Case Study Analysis

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A​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​n understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other. Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact. An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans. In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the dia​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​gnosis, and you explain the implications to patient health.

 

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Animals are very complicated  multicellular organisms that necessitate a mechanism for transporting nutrients throughout their bodies and removing wastes. The human circulatory system has a complex network of blood vessels that reach all parts of the body. This extensive network supplies the cells, tissues, and organs with oxygen and nutrients, and removes carbon dioxide and waste compounds.The medium for transport of gases and other molecules is the blood, which continually circulates through the system. Pressure differences within the system cause the movement of the blood and are created by the pumping of the heart.

laska, 2008), and Fraser (2000) warned about the need for a reliable methodology behind self-assessment in teaching pronunciation. The impact of such a method on learners’ pronunciation, whether negative or positive, needs further investigation. Because students are the center-part in their own learning and need to be more proactive (Salimi, Asghar Kargar, & Zareian, 2014), it is also necessary to examine students’ awareness of their own learning progress. This paper proposes to look at self-evaluations as a tool in the acquisition of French pronunciation as an L2 and test self-evaluations’ reliability and validity by doing an item analysis. It will analyze the data from a beta-pilot test of the two instruments created (sentences to record and self-evaluations). This paper will also assess whether the use of self-evaluations by college-level learners of French enrolled in a phonetics course, will improve their pronunciation over the course of a semester. The aspects of French pronunciation studied here, have been carefully selected because they represent segmental (/y/ vs /u/) and segmental/suprasegmental (schwa) features in French, and they are particularly critical for comprehensibility. This paper seeks to answer the following questions: RQ1: Are the instruments created valid and reliable tools to assess pronunciation? RQ2: Is there a difference between control and treatment groups overall and on both aspects: segmental and segmental/suprasegmental? RQ3: To what extent do the students’ self-evaluations compare with evaluations by the expert rater overall and on both aspects: segmental and segmental/suprasegmental? Literature Review Self-assessment is described as a type of formative assessment. Formative assessment is student-centered and differs from summative assessment which is teacher-centered. Formative assessment occurs during the learning process, and not at the end of the learning period. According to Fulcher (2016), formative assessment’s purpose is to “inform and improve learning, rather than simply to assess whether the learners have mastered the learning objectives”. Summative assessments are made of criteria set by the instructor while formative assessments are types of assessment that provide feedback on learner’s performance in order to improve this performance. In an article published in 2006, Nicol & Macfarlane-Dick argue that “formative assessment and feedback should be used to empower students as self-regulated learners” (p.199). Ross (2005) praises the use of

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