need the argument to be anchored and speific.

Your paper has hit what I thought it would and what is common when paper lacks laser focus.  You really are not making relevant arguments and the arguments you make have little evidence to quantify it or qualify it.  By failing to anchor to specifics, the paper ultimately wanders without organization, without heirarchy and without an argument.  I’ve graded to a point and put a lot of comments.  Those are pretty consistent as I read through the rest of your paper.  Rather than give you a failing grade on this because I can tell you tried hard on it, I would like to give you an opportunity to resubmit.  Simply tell me the date you can resubmit.  I would advise you to go back to the individual assignment and read it carefully.  Its hard to make an argument that says the key benefit is information retrieval without explaining what makes the smartphone specifically crucial over other means?  I’m not even sure I understand what the problem is?  That smartphones can’t do it?  That more applications are needed however you said there are plenty.  That better security is needed?  That organizations need to invest in  more smartphones for its benefit?  I don’t know because its an information about the benefits of using a smartphone unlrelated to what matters in health…quality, cost or access.  Go back and watch the videos carefully.  Go back and review the announcements and formulate a focused topic so you can anchor your argument as everything has to somehow support it else its irrelevant.

You need an anchor point to ensure everything you discuss is tied to this concept.  I just gave the class a ONE week extension.  Your paper is now due on the 27th of June INSTEAD OF the 20th.

To write an argument essay, you’ll need to gather evidence and present a well-reasoned argument on a debatable issue.

How can I tell if my topic is debatable? Check your thesis!  You cannot argue a statement of fact, you must base your paper on a strong position. Ask yourself…

• How many people could argue against my position?  What would they say?
• Can it be addressed with a yes or no? (aim for a topic that requires more info.)
• Can I base my argument on scholarly evidence, or am I relying on religion, cultural standards, or morality? (you MUST be able to do quality research!)
• Have I made my argument specific enough?

Why do I need to address the opposing side’s argument?

There is an old kung-fu saying which states, “The hand that strikes also blocks”, meaning that when you argue it is to your advantage to anticipate your opposition and strike down their arguments within the body of your own paper. This sentiment is echoed in the popular saying, “The best defense is a good offense”.

By addressing the opposition you achieve the following goals:

• illustrate a well-rounded understanding of the topic
• demonstrate a lack of bias
• enhance the level of trust that the reader has for both you and your opinion
• give yourself the opportunity to refute any arguments the opposition may have
• strengthen your argument by diminishing your opposition’s argument

Think about yourself as a child, asking your parents for permission to do something that they would normally say no to. You were far more likely to get them to say yes if you anticipated and addressed all of their concerns before they expressed them. You did not want to belittle those concerns, or make them feel dumb, because this only put them on the defensive, and lead to a conclusion that went against your wishes.
The same is true in your writing.

https://www.roanestate.edu/owl/argument.html

Developing Your Position

Now that we know what a strong thesis statement is, we can begin to craft one of our own. Most effective position statements often answer these three questions:

• What is the essay’s subject?
• What is the main idea that will be discussed about the topic?
• What is the evidence or support that will be used to support the main idea?

Let’s suppose that I want to write an essay about playing sports. I might begin with a sentence like this:

Playing sports is really good for people.

This is a good start because it does express my position without announcing it; unfortunately, it is vague and general and therefore ineffective. It is not all that exciting for my reader, and it leaves my audience too many unanswered questions. WHY is playing sports good for people? HOW does playing sports benefit people?WHICH people benefit from playing sports? Asking questions about the topic is a great way to find more specific information to include in my thesis.

Let’s suppose now that after asking these questions, I’ve decided I want to narrow my topic into children and sports. I might next have a thesis like this:

Playing sports is really good for children.

Now my thesis is more specific, but I still haven’t really answered the WHY and HOW questions. Maybe I think that playing sports helps children develop better cooperation skills, better coordination, and better overall health. I might have a thesis that ends up like this:

Playing sports is beneficial for children because it helps them develop better cooperation skills, better coordination, and better overall health.

Notice that I have beefed up my vocabulary a bit by changing “really good” to “beneficial.” For help with specific vocabulary, check out the Using Precise Language page.

