Posted: April 24th, 2025

seminar

 Seminar 1&2

While viewing the entire recording of this week’s archived Seminar,  create a summary document. Seminar slides should not be copied – this  would be considered plagiarism. You should be able to view the recording  and make notes at the same time so that you capture the following  items:

• Describe the main points discussed in the Seminar.
• Include sub-topics and/or subsequent classroom discussion from the entire Seminar.
• Include points found of interest about the unit content and/or any additional reflections or questions about the unit content.

You may write the assignment in a bulleted list format or paragraph  format. APA style is not required. Remember to review the grading rubric  so that you include all of the required elements

Seminar 1

 All right.

Welcome, everybody. I’m glad that you’re here. This is our 1st week of a 10 week course in medical terminology. So this is Hs.

 1, 11, and my name is Charles, and I don’t know you yet, but I hope to learn a little more about you as we work through

 these these weeks together.

 so tonight we have a lot of stuff to cover. I thought I could just do a quick introduction of myself, and then we’ll sort of do an introduction of the course, and if all goes well as planned, we’ll have time to actually cover a little bit of content as a preview. So, as I mentioned, my name is Charles, I’ve been with Purdue Global for oh, my goodness, almost, I guess, over a decade.

 And I teach in the health sciences usually, and taught in various departments.

 My professional background is public health. As a health educator, microbiologist.

 epidemiologist with the Massachusetts Department of public health.

 I’ve worked as a health writer with the New York Times Company working on websites such as about.com, which no longer exists. But back in the day. It was pretty cool, and also worked in

 local public health as a health officer for some communities around Boston.

 Right now I do teaching full time here in the Boston area and then part time for Purdue global. So that’s a little bit about me. It’s

 it’s probably a different background from a lot of the folks that teach medical terminology, but it’s still very much grounded in the in the health sciences.

 So tonight, again, I’ll talk about the course, introduce it, and then towards the end, we’ll talk about concepts that you will see as you sort of dive into the Content this week. My assumption is that you probably have only started working through the content and reading through the course materials.

 So my goal is to just sort of give you a taste of what you will be working through this week. Since our seminars are at the beginning of the week.

 They serve as more of an introduction to kind of what you will be working through, and you know, if the seminars were towards the end of the week, then they could be more of a review. But in this case I don’t have time, in the brief time that we’re together

 to

kind of introduce all the material that you’ll be reading through each week.

 So we just sort of pick and choose and and try to help get you started. But most of the work you’ll just, you know you’ll be exploring on your own, you know, throughout the throughout the units week.

 Okay, this is a slide that I will show you every single week during seminar. It’s a way to kind of see where we’ve been. See where we are

 and

see where we’re going, and it’s pretty foreboding at the beginning of the term, because you can see all of these weeks ahead of you. But, man, you’re feeling really good around weeks 6 or 7, because now you start getting more work behind you than you have ahead of you. And so you start feeling really good.

 I do know that it goes by quickly. It seems like 10 weeks is a long time, but we will be finished with this course before you know it.

 and 2 shakes of a lamb’s tail, as the saying goes from my neck of the woods. All right. Unit one. We have one chapter.

 and then you can see the graded work is some connect activities

 discussion in a lab more about those in just a bit. And then you can see that

 Next week we have kind of a different thing going right lab quiz learning activity. And then you can see that we start falling into kind of a rhythm of

 on every odd

 unit 1, 3, 5, 7, and 9 we have a discussion.

 and then on the even units there is no discussion.

 But

you’ll see that there’s a lab activity, a quiz, a learning activity, and all of those are graded assignments.

 So by the time week, 3 rolls around, you will have really done all the different kinds of activities that this course offers, and then it’s just a matter of kind of keeping your bearings and keeping your schedule straight, and then working through the course, you know, in a very sort of consistent way.

 Notice that there are 3 weeks, 3 units units, 3, 5, and 10 that we actually cover

 2 chapters in the same week. So those are kind of heavy, just because you have a little bit more information to work through in the same period of time.

 The reason that we have 3 units where we kind of double up on the chapter readings is because we actually do work through the entire textbook that you have. We cover every single chapter. So you will get a comprehensive overview to medical terminology in this course. To do that. Given that, we only have 10 weeks, and there’s 13 chapters, and each of those chapters are about the same length and content wise.

 We just have to kind of double up on certain weeks. So we’ve tried to choose weeks that

 work the best for having sort of a double load.

 Notice that the workload itself isn’t very different, but you do have sort of twice the content to work through. All right. So, and then, even though I don’t have the seminars listed as graded work.

 our seminars are graded, and we do have a seminar every single week more about that in a bit.

 All right. So just giving you a little overview of what’s due this week. Just so you you’ve heard it once.

 There is a connect orientation activity. It’s worth 5 points which, in the scheme of all of the points this course has. It’s very little, so if you forget about it or miss it, it’s not going to hurt your grade at all. But if you like to earn as many points as possible. Make sure that you work through that connect orientation, and it’ll give you 5 points. It’s auto graded. So as soon as you sort of complete it. You’ll see the points populate in your grade book.

 There is a unit, one lab assignment. This is auto graded as well worth 20 points. Once you complete that you’ll get, you’ll get your points in the grade book. That is a connect activity. And then you can see there’s a discussion and a seminar.

 So the seminar is what you’re working through right now, and I grade those manually so usually within a week or so you’ll see the points populate for that.

 And discussion. I grade manually so more about the grading in a bit. But the discussion is not open yet, because I wanted to make sure I had a chance to introduce it, and what you need to do and expect before folks got on the board and started working on their posts. Okay, so there is an introduction post. So go ahead and introduce yourself and say hello to your classmates.

 But the actual graded topic will be open later tonight. So I wanted to sort of walk you through what to expect. And then later tonight you’ll see the topic appear, and then you’ll have until the end of the unit. To complete that.

 you know, complete that activity.

 all of our graded work. Everything is due by Tuesday, so a course or a week begins on Wednesday goes through the weekend.

 and then the following Tuesday is when the unit ends all right. So that is a full week.

 We just start and end at different points in the week. So if you’re kind of used to a Monday, or you know, through ending on the weekend.

 that’s a little different. And the reason that we kind of have that altered schedule is because most of our students are adult learners holding down full-time jobs. Sometimes 2 or 3 jobs, and it’s the weekend where most of the coursework gets done. So you’ll find that

 kind of having the course open and begin gives you a few days to kind of read through the material, doing most of the work over the weekend, and then you kind of have a couple of days to wind down the unit before the next unit begins. So it’s a schedule that I think you’ll if you’re not already used to it, you’ll warm up to it quickly, and start feeling pretty

 pretty confident with it.

 So all of the

 all of the assignments that are that are introduced in a week that are graded, you should make sure that you complete them and submit them if required.

 by the end of day on Tuesday. That’s the last day of the unit.

 So everything is due on Tuesday.

 with one exception, on the weeks that we have discussion.

 you should make sure that you respond to the topic which is your initial post. Make sure that you have that on the board by the end of the weekend, which is Sunday night. Okay?

