Grantham How Technology Impacts the Healthcare Industry Annotated Bibliography Attached document is an example of an annotated bibliography and how it shou

Grantham How Technology Impacts the Healthcare Industry Annotated Bibliography Attached document is an example of an annotated bibliography and how it should be. Also I have attached the links of the four sources that I would like you to use. Please let me know if you are able to do this. Thank you for your time https://www.rasmussen.edu/degrees/health-sciences/blog/technology-in-healthcare-transformation/ https://www.aimseducation.edu/blog/the-impact-of-technology-on-healthcare/ https://healthcareinamerica.us/healthcare-how-technology-impacts-the-healthcare-industry-b2ba6271c4b4 https://medicalfuturist.com/ten-ways-technology-changing-healthcare/ Example:
The following example shows two annotated bibliography entries. Your complete
Annotated Bibliography will include all 4 of your required sources for Essay #2.
**Note the formatting, spacing, indenting (for entry & for annotation paragraph),
and the alphabetical order of entries!**
Annotated Bibliography
John Q. Student
October 28, 2014
Essay #2 Topic/Title: College Education: What Are We Really Learning?
Menand, Louis. “Re-imagining Liberal Education.” Education and Democracy.
Ed. Robert Orrill. 1997. Rpt. in Current Issues and Enduring Questions.
Sylvan Barnet and Hugo Bedau. Boston: Bedford/St Martins, 2014. 534536. Print.
Menand’s talk, originally delivered at an Education Symposium at Rollins
College, offers a look at both the possible changes that could be made to the
liberal arts curriculum at the college level, and the question of what, exactly, the
goal of a liberal arts education should be. A core curriculum that combines both
the humanities and a “culture”-based set of classes including law, business,
government, and technology is key to preparing graduates for the challenges
they face, argues Menand. Given Menand’s position as a professor of English
and Literature, and as a scholar in education theory, his talk argues for a
balanced combination of the traditional “arts and humanities” liberal arts degree
with equal importance placed on more vocational, skill-based training. Menand
cites John Dewey’s philosophies on the goals of education in general, and how it
should prepare students both in terms of academics and practical experience,
and his points help support the claim that college must do both in order to be
successful for its graduates.
Nemko, Marty. “America’s Most Overrated Product: The Bachelor’s Degree.”
Chronicle of Higher Education. 2008. Rpt. in Current Issues and Enduring
Questions. Sylvan Barnet and Hugo Bedau. Boston: Bedford/St Martins,
2014. 523-527. Print.
Nemko’s essay calls into question both the quality and relevance of the
Bachelor’s Degree in America in the twenty-first century. His argument covers
the cost and debt of higher education, the lack of preparedness of many college
students to complete their degrees, and the questionable “products” many
colleges turn out after four years, citing employers who report, more and more,
that their new hires lack the critical thinking, writing, and problem-solving skills
needed in the workplace. His own experiences as a counselor and education
consultant, along with his references to reports by the Pew Charitable Trust, the
Spellings Report, and the Carnegie Foundation for the Advancement of
Teaching, strengthen Nemko’s points for a compelling argument. Urging colleges
and administrators to review their curriculum and graduates just as a tire
manufacturer or other business would, in terms of accountability and production
performance, Nemko’s essay supports the argument that more than just
traditional academics are required in successful education.

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