Notice that I also now have the three major elements of a thesis statement:

1) A subject: playing sports

2) A main idea: playing sports is beneficial for children

3) Support or Evidence: better cooperation, better coordination, and better overall health.

Most effective thesis statements contain this type of structure, often called an action plan or plan of development. This is such an effective type of thesis because it clearly tells the reader what is going to be discussed; it also helps the writer stay focused and organized. How can you now use this pattern to create an effective position statement?

thesis statement

Healthcare information technology productivity can be boosted by cellular phones because they can provide increased access to EHR’s, promote patient and physician communication, and provide quick access to medical literature.

feel free to change thesis and necessary.

Think of the managers you have reported to thus far in your career. Now consider the people you have worked with or know of that you would consider leaders. Based on these experiences, what would you surmise about the responsibilities of managers and leaders and about the distinctions between these two categories in health care settings?

This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace.

To prepare:

·        Review the information in the Learning Resources.

·        Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership.

·        Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals.

·        Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.

On the Week 8 Discussion Board, 1 page, APA format

1.      an analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals.

2.      In addition, post  descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors.

3.      Provide your rationale, identifying specific characteristics of effective managers and leaders. (Note: Do not identify these individuals by name, position, or location.)

Course readings

·        Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

o   Review Chapters 2 and 3

Note: Many of the articles in this week’s Required Readings are foundational in the leadership and management literature. The concepts presented in these early articles still apply to today’s workplace.

·        Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007). Differentiating nursing leadership and management competencies. Nursing Outlook, 55(4), 169–175.

Retrieved from the Walden Library databases.

In this foundational article, Jennings explores the similarities and differences between leadership and management competencies. The research implies that there is a growing ambiguity between the competencies required in nursing that must be addressed.

·        Keys, Y. (2014). Looking ahead to our next generation of nurse leaders: Generation X Nurse Managers. Journal of nursing management, 22(1), 97-105.doiI: 10.1111/jonm.12198

Abstract excerpt: The aim of this study identifies elements of professional success, and personal and professional fulfilment as defined by Generation X Nurse Managers.

·        Leach, L. S., & McFarland, P. (2014). Assessing the Professional Development Needs of Experienced Nurse Executive Leaders. Journal of Nursing Administration, 44(1), 51-62. doi: 10.1097/NNA.0000000000000021

Abstract excerpt: The objective of this study was to identify the professional development topics that senior nurse leaders believe are important to their advancement and success. Visionary leadership, leading complexity, and effective teams were the highest ranked leadership topics. Leading change, advancing health: The future of nursing, healthy work environments, and healthcare reform were also highly ranked topics.

·        Marker, D. (2010). Leadership or management? Management Quarterly, 51(2), 31–34.

Retrieved from the Walden Library databases.

This article defines what leadership and management are and explains differences between the concepts. According to Marker, managers are associated with position and power, while leadership is associated with position, guidance, and communication.

·        Ross, E. J., Fitzpatrick, J. J., Click, E. R., Krouse, H. J., & Clavelle, J. T. (2014). Transformational leadership practices of nurse leaders in professional nursing associations. Journal of Nursing Administration, 44(4), 201-206.doi: 10.1097/NNA.0000000000000044

Abstract excerpt: To build transformational frontline nurse leaders, organizations should balance formal leadership training programs with advanced degree attainment to encourage leaders to envision and challenge the future.

·        Stoddart, K., Bugge, C., Shepherd, A., & Farquharson, B. (2014). The new clinical leadership role of senior charge nurses: a mixed methods study of their views and experience. Journal of Nursing Management, 22(1), 49-59.DOI: 10.1111/jonm.12008

Abstract excerpt: The aim of this study was to investigate the experience and views of senior charge nurses in relation to the implementation of a national clinical leadership policy.

·        Yi, H. H., & Yi, Y. J. (2014). Influence of Leader-Member exchange quality of head nurses and clinical nurses on organizational commitment and job satisfaction in clinical nurses. Journal of Korean Academy of Nursing Administration, 20(2), 195-205.

Abstract excerpt: The purpose was to identify the influence the quality of head and clinical nurses’ LMX (Leader-Member Exchange) on job satisfaction and organizational commitment.