 So you have. When the course opens. On Wednesday. You have Wednesday, Thursday, Friday, Saturday, to read the material to work through the content to think about what you’re going to post, because you’ll have access to the discussions

 starting on Wednesday, and then you just want to make sure that you respond to the discussion topic by the weekend.

 and then you need to do a couple of replies. Follow-up replies we call them, which is essentially responding to other posts. Those have to be completed again by the end of the unit, which is Tuesday.

 So everything is due at the end of the last day of the unit on Tuesday, with the exception. On the week we have discussion. Make sure that you respond to the posts or correction. Make sure that you respond to the topic

 by the weekend. All right. So that’s a pretty way. Pretty easy way to keep track of what’s going on.

 This is your textbook. It’s a digital book. This is what it looks like, and you probably have this digitally. But, as I mentioned, we cover all 13 chapters, and each unit

 focuses on one chapter, except for 3 of the units where we double up units 3, 5, and 10. We’ll have 2 chapters to work through

 now to find the textbook. You go into the course.

 and you will scroll down on the left side of the menu. It says, digital book. So notice that it’s very close to where the syllabus lives just below the syllabus. You’ll see the digital book

 click on that, and

 it will take you to this screen the first.st

 The 1st link is kind of a, you know. Get your bearings with bookshelf.

 which is the the app. That sort of.

 you know, presents the textbook to you.

 and then the actual textbook is the bottom link acquiring medical language. Click on that. And that will get you to the digital text.

 Okay, you will need to use the textbook, even if you’re not a fan of reading through textbooks, the textbook is the primary way, the content is introduced and delivered in this course.

 All the graded assignments are just going to give you opportunities to work with the content. Okay.

 all right. The

 the chapter that you’re responsible for this week in Unit one is chapter one.

 Remember, it’ll be kind of easy. Our units will match the chapters until we get to week 3, because then we double up on 2 chapters, and so, starting on Week 3, we’ll be off the unit number and the chapter number won’t match. But for this week, chapter one unit one.

 you’ll notice that there’s about 6 different sections in the digital text. The 1st 3 are helpful. I encourage you to read them if you can, but if you’re really stretched for time.

 or you’re a slow reader, or you just hate reading texts. Then focus on the last 3 sections. Those are going to be the most bang for your buck. The high yield sections of the of the chapter. So Parts used to build medical Language how to put together Medical Terms. How medical terms are translated critical sections, and we’ll be working with what you pick up from those sections for the rest of the course. So make sure you cover those.

 All right. Let’s talk about seminars. We’re in a seminar right now, so I know you know how to get here. Seminars are required, and if you add up all of the seminars

 over the course of the term.

 you’ll have about a hundred points right? And that’s 10% of your total overall grade, so your course grade will be out of a thousand points.

 You can earn a hundred of those points by attending seminar.

 So Seminar should be a pretty easy way to earn those points, because really all you’re expected to do is show up, stay for the full time

 and participate. So normally, I’ll be asking questions or sending out polls, or you know things that can make it a little easier for you to engage with, and then you can either turn your microphone on, or type in to chat your response.

 Well, I use those responses and the amount of time that you’re active in seminar as a way to determine your grade so pretty much any time that I’m offering a chance for you to participate by answering a question or something like that.

 That’s an opportunity for you to participate and show that you’re active in seminar. And so when I look through the logs to see who’s attended and how you are active. Those are the kinds of things that I’m tracking.

 So that’s how you earn full credit in live seminar. If you can’t attend live seminar. That’s fine, it’s not a problem. But remember, seminar is a graded activity. So if you’re not going to attend, live, then you need to complete the option. 2 activity.

 How that works is. You listen to the recording of the seminar, and then you type up a sort of a written activity that shows that you’ve listened and sort of participated in the recorded version of the seminar.

 So you can.

 You can read all about how to complete the option. 2 activity by clicking on the Seminar tab in the course, and it will give you what’s the rundown for? Live seminar? What’s the rundown for the recorded seminar? The option 2 version.

 So by submitting that again, by the end of the unit, which is Tuesday night, then I can grade those and give you your seminar credit for that right.

 So if you are attending live, you stay the full time, and you essentially participate throughout the seminar with questions and things like that, and, you know. Try to make sure that you’ve made at least 5 solid replies throughout the course of the seminar, and that you know that should give you the opportunity to earn full credit

 if you are attending, or if you miss live seminar, and you want to complete the option. 2 report you don’t have to check in with me. You don’t have to tell me that you’re not going to be in seminar.

 It’s just if you’re not here, then you have the option to do the option 2. And if I see that you’ve uploaded the option, 2 report in your dropbox, then I know that you weren’t in live seminar and that you’re you’re completing the option 2 for the seminar credit.

 So if you are looking to find the recording, what you do is you click on more tools, click on seminar, on the on the pop-up menu, and then when you get to the next page, you’ll have 3 tabs to choose from.

 and you’re going to click on cloud recordings, and that’ll take you to the listing of the recordings. The recordings happen automatically. I have to remember to start the recording, but then they get posted after they’re processed and ready to go. So I don’t know exactly when the recorded version is up, but I would assume it’s going to be at least an hour or so before the recorded version is ready. So.

 but this is how you find it. Unfortunately, there’s not a date associated with the seminar, or anything like that. You just have to kind of count from the bottom up. So the 1st one will be tonight’s seminar, and then the so as you, as you open up the Cloud Recordings Page, the most recent one will be the last week that we have available, and then the very 1st one will be unit one.

 all right when you click on the seminar that you do want to listen to. This is what you’ll kind of get. You can look at the chat file, you can watch the recording, and when you click on the recording you can sort of enlarge it. And

 and then it’s like you’re you’re sort of watching the entire seminar just from a streaming video kind of thing. You’ll hear all the sound. You’ll see the video, the slides, that kind of thing. The only thing that you won’t be able to do is sort of, you know, participate in chat or any kind of, you know. Engaged activity like that.

 All right, let’s talk about discussion. We have 6 graded. I don’t know. 1, 2, 3, 4, 5. I think we only have 5 graded discussion. Sorry about that. I think I was maybe including

 the introductions as one of the discussions, but you should only have 5 discussions.

 and then all of the discussions together are worth

 about a hundred points. So you kind of see that that’s another 10% of your grade. So you’re up to 20% of your grade just through discussion and seminar.

 Remember, the discussions are not every week, but every other week.

 and I really encourage you to work on the material at least a little bit before you start participating in discussion. The discussions generally support the material that’s introduced that week.

 So, as I mentioned earlier, and I purposely sort of repeated the information first, st just to kind of give you a pass through. You’re getting so much information thrown at you. It’s hard to sort of track it all, but this is important. So remember, I said, all of the graded assignments for that unit were due at the end of the unit the last day of the unit. That day is always Tuesday.

 but with discussions. You want to make sure that you post your initial post, your response to the topic. You want to make sure that that’s on the board by the weekend. All right, so you can post as early as you want. Just make sure that you have your initial post

 on the board by Sunday Sunday evening.

 and then you have 2 replies, a minimum of 2 replies that you need to participate in those replies can be.

 reply to anyone, right? Me. Another student, someone who replies to you, all of those count as part of your replies. The replies are basically a way to just show your participation in discussion.

 So the replies, those can be due as late as Tuesday, the end of the unit. Okay, again, you can post earlier if you want, but those are the deadlines. Sunday and Tuesday.

