial in treating postoperative pulmonary hypertension. Also, patients who have primum atrial septal defect will need endocarditis prophylaxis.

 

Formal versus Timed Writing

Timed Writing

Last week on Thursday I made plans with my friends to go to the mall for a hang-out. The day went on well and I was looking forward to my classes being over for me to head to the mall. I had atleast three classes to attend, and in two of those classes I was to submit assignments. I had already completed the assignments so I was just waiting for class time to come. During one of the classes, the lecturer asked us to add a question he gave to us to the assignment and instead submit the assignment the next day. This meant that I had to cancel my trip to the mall so that I could finish up the assignment but I really did not want to. I had the option of paying someone to do the assignment for me so that I could hang with my friends but then the quality of my assignment would differ from what I had done already. After weighing the two options, I decided to cancel the trip to the mall and actually managed to reschedule it for another day.

Formal Writing

On Thursday last week, I made plans with my friends to go to the mall. The day went on well, and I was looking forward to the end of the day. I had at least three classes to attend. Of the three classes, I had two where I was to submit assignments that I had already completed. During one of the classes, the lecturer gave an extra question for us to add on to the assignment and submit the whole assignment the next day. This meant I either had to cancel the mall visit and do the assignment or pay someone to do the assignment. The latter option was very enticing, but I decided to cancel the trip and do the assignment. Luckily, my friends were willing to reschedule the visit to Saturday.

 

Conclusion

The formal writing experience is different from the timed one in that during the former one is conscious of spelling, punctuation and grammatical errors. One feels the need to use fewer but profound sentences in explaining their experience. During the formal writing experience, I wrote down my thoughts on a book, arranged them and came up with a draft. It took me three extra minutes to finish writing the experience formally. I was also keener on my grammar and punctuation; I read the paragraph after writing it to correct errors.

Using Words in Scholarly Essays

Their, There and They’re

“Their” is a pronoun used to show possession of something and can be used in a scholarly essay. For example, ‘It is their fault that the cat escaped.’

“There” is an adverb used to refer to a place, location or existence of something. It is can also be used as a pronoun introducing a sentence. “There” can be used in scholarly essays.

For example:

  • There is a moment when the teacher stepped out of class to help an ailing student.
  • She went there earlier in the day.

“They’re” is a short form of they are, or they were. Instead of writing “they are” some writers use they’re. “They’re” is mainly used in informal writing and conversations. The use of contractions is highly discouraged in scholarly literature (Bednar, 2015).

Affect and Effect

Affect is a verb that means influencing or making a difference to someone or something. Affect can be used in scholarly writing freely. For example, ‘Smoking affects one’s health adversely.’

Effect, on the other hand, can be used as a noun or a verb. As a noun, effect means the result or influence of something or someone. For example, ‘The effect of smoking is lung cancer.’

As a verb, effect means to bring about something. For instance, ‘The new policies will effect the impact garbage has on the environment.’

Its and It’s

“Its” is the possessive form of “it” that means belonging to it. For example, ‘The school and its allies are holding a ceremony to celebrate 50 years of service.’

“It’s” on the other hand is the short form or contraction of it is. “Its” can be used in scholarly writing but “it’s” is discouraged as it is a contraction.

Your and You’re

“Your” is the possessive form of you that depicts that something belongs to you. For example, ‘The function of your heart is to pump blood to the rest of the body.’

“You’re” on the other hand is the contraction form of you are. “Your” can be used in scholarly writing but “you’re” should not be used as it is a contraction. One should use the long form, you are.

Then and Than

Then is used to depict time while than is used to make comparisons. Both words can be used in a scholarly paper.

Example in sentences:

  • The project was signed by then vice chancellor, Mr. John Stewart.
  • Her essay is longer than the recommended length.

Accept and Except

Accept means take, approve or receive. Except on the other hand means to leave out or exclude. Both words can be applied in scholarly writing.

Example in sentences:

  • The bank’s security cameras are working except those in the basement.
  • The man gladly accepted the award for the most brilliant business idea.

Using Apostrophes

Apostrophes are a common punctuation mark. The apostrophe, however, is highly used wrongly. It can be used to contract a word, to create possessive forms such as and in unusual plural forms (American Journal Experts, 2017). The apostrophe can be used to create possessive forms such as Linda’s and to write unusual plurals such as form 34 b’s in scholarly writing. However, using the apostrophe to contract words is discouraged; it is best to write the long form.

References

American Journal Experts. (2017). Apostrophe Usage in Academic Writing. Retrieved from: https://www.aje.com/en/arc/editing-tip-apostrophe-usage-academic-writing/

Bednar, J. (2015). Tips for Academic Writing and Other Formal Writing. Retrieved from: https://homepages.inf.ed.ac.uk/jbednar/writingtips.html

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