 Now, one thing that you’ll need to sort of figure out is that the post should be a certain length. Okay, generally, the initial post, the one that responds to the topic that’s going to take a little bit of time to prepare for and work up your answer.

 And so that’s going to be the longest of your posts at least, you know. Try to make it at least 150 words. Some of your posts will be much longer than 150 words

 that should be the minimum for your initial post. Okay? And then your replies.

 You can post as many replies as you want.

 and they can really be of any length.

 they can be very short, they can be very long. But the 2 required replies. These are part of your discussion grade.

 Those should have at least 75 words, so make at least 2 of your replies a little bit more developed.

 right? A little more substantial, and the 3 required posts, the one that responds to the topic, and the 2 follow-up replies, those are how your discussion grade is determined. Okay? And then, if you want to post. Beyond that.

 you want to have additional posts, or you’re involved in a conversation. Those can really be as short as you’d like. So not all of your posts have to be 150 words or 75 words, just those 3 minimum posts that I use to calculate your discussion grade for that week. Okay.

 awesome. Great that you’re that. I’m answering questions that you need. Let’s see, I’m just checking over the the chat to make sure that I have answered everything

 Gina says. Can you reply if you have not posted? Yes, but the initial post is graded differently than the replies. So if you’re only posting the replies. But you don’t post your initial post.

 You got to make sure that to get full credit, you want to have all 3 of them, and if you post out of order, let’s say you reply 1st to someone and then later you post your initial reply or your initial response to the topic. That’s totally fine. You can. You can post

 a different order. Just make sure they’re on the board, you know, within that that unit span.

 Okay, this is just a way to remind you how to do your posting.

 Notice. I call it an example of a well formatted post. Now the language is a nonsense language. It’s a typesetting language that just sort of serves as a placeholder, so don’t try to read it. It won’t make any sense. But take a look at the sort of the form of it, right? So things that you should notice is that it is broken into paragraphs right

 when you organize your posts in paragraphs that creates white space. White space is very helpful to the reader. It makes your post a little bit more inviting to read, and it allows the reader to sort of chunk the information, and it makes your post much more engaging.

 more interesting to look at and easier to read so definitely increase the white space so that your post seems a little bit more inviting. I recommend using headings headings. Just help you convey the organization of your post to the reader.

 and then, of course, and this will be familiar to some of you, but maybe new experience to others.

 When you

 take information from another source.

 Either you are quoting directly or you’re paraphrasing.

 You should always include a reference to that source

 in

this course and in all of your courses at Purdue global, you’re going to use Apa style.

 Apa style stands for American Psychological Association. It is a set of rules

 to format your your bibliographic information when you are quoting or paraphrasing from a different source.

 We’re going to go over those rules, but I’ll tell you essentially where to get them yourself and read through them. There’s a lot of helpful resources to help you work with Apa style right here at Purdue University, and I’ll talk about that in just a bit.

 But notice that the references go at the end of your post.

 And and this is key.

 because

 Apa style is a two-part experience.

 Yes, you want to include the reference at the end, the bibliographic information that tells you how to find that source that goes in the reference list at the end of the post.

 But you also need what’s called an in-text citation.

 The citation goes in the post itself. And so, if you look at the the information that I have on the screen, you’ll see an example of a citation. So the 1st one is in the second paragraph.

 where it says Jekyll.

 2,007. So that would be an example of an in-text, parenthetical expression.

 What you’re supposed to do is if you’re reading that you’re supposed to recognize that the information that precedes that citation is

 taken from another source

 to find that source. You go down to the reference list, and you should look for the name Jekyll, and you can see that the references are alphabetized.

 And essentially the rule is whatever word that you include in your in-text citation. That’s the word that you alphabetize in your reference list.

 So you look for Jekyll, and then you can see that this comes from a textbook from 2,007, published by Saunders Elsevier. And it’s 3rd edition. So Jekyll and others will be the author of that text. So that’s how you kind of work through that information. You can see that there’s another reference

 by an author with the last name of Bull, 1st initial K. This one was published in 1997, and it’s statistics in medicine. And this obviously comes from a website. So the way that you work with apa style is, it’s a set of rules. It’s like a cookbook. But instead of making a delicious chocolate cake, you’re creating a listing of documentation for your references.

 and you don’t just get to kind of choose what you want to do. You just sort of follow the rules established for the kind of source that you’re using. So it specifies very specifically what kind of information, and in what order you would use if you’re say, taking information from a website, or if you’re taking information from a textbook.

 if it’s a print textbook. Or if it’s a digital textbook, right? It’s all just a little bit different. So what you’re going to want to do is if you’re not really familiar with this. Spend a little bit of time working through your Apa style.

 Fortunately, Apa style is not going to make or break your grade in this course. But in all of your courses throughout your program you’re probably going to have to do some writing, and they will use Apa style

 if you are struggling with it. Take a little bit of time to master it, and then you’ll be good to go for the entirety of your program. If you continue to kind of struggle with it and lose points here and there. You’re probably going to be losing points throughout every Apa style required assignment. You’re just going to be losing a little bit of points from that. So if that’s the kind of thing you want to avoid.

 just take a few minutes. It’ll take you about a half an hour to kind of work through the basics of it, and then you’ve got it.

 So that’s the. This is an example of kind of what to do. Here’s what you should not do. And I call this the wall of Text

 Notice. It’s just dense. Just a lot of reading. Notice that there’s very little white space.

 There’s no paragraphs. This is a chore. I can pretty much guarantee you that the only person that would be reading your work. If this is what you are posting

 will be me, and I will do it under duress only because I’m paid to do it, and I will not be doing it out of the joy of my heart, or that I want to. This I love to read, and I will eagerly read that this they have to pay me to read all right. So if they’re paying me to read this, and other students

 do not get paid to read. They’re not going to be reading this. This is difficult to read so definitely format your posts so that they’re more engaging. You’ve got tools, bullet points, and italics that can help make your posts a little bit easier to read and get the information

 all right. So where can you find information about

 how to get a handle on Apa style, and the place that I recommend going is the Academic Success Center. I’ll try to give you a tour of this

 next week. I can’t do everything in one week, so I’ll try to give you a little bit of information about how to access the Academic Success Center. You probably already know where it is. These are where the tutors live, the writing tutors. But there’s also the writing center as part of the Academic Success center. And if you click on the writing center.

 then that’s where you’ll see Apa resources. I’ll try to send out an email that links you to the Apa resources within the writing center so that you can check them out on your own time.

 But I know that you can do a web search and come up with resources on Apa style.

 But just keep in mind that this information in the Academic Success Center is really tailored to our students and our needs. We also make sure that the information is up to date. There’s a lot of information on the Web

 that it’s actually an outdated version of Apa style. So I do recommend starting with the information that we have in the Academic Success Center and start with that. And there’s a lot of different resources that live in that place.

 Specifically, sort of documents, reference documents, webinars, videos, 5 min basics of Apa style. So there’s different ways of working through the information

 to introduce yourself to that.

 This is just sort of a reminder that you need both the reference and the in-text citation. And so the easiest way to do. That is kind of, you know, with the parentheses you put the author’s name. If you don’t know the author, you can put the title of the document and the date.

 and then, of course, the name that’s in the parentheses or the word that’s in the parentheses. That’s what’s going to get alphabetized in the reference list.

 You can use a direct quote, but it’s preferred that you use a paraphrase. Paraphrase is when you put something in your own words.

 but you still need to

 include a citation and a reference for paraphrased information. Okay.

 all right. This is what you should use to cite the textbook.

 Many of you will be using the textbook as a source. And so if you ever needed to cite that this is what you should use, so you can take a screenshot of this and save it for you as a way to make sure that you’re formatting it correctly, and then notice I even include how to use the in-text citation. So Jones and Kavanaugh, as a way to

 this, is what’s going to identify the information that is

 paraphrased.

 and notice that at the bottom. In the reference list.

 You can see the Jones is how it’s alphabetized, and then you can find the information that you need to find that source independently.

 All right, let’s pause for questions.

 What questions do you have so far?

 That threw a lot at you? I know I’m sorry about that.

 So any anything that I can clarify based on.

 You know, the very 1st week of the course

 Kayla says nothing so far.

 Carly.

 None here. All right.

 yeah, so you can. You can base the, you know, Alexander, that is a very good question. I think the course

 is set. Maybe in central time zone.

 That’s a that’s a very good question. I’ll have to double check because it’s changed in my time. Here.

 I can tell you one thing I’m I’m I can. I’m not gonna be picky, if you’re, you know, a few hours late. So and I do that simply because of the fact that time zones exist.

 So I say, if you submit it by the time zone that you’re in, unless you’re outside the continuous Us. And you’re in, say, a international post.

 then pick a time zone in the Us. And and work by that. This may not be how other classes within Purdue global are run, but whether it’s it’s

 you’ll see that really the only assignments that have a very strict submission. Timeline will be like discussion.

 and and that’s making sure that you sort of get the right day. So if you’re several hours off.

 don’t sweat that at all, it really won’t be a problem, and I’m not going to be that picky with with due dates. So if you’re a few minutes over the deadline definitely, not a problem, even if you’re a few hours over the deadline. That’s not a problem. What is a problem is that if you’re you know, you come in and you post it, you know.

 12 h or 24 h or something like that. So that’s the that’s the time when I’ll start deducting.

 Okay, let’s see, did that answer your question on that one. Linda asks for, how do extensions work for assignments? There’s really

 not a not a super difficult way. The way it works is that

 all the assignments are due at the end of the unit, which is Tuesday

 in

 Purdue global, we have sort of across the Board late policy, which is essentially an extension. In that sense you have an additional 2 weeks to submit your work

 and

 what that, what that gives you is, if it’s due on Tuesday, and you need to turn it in late. Then you have an additional 7 days

 at a 10% discount or a penalty for that work. So if you turn it in late within 7 days.

 then, and you earn full credit on that assignment that say worth a hundred points.

 Then you would get a 10 point deduction. So the highest grade that you would earn, assuming that you got full credit would be an a minus or a 90 out of a hundred.

 and then, if you needed an additional time, you could have another 7 days, which is the second week, and you get the same deal another 10% off. So if you turned in work, that was 2 weeks late.

 then the highest grade that you could earn is an 80%, which is a B minus.

 and that, of course, assumes that you don’t lose any points. So if you lose, you know 10 points or something like that, then, and you turned your work in 2 weeks late. Then you would be talking about a C minus instead of a B minus. So that’s how the extensions work hopefully. That makes sense there.

 Ashley says, can you go back to the slide?

 with the reference for the book that we use? Yes.

 that one is right here.

 So just take a picture there.

 Thank you. Jamilia. Yeah.

 Since the course has just started, there’s still all kinds of emails to work through. But don’t worry. I’ll definitely respond to it. Let’s see, Carly says, Oh, Pacific! Northwest. Beautiful part of the country.

 Yeah. This this course, because of the nature of its work with connect. We do play a little looser with the deadlines and due dates, so

 that’s probably going to be a breath of fresh air. I don’t want you to get too used to this, because other courses that you’ll be taking in your program much more strict with deadlines. So don’t get too used. It’s just the unique kind of way that this course is set up that we can. We can do that.

 outstanding. Thank you for letting me know. Appreciate it.

 Thanks, Jamillion, all right, let’s see, Megan says the weeks we double up, do we double up on assignments, or will it be all in one, it’ll be mostly all in one. The assignments might be a little longer, but it’ll it’ll still be all in all in one, so you won’t have to work through double the assignments. Just each assignment will be a little longer to accommodate both chapters.

 Let’s see. Oh, you guys had some really good questions.

 Okay.

 Did that answer every everybody’s comments so far, did I miss anyone?

 Are we good? Okay.

 outstanding? All right. I should have a little bit of time at the very end, if you do have a question, and it didn’t get answered. But we do have about 15 min, so why don’t we go through some of the preview of the concepts that you get to work through.

 All right.

 I might be going through this pretty quickly.

 But don’t worry. You’ll see all of this information when you dive into Chapter One.

 and you’ll get plenty of opportunities to work through it in the assignments and such.

 and then, of course, you can always go back and review the recording of seminar if I’m going through it too fast.

 But essentially what you’re going to do is

 be introduced to the way medical terminology is sort of organized, and you’re going to be introduced to the root, the prefix, and the suffix. And what we can do with these

 is we can

 have

 a root that means something very specific.

 We can modify that root based on the prefix and the suffix that we include.

 And then we can kind of mix and match.

 and you end up with a whole bunch of words that you really don’t have to remember individually, because if you break those words down into their root, prefix and suffix.

 then you can start to make sense of words that you’ve never really encountered before, and you can get a really good sense of their meaning, because medical vocabulary just mixes and matches between the root, the prefix and the suffix. So

 that is a really helpful way that that medical vocabulary is sort of organized.

 Alright

. So the root is going to be the foundation. This is what identifies the subject of the word, and this is what you should try to identify first, st

 and then the suffix is the ending. This is going to give a very essential meaning, and then the prefix is added at the beginning. And this is what further modifies the root. So you might be thinking, Well, what is an example of a root? And many of these root words you’ll already remember, or you’ll already recognize. Right? So, for example.

 if I said the word cardio or cardiology. Right? That’s an example. Cardiology is an example of a root and a suffix.

 So cardia or cardio. This is a root that means heart.

 And then, if I wanted to add an ology at the end of that I have the word cardiology.

 and this is probably a word that you recognize as a specialization of the heart right? Or it could also mean the study of the heart. And so cardiology is the, you know, the study about hearts.

 A cardiologist is someone who studies the heart, and in that kind of thing you can see cardio in all kinds of words, for example, another root is cardiom right? It’s very similar to Cardio. And if I add the word peri in front of that, that’s a prefix.

 So pericardial or pericardium. Now, this is something that’s related to the heart, and Peri means around. And if you remember your anatomy, then the pericardial sac is that tissue that envelops the heart, and it’s a tough sort of fibrous, protective substance that the heart sort of beats inside. So that’s the pericardium.

 And you can play this game with all the words right? So arthro is joint, inter is intestine. Hepat is liver, heme, or hemat is blood, my, or muscul is muscle right? So once you start getting familiar with the roots. Then you’ll start to really get a handle on a lot of different words.

 Alright. So does anybody remember.

 Arthro, what is the definition for that.

 All right. Good joint. How about Cardio?

 All right. Good. All right. How about inter or entero?

 Remember this one

 good intestine, specifically the small intestine.

 How about gastro?

 Dominic? Good.

 A Paddo

 hepatologist

 liver, good neuro

 neurology, neurologist.

 good nerves.

 hemostat hematology.

 This does with blood good and myofascial musculoskeletal

 right. This is muscle. Good, nice.

 Well, you’re doing

 fabulous good job.

 You guys know a lot already outstanding. So there’s so much more in Chapter One. We talk about general purpose roots. Then we talk about common suffixes that are both simple and complex.

 There’s words that can make things single, words that can make things plural.

 and then common prefixes. How to negate prefixes that refer to time or speed

 prefixes that refer to direction or position, size, quantity, and then just a category of general prefixes. So that’s the part that you kind of have to just start memorizing. Fortunately you don’t. There’s lots of words out there.

 Those are far more than far more numerous than the prefixes, the suffixes, and the roots.

 And that’s what the exercises that you’re kind of working through every week allows you to do, you’ll find some of them repetitive.

 but what they’re doing is giving you an opportunity to constantly work with these prefixes, roots, and suffixes in a way that you can start to remember them

 right. And then by the end of the 10 weeks

 this will start to stick in your brain, and you’ll have that basic foundation of medical terminology.

 Okay, so once you

 have a handle on the prefix the root and the suffix, then you can just start putting it all together so you can take a root word. You can have a combining vowel, add a suffix, throw those together, and you get a new word right cardiology. You can take a root word like splen.

 and then you can add that combining vowel, add a suffix. And now you get splenomegaly right, so you may not know what Splenomegaly is as a term.

 but if you already know the root, and you know the megaly.

 and you can use the root in so many different ways. You can use the suffix in lots of different ways. I take those specific things and combine them. Now I get a new word.

 even if you’ve never heard it before. If you know what the root is, the suffix, you’ll know what that new word is.

 all right? That’s right. Enlarged spleen. Good job. Excellent, Linda.

 Okay, questions or comments.

 Wow, it’s actually a little early. I must have blown through that information pretty quickly.

 But that’s okay. Maybe we’ll get a little bit of a break tonight, and I’ll let you out a little early. But I’ll stick around and make sure that I’ve answered all the questions. Okay? And then, if you have questions that didn’t get answered, please ask them before you leave, and I’ll make sure all the questions are answered.

 If you’re all set and you don’t have any questions and you’re good to go. Have a great night, and don’t worry. I’ll sort of. Consider this point the end point of the seminar. So if you’ve stayed to this point, then you’ve stayed the full amount of time.

 By the way, looking ahead to Unit 2, since technically Unit 2 will start before we have a chance to meet again for seminar. We’re going to be looking at health records. And so if you get through with Unit one, and you want to start looking ahead and reading ahead to Unit 2,

 you’re totally welcome to do that you can just read ahead to Chapter 2,

 and you’ll just be ahead of the game a little bit, all right, all right. So for those of you who are going to head out. I hope you have a great oops, it says second week, but we’re only in the 1st week, so have a great 1st week. And if you do need to email me about questions or something like that, here’s my email address. See, Daniel.

 my 1st name is Charles. My last name is Daniel at Purdueglobaledu. All right.

 so I will see you next week. I’ll stick around if you have questions. Don’t forget about the discussion after seminar, I’ll make sure the topic is visible. And you can start working on that anytime. Okay.

 all right, have a great evening.

 Take care, and I’ll see you next week for those of you who still have questions. Just hang tight, and I’ll make sure you get an answer for those. All right.

 All right.

 questions.

 Carrie says my computer died. Does that count against me? It came back on as soon as it turned back. Oh, probably not. If you’re just you know, what does it take half a minute or so to reboot a computer that’s not going to be a problem.

 Don’t worry about that.

 If you ever get penalized.

 then you can always, or you’re worried about losing credit. You can always complete the option 2. Even if you attend live seminar. And you, you know, maybe you were absent for 15 min or 20 min, and you don’t want to take a partial credit. Just complete the option 2 and submit that, and that’s an opportunity to get full credit.

 All right.

 Condra says I ordered anatomy and physiology for dummies, because it’s been almost 20 years.

 Yeah. Oh, I know there’s a lot in there for sure. One of the nice things about our textbook is, it does kind of give you a brief sort of intro anatomy light to every of the you know the systems that we work through.

 Fortunately you don’t have to go into the details of physiology, but it’s it’s kind of nice to have that very quick orientation into the system.

 Let’s see, Linda says, when will unit one discussion be posted? Will it be in the announcement, or will it be under the Discussion Board? It’ll be under the discussion board. It’ll be after this seminar

 before I go to bed tonight it should be visible for you.

 Alright

 other questions or concerns.

 How does the final exam work? Oh, that’s a good question.

 So there is no final exam.

 So that’s probably good news, right? No final exam for this course. So there is no final exam to work.

 yeah. So there, there. There are assignments in in connect right?

 but those are open book assignments. So it’s no, you know, no problem to

 to have your book open or to work with information like that.

 You’re not cheating or anything like that. So all of our, all of our activities are are open book. So no, no worries.

 other questions.

 Yeah. And you’re you’re able to to work ahead, even if you want. There’s nothing stopping you from tooling around and checking out unit 2 or unit 3 or unit 4. You have access to all of these right now, just know that the quizzes.

 they may only have one attempt on them. So if you start opening quizzes.

 and and it’s a 1 attempt, quiz.

 be careful about that, because that could be your attempt. So better be ready to finish the quiz if you start opening quizzes because you don’t get, you know, numerous attempts on the quizzes.

 Okay? Other other questions.

 Good luck. Kandra, yeah.

 all right, just making just making sure that I’ve answered everything.

 How do you know if it’s 1 attempt or not, it’ll tell you if you open up the you know, the 1st part of the quiz

 it will give you, you know you can. You can click on the quiz, but there’ll be a certain point where you’re like, okay, do you want to begin the quiz now? And you’ll be able to see how it’s set up? If it has

 a deadline or or multiple attempts, or something like that. It’ll it’ll tell you. Just don’t go past that, you know, so it’ll have sort of like the initial information, and then it’ll be a very clear. Do you want to begin kind of thing?

 Linda says. Well, I just have to email you if I have to travel for work and occasionally will not have access to Internet.

 Will we be able to get an extension without penalty or yeah. So the the thing with work is that it’s it’s not really considered a an

 an extenuating circumstance. Right? So emergencies, hospitalizations, things like that are extenuating circumstances. Obviously, those major weather events, hurricanes, things like that. That’s that’s extenuating circumstance. So for those types of absences, and in a lot of the military

 sort of

 up quick, you know, deployments, things like that that are out of your control. Those can be considered extenuating circumstances. But for, you know, average

 day to day life, kind of events, work, commitments, things like that. That’s just part of

 adult schedule that we have to work around.

 So the 2 week extension kind of thing. That’s really what’s designed for those. So if you can work ahead and submit before the deadline, that’s great, that’s no problem. And if you need to work after the deadline. Then you just take that penalty in the big scheme of things. A 10% penalty is not going to affect your grade at all in any significant way, I guess.

 So. And then, if if you feel like you have exceptional circumstances or something like that, you can always reach out to me, and we can talk through it in more detail.

 yeah. So for most adults, you know, your schedules are so that we can work ahead. And so if you know that you’re going to be traveling for work, or you’re going to have a busy week or families visiting that week, just try to do the work ahead of time and submit everything before before deadline.

 All right. Any other things that I can answer

 we we have plenty of time, so we’re just now hitting the 10 o’clock end of seminar. But if you do have a question, I’m happy to

 happy to stay and answer. Let’s see, Maven says, for military absences if I work ahead, but don’t have replies to discussions. Does that count against me? I think it really depends on the type of absence. Right? So I’m more than happy to try to work with everyone to minimize

 penalties and everything like that.

 But

 just try to communicate with me if there’s something that’s coming up, and you feel like it’s going to interrupt your your coursework for those students who are letting me know ahead of time and working with me, I try to, you know. Make sure I can work with you. It’s really when we lose communication, and you’re sort of absent for a long time, and those kinds of issues are more challenging to work through

 so hopefully. That helps answer your question, Maven.

 But all right, if there’s no other

 comment or concern. It’s great meeting you all, even though it was a very sort of a brief introduction. I’ll get to learn a little bit more about you as I read through your introductions, and then certainly each week that we get to hang out I’ll learn a little bit more about you that way. So until then have a great evening rest of your evening. I’ll see you next week, and then, of course, I’ll be with you on the Discussion board this week. Take care, have a great evening bye.

Seminar 2

 Good evening, everyone this is Dr. Brad Jordan.

 It is 8 o’clock here on the east coast. We’ll give it another minute or so, and see if others join us. I see 17 folks in here, but we have 44 in the class. So let’s wait just a minute or so and see if some others join us

 to

 alright. So we’re up to 19. So it’s 8 0. 1, so we’ll go ahead and get started

 if others join us. That’s great. If not, they can always go back and listen to the recording. So Hello, and and welcome to Hs. 2, 30, which is healthcare administration here at Purdue. Global super excited to have this course with you all. I’ve been teaching this course for the University for

 a little over a year, and I think this is the 6th

 class that I have taught, or this this course, rather the 6th time that I have taught this class so super excited. It’s a fun one for me as a healthcare operator myself. And so it’s nice to take a deeper dive into the resources and references

 that have been put out there for you.

 And just go through healthcare administration, really from beginning to current state.

 So I was going through the list of students. I don’t recognize any names, so I’m not sure if you’ve had me before.

 But if not, no fear very informal like to learn from each other. Obviously, we. I do some lecture for you.

 I always provide you with some

 Powerpoint notes and and sometimes Powerpoints, so that you can at least go back and reference what we discussed

 in the seminars

 for the most part every night will, or every week we’ll come together on Thursdays at 8 Pm. Eastern Standard time. I don’t see any conflicts in my schedule as of right now, but sometimes that does happen as an operator. So if we ever have to cancel, I always try to let you know a few hours in advance. You can sort of plan around your schedule as well.

 Little bit about me. So I am a CEO here in North Carolina at a small, long term, acute care hospital.

 and I’ve been with my organization for about 2 and a half years, a little over 2 and a half years

 prior to that I was with Hca. Healthcare, which I’m sure you’ve heard of. I was a Vice President down in the Tampa Bay market in Florida for a few years.

 I was with Indiana University health. So iu health in Lafayette and Indianapolis for a few years.

 and then, prior to that spent

 lot of years in North Carolina. As this is where I’m from.

 Started my career in healthcare as an emt and a paramedic

 I still hold my paramedic license. I’ve had it for a little over 20 years now.

 and don’t, don’t. It’s not not so easy to be given up, worked hard to get it, and so I keep it?

 I have my associate’s degree in emergency medical science, so that in paramedicine my my undergrad degrees in business management my master’s is in Health Administration, and I do have a doctorate in

 health healthcare administration from the Medical University of South Carolina that

 graduated in 2018 from that. So had a really amazing career so far. Love doing some adjunct teaching for purview global as well as Indiana Wesleyan University for those of you that live in Indiana. I’m sure you’ve heard of that college as well

 but super excited to be here with you as we jump into healthcare administration.

 So those of you that put Hello in the chat box. That’s awesome. I’m glad you do that. It’s nice to to welcome everybody to class, and and you know, say hello to everyone. But if you would take a minute and just put in the chat box, what state that you live in.

 and if you are currently in healthcare administration or not.

 we’ll take about a minute or so and let you do that

 alright, seeing some mixed

 experiences coming through. That’s great. So I’m just gonna start at the top. So is it, Jose?

 From Texas in healthcare administration?

 That’s great. Is it? Jinming in Virginia.

 Very nice. Live in Iowa.

 Jessica. You’re in Minnesota. Felicia. Florida is great.

 Cali, I believe. New York, also a paramedic that’s cool

 Cassie in South Carolina, Janice in Georgia.

 Let’s see Trevor, Oklahoma, Anthony, Virginia.

 Don White, Washington? Yes, mid level. And when you say mid level, do you mean like mid level provider advanced practice provider

 Alaska. Oh, we love Alaska. I went a few years ago, and going back next summer I can’t wait

 another favorite state, Washington State Jennifer. That’s awesome.

 But that’s okay. We’re gonna

 go over everything. Let’s see Charmaine, Florida, Joni, Indiana

 Mckenzie California, Megan, Michigan.

 Pharmacy, Tech that’s cool.

 Oh, Logansport, Indiana. Yes, I’m familiar. Jamie.

 Isabel, New Mexico candy, white Texas candy. My wife’s name is Candy, and no, it is not short for anything. So I love that. And you’re a coda as well

 Ching. See Washington state very nice.

 and Don or Anesthesia Supervisor. Very, very cool.

 Hey, Orellana? We were just going by and saying what state we live in, as well as if we have healthcare, administration experience, or if we’re in healthcare administration right now.

 Alright. Well, as you can tell, we have a vast experiences here in the class which is awesome.

 You know, you’ll learn a lot from the resources and references and stuff we’ll discuss. But we’ll also learn from each other, because there’ll be lots of times where I’ll ask you, especially those that are working in healthcare. Now, whether you’re a clinician, whether you’re at the bedside, whether you’re in leadership? What’s going on in your neck of the woods if you will. And so that’s gonna tell us a lot. And you’d be surprised how much we learn from each other, sometimes

 over some of the references and material.

 You know, we always go through

 the the Powerpoints and stuff like that. But if we are on a hot topic and we feel like we’re really engaged. And we’re learning a lot. I don’t care about the resources and references. Right? We’re all adults. You can always go back and read at a later time. You don’t need me to read to you, but it’s nice to have those those conversations, Janice. Hello, welcome from Chicago.

 I bet it’s cool up there tonight, I know. Here in North Carolina. It’s chilly.

 Bet you’re wrapped up all right. So

 if you haven’t taken an opportunity to look at the syllabus. Let’s take a look at that really quick.

 and make sure we’re all on the same page.

 Somebody in the chat just say yes, if you can see my screen.

 Excellent! Thank you so much.

 Alright. So let me move some things out of the way. Alright. So this is Hs 2, 30. So it is a 5 credit course. So that tells you it’s a lot of information. If it’s a 5 credit course.

 So the the whole goal of this course. And the scope of it, if you will, is healthcare administration.

 So we’re going to learn about some theoretical basis, the development and resources that make up our Us. Healthcare delivery system. You know, we’ll study about healthcare policy and that impact on cost, access and quality of care in the system.

 We’ll talk about different types of patients and those different types of environments in which healthcare services are delivered.

 We’ll go over some laws and ethics

 and how they guide healthcare delivery.

 and then we’ll put everything together by reviewing the roles and responsibilities of administering, managing, and ultimately leading healthcare organizations.

 You know, a lot in this course the terminology may say clinic, or we may say hospital, or we may say, healthcare organization. In this class, it all means the same. Okay? So if we’re reading something and it says hospital it it means healthcare organizations. It can mean a clinic. It can mean an ambulatory surgery suite.

 It doesn’t matter.

 but it’s it. It’s the same really in this text

 are in this context.

 sometimes, when we’re in the these readings, it’ll say, manager, okay, it’s the same thing we could say, that means director. That means leader that kind of thing. So you’ll hear me use different terminology versus. Maybe if the book says manager, I may say leader or I may use the word director, because again, it’s it’s still talking about a leadership role, not necessarily a a manager role, because there is a difference.

 Here are the outcomes that I I hope you’ve already looked at. So this is what, at the end of this. Course, we’re gonna walk away with this knowledge here, because this is what we’re gonna talk about the entire course.

 There is no textbook everything comes from the resources that have been loaded to your individual units or weeks.

 Again, some of that stuff is is stuff. We’ll talk about each night sometimes we may not get to it, and so it’ll be your responsibility to

 read and and view those assignments or not assignments, but resources on your own time. So that you can get a better understanding

 other than that. We do have some discussions

 not every week.

 I believe there’s 6. Yes, 6 discussions the 1st one is this week. So you have 2 to do. You have your, you know, introduction, and then you also have your unit one.

 So we’ll have 6 units. Our discussions. We have 5

 assignments you’ll notice they’re all worth 140 points except the one in Unit 9. It’s worth 145 points.

 We do have 10 seminars. So that means we meet at least 10 times, and those are worth 10 points each

 as a reminder for those that are that will watch this later

 or for you, if you need to miss one. Always make sure you go back and view the video or the the recording.

 And you know, type up a synopsis and submit it that way you can get the credit, because it may not seem like a lot, but it can add up quickly and change your grade from an A to A, B or B to a C, and we really want everyone to get an A

 and then learning activities, don’t forget those 2. So there’s only 5 of them.

 The 1st one begins next week in Unit 2 really simple, another tool to help you learn, but again, not doing those, you lose 15 points, and if you don’t do any of them, you could potentially use 75 points, and that could really bring your grade down. So don’t do that, either. Take the time to do it.

 You’ve shared with me. Some of you are in healthcare administration some of you are clinical, some work in the pharmacy. So I understand we are all working adults.

 We have lives outside of work, we have families.

 and then we have education as well. So I say all of that to say.

 just communicate with me. I understand. Sometimes we can’t meet deadlines because of life.

 Work’s gonna happen. Life is gonna happen all I ask is that you communicate with me via email and let me know. Hey, Dr. Jordan? There’s no way I can get my assignment into you today? Can I have 24 extra hours, or can I have 48 h or a couple of days? My response will always be, yes, I don’t know what’s going on in your personal life, but I know what mine can be sometimes, and so whatever I can do to

 offer some grace to you. I’m going to do it.

 Don’t abuse that right, though. Don’t every week email and say, Hey, I need another extension. I need another extension, you know. I’ll probably still allow you to do it. But we might have to have a conversation about your accountability and productivity, as it relates to your assignments, and I think that’s fair. Again, I’ve been where you are, and I understand it’s tough sometimes to meet those deadlines, so whatever you need in terms of

 assistance, please let me know.

 We do have virtual hours, so I’m not sitting at my desk

 for 40 HA week as I said, I’m a CEO of a hospital, and so I’m constantly in and out of the office rounding on my team meeting with other executive leaders and such participating in community events.

 So I’m pretty tied up during the day. If you email me, I will try my best to email you back

 before I lay down that night to go to bed. If that doesn’t happen by the next day you should get something from me. If you’ve emailed me, and you haven’t heard from me in 24 h

 definitely shoot me an email again. Sort of go to the top, and that way I’ll see it. Obviously, Saturdays and Sundays I try to make myself available. But sometimes that doesn’t happen, depending on what’s going on in my life. So email me, and then I will get in touch with you the best way we can.

 If email doesn’t work for you, and you would rather have a face to face conversation or a phone call again, shoot me an email and say, Hey, I would love for you to give me a call, or could you set up a zoom and and let’s do a zoom later tonight or tomorrow? Again, whatever you need. I am flexible again. The the my job is to make sure that you walk away from this course.

 better prepared to lead healthcare organizations and I’ll do whatever I can to make sure you’re successful.

 Any questions about the syllabus

 sort of my expecta expectations and the communication piece we just talked about.

 Jessica. I agree. I’m a reasonable person. And so whatever I can do to help support you.

 it’s what I’m gonna do.

 Okay, if you do have questions again ask.

 That’s how we learn. You would be surprised that the question you’re holding on to somebody else probably has as well, but

 afraid to speak up and and say anything

 alright. So you should be seeing the landing page for our course, the healthcare administration

 and if so, let me move this out of the way.

 let me ask this question, is this, anyone’s very 1st class

 with Purdue global?

 And if so, okay.

 okay, good. Okay, so that is okay. So don’t be intimidated. Don’t be afraid. I just wanna make sure you understand how to read the landing page and how to get from one section to a next. So I’m just gonna take a few minutes and go through that. So the start here, button

 again. Someone just say, yes, if you can see the start here.

 Alright, perfect. So the start here button is where you find your syllabus. Okay, we’ve already done that. So this is unit one, a unit is a week.

 So this is unit one. So you would click on unit one

 that’s gonna pull up everything for your journey for that week. So what you need to do is just click on unit one overview and outcomes.

 When that loads up, you’re going to get

 a description of what the overview and outcomes are for this unit or this week. So you would read those that overview and that outcome on the right side are the outcomes. After completing this unit, you should be able to

 and then course outcome practice in this unit. Describing the theoretical basis development. Again, this is just reinforcing what the courses are. This unit is going to be about.

 The best thing to do is to hit this right arrow or left arrow to navigate, hit the right arrow, and go to the next section, which is your reading and resources.

 If you click on this hyperlink here, where it says course reading list. It’s gonna open up another window

 and you’ll see which unit. So unit one. So unit our 1st week has 2 chapters. So there’s chapter one, a brief history of the Development of Healthcare in America.

 and then, chapter 2 is from a different text, history and development of the Us. Healthcare system. And this is from Wagner.

 Both are relevant. So this was in 2,019. This was in 2,021. So really good chapters there that we’re going to pull out of for unit one

 same thing. Unit 2. There’s only one chapter. But it’s chapter 8, you know. Unit 3 has 2 chapters. It’s chapter 2 and chapter 13, again, from 2 separate books

 or references. Rather.

 So this is how you would find your reading.

 So if you’re on this page again, course, reading the next thing with the right arrow

 is going to pull up your discussion instructions just a while ago I told you that you had 2 this week.

 The 1st one is unit one introductions. That’s where you introduce yourself. Tell us something cool about yourself, something that you’d love the rest of us to know. I always think it’s nice to read about your experiences in healthcare, if you have any, especially if you have leadership experience.

 And again, because I think we’ll draw from each other during the course and then unit one discussion board if you click on that. The questions are already there. So, as you read, the healthcare system has evolved. Those of you probably didn’t need to read to know that. But health care has changed

 so in terms of the Aca, what is your prognosis for the future of the Aca? And why

 Aca stands for affordable care act. And so as you get to reading the material, you’re going to learn about the Aca model, you’re going to learn about why we are concerned, or are we concerned about the prognosis? It is an election year. And so anytime you have an election, it could potentially change the affordable care Act, and how that outlook. So a very relevant question as we will be going into election season here very, very shortly.

 Oh, I hit the wrong button.

 So again, if you’re on Unit one

 and you’ve done the instructions. The next area is the seminar, which is where we are tonight.

 If you do not attend the seminars. Remember, you want to get those 10 points. So this is your other option, the alternative assignment.

 So again, you’re going to view the entire recording for the week

 you’re gonna create a summary document document

 again. Don’t try to copy some of the Powerpoints and stuff I’m already sending you. That’s ridiculous and could be considered. Plagiarism.

 you know. Just write in your own words what you learn, so describe the main points discussed in the seminar, you know, include some subtopics, and our subsequent classroom discussion. If we have a discussion between each other.

 and then include some points found of interest

 about the unit, content and or

 excuse me additional reflections

 again. You can put it like in a bullet format. You can put it in a paragraph format. Does not matter. We’re not looking at Apa style, or none of that. We just wanna make sure that you that you truly were engaged and listen to the material. That’s why we say, listen to the entire recording.

 and then remember to review the grading rubric so that you include all of the required elements. Again, sometimes things happen, and you need to miss the seminar. I get that. But just make sure you do this because I’d hate to see you lose those points.

 and then the right arrow again. If there’s anything there which in this one is gonna be the summary. So it’s gonna talk about what we did learn, and then give you a a little snippet of what we’re gonna go over next week. So next week we’ll start the Us. Healthcare delivery system.

 So I know that was pretty fast, especially if you’ve never taken any of our courses before.

 If you need me to go over that again separately with you, or help you find some stuff. Just send me an email. Let me know we can schedule some time to do that. But don’t be intimidated by canvas. If this is your 1st course, it’s actually a really really easy system to manage

 for you as a student as well as for me as the professor

 any questions about navigation of the units

 or the reading material for this week, or the discussion questions that are posted for this week?

 Okay.

 all right. So it’s all

 all sinking in. Right? So not too hard. Okay, so

 I always the 1st night, usually only do about 30 min. It’s more of just to review what we’re gonna do.

 Make sure you don’t have any questions, but I want to leave that last 30 min for you to truly take the opportunity to go through the syllabus.

 look at everything, go through every unit, look and see what you’re going to be doing that way. You can sort of plan ahead.

 especially the weeks that you have assignments.

 And you’ll see here you have a assignment in Unit 2. So next week then you don’t have another assignment, really to week 4. But go ahead and look at that content and sort of get an idea of what you’re going to be doing so if it’s a paper, and it’s, you know, quite extensive, or or links, or or a length requirement that you think, man, that’s that’s a lot of paper or a lot of writing. Then maybe you need to get started ahead of time. But that’s okay.

 Jessica. Great question

 I understand that some folks like to work ahead, and I am quite O okay, with that, the only thing I would say to that, Jessica and everyone else is that if you work ahead

 and you know we’re on week 2, and you’re doing stuff for week 3 and week 4. That is okay.

 But don’t expect me to grade ahead. Okay, I usually grade in the week in which we’re in, so you may do it. But just don’t just know that you may not get a grade from me until we get to that week.

 The other thing, too, is, if you work ahead sometimes you may do your discussion question for week 4. But we’re in week 2.

 Don’t forget to do your discussions with 2 other classmates. Right? So make sure you stay engaged. So when you do your discussion Board, you’re going to do your initial thread. But then you need to respond to at least 2 other classmates. And so sometimes, if you work ahead, you do forget to do that or miss that. So just a reminder to make sure you do that. But great question, Jessica. And I am okay. If you do that.

 Okay.

 if you don’t have any further questions, I trust that this time I’m giving you back tonight you’re gonna go through everything. You’re gonna look at it. You’re gonna review it. And then if you have any questions, you’re going to let me know.

 Word count. Also another great question. Typically, when you’re doing your discussion boards we usually look for around 250 words.

 Is your initial thread your reply to 2 other classmates. I’m not looking for you to write a thesis or a paragraph, but you know, just don’t come back with. Oh, yeah, I agree or no, that’s a good point, you know. Really put some meaning behind it. I’m not looking for a 250 word count there, but just make sure that it’s truly as meaningful and not just replying just to reply and get a check.

 We don’t want to just check the boxes.

 Oriana. Okay.

 you know, and sometimes, you know. Well, not sometimes, but quality is always better than quantity.

 So don’t think that you’re having to

 to write a lot

 you’d be surprised that it may flow very well for you.

 Cassie, great question the discussions do not have to be an Apa format in my course.

 If you’re used to that in your other course, and you want to do that in this one, Cassie, I am completely fine with that. But Apa format is not required for discussions.

 Great question.

 Well, those of you that don’t have questions feel free to disconnect

 and we will pick back up next Thursday. If you do have questions, feel free to hang on the line, and we can. I’ll try to answer those for you before I let you go. But be safe. Have a great rest of your week, and please let me know if you need anything.

 Great question, Janice. So for the seminar. I actually run a report

 after the seminars close the next day, and look at how many minutes you were in the seminar. If you were here for the entire time I was here. You get 10 points. If you were here for just

 half the amount of time you get 5 points.

 Mackenzie, just your initial post needs to be close to 2 50.

 Okay? Great questions.

 Mackenzie Lynch. I just saw you joined. Were you in the the discussions earlier, or is this your 1st time joining tonight?

 I just want to sort of catch you up.

 Mckenzie Lynch.

 Can you hear me?

 Okay, did you hear everything we talked about tonight? Or did you just join?

 I just wanna make sure I get you caught up.

 Okay, no worries. So I’ve I’ve let everyone go. So we went over the syllabus. We went over the discussion board requirements

 the assignments and stuff for the course. So what I would recommend you do is after we disconnect.

 After the the seminar has been saved and uploaded. It’s just to watch that pretty simple. Just follow that, and you know, go over everything we did is this by chance, your 1st course with Purdue.

 Okay, so if you watch that video and you have any questions or not a video. But if you listen to the recording and you have any questions, just send me an email, and I’d be happy to meet with you offline to help, understand or to help explain it better. But tonight we went over the syllabus, the discussion boards, some assignments, and the last 30 min of class I’m giving back to you to view the syllabus. Make sure you don’t have any questions.

 Look at the discussion boards, give you an opportunity to do the discussion boards for this week because you have 2. 1 of them is your introduction Discussion Board, and then one of them is a question related to the reading.

 Alright, Mackenzie, if you have any questions you let me know. Okay, alright, folks, I’m gonna disconnect.

 Have a great weekend, and we’ll talk soon.