Evidence-Based Practice
When working with evidence-based practice, it is necessary to differentiate between strong and weak evidence.
Visit the Library, download an article of your choosing, cite it, and classify it according to the levels of evidence criteria. Why did you select the level you did for your chosen article?
Resources that might be helpful:
Please read http://libguides.ecu.edu/ld.php?content_id=2995194 http://libguides.ecu.edu/c.php?g=17486&p=97640

References
Institute of Medicine. (2003). Health professions education. A bridge to quality. Washington D.C. Academic Press.
National League for Nursing. (2005). Hallmarks of excellence in nursing education. New York: NY. Author.
Chang, A., & Levin, R. F. (2014). Tactics for teaching evidence-based practice: Improving self-efficacy in finding and appraising evidence in a master’s evidence-based practice unit. Worldviews on Evidence-Based Nursing, 11(4), 266–269.
English, R. (2016). Evidence-based teaching tactics for frontline staff using the clinical nurse scholar model. The Journal for Nurse Practitioners, 12(1), e1–e5.
Winters, C. A., & Echeverri, R. (2012). Academic education. Teaching strategies to support evidence-based Practice. Critical Care Nurse, 32(3), 49–54.

For your essay please discuss the way that the script Hamlet, by William Shakespeare, does or does not show examples of the English golden age style by breaking with theatre tradition and using;

An early point of attack, from a plot perspective

Subplots

A variety of times and places, instead of keeping with one location and unity of time

A large number and variety of characters

Use Antigone and The Menaechmus Brothers as comparisons for each of these points

The essay should have:

A well constructed argument

At least two examples from the script to defend your position on each of the above styles

Correct Grammar

Correct Spelling

Be at least 600 words and no more than 1200

Discussion Question
Begin your discussion by sharing your problem statement and research question. Next, discuss your sampling plan. In addition, discuss your research design. Consider the following as you craft your response.

Sampling
How will the sample be selected?
What type of sampling method is used? Is it appropriate to the design?
Does the sample reflect the population as identified in the problem or purpose statement?
Is the sample size appropriate? Why or why not?
To what population may the findings be generalized? What are the limitations in generalizability?
Research design
What type of design will be used?
Does the design seem to flow from the proposed research problem, theoretical framework, literature review, and hypothesis?

* My research proposal is an examination of the family nurse practitioners’ role in primary care delivery and effects associated with their ability to practice remains vital. By identifying these problems, a benefit will come from the skilled and advanced nurses in all the areas of their work

In an illustrative essay, the writer supports his or her main idea through examples.  In class, we have discussed four types of examples: personal experience, typical-case (observational), generalized, and extended.  However, remember that to establish credibility as a writer, you must use specific and descriptive examples, primarily from your personal experience or typical-case.  Do not write generalized examples.

ASSIGNMENT: Write an illustrative essay on any of the topics below.  Use personal experience and typical case examples.

 

1. Write an essay in which you explain a social problem. What is your view of the problem? Make sure write examples to illustrate the issue.  Your examples must be descriptive—use sensory details—and elements of a narrative.
2. Write an essay in which you narrate a conflict. You may use 1^st person or 3^rd person (if it happened to someone else).  For this type of representation, you will use the narrative format.  Throughout the essay, you must illustrate the problem, the experience, and how the person changed towards the end of the story.  As a conclusion, explain the meaning behind this experience.

 

Essay Criteria  

1. Add a creative hook that captures your reader’s attention.
2. Summarize one of the articles you read this week. Imbed the summary to the introduction.
3. Write an explicit thesis statement. Tell your readers specifically what you will discuss.
4. Each body paragraph should start with a topic sentence that supports your thesis statement.
5. Use personal experience or typical case examples. Your examples must be specific, detailed, and descriptive.
6. Your essay must be unified. Add transitions between paragraphs, examples, and concluding sentences. Remember that each example should support the central idea and be focused.
7. Written in the past tense, 1^st or 3^rd Do not use 2^nd person “you”
8. Write an interesting title
9. Edit the essay carefully to avoid conventional errors (spelling, punctuation, grammar or word choice/usage)
10. Write a well-developed conclusion paragraph. Remember to summarize your thesis statement and supporting points. Remember to add any final comments you may have on the topic, and remind your readers of your hook.

 

Topics to avoid: Do not write about any topics you do not want others to read.

REMINDER: I am a mandated reporter. By law, I am to report any information I receive on actual criminal cases or acts of violence. The information you write will not be confidential in this case.

 

Research Paper
The research paper must be 10 to 13 pages in length, with ten references, and must be
comprehensive. Students must address every aspect of the topic separately and extensively as they are
outlined in the assignment, and use research evidence from books, articles and professional web sites to
support their arguments and conclusions. This assignment must be submitted to the instructor in week
seven. Please include the cover page in Attachment #1 with your paper. This assignment is worth 30
Generated: 7/30/2018 Page 12 of 17
points and will be graded according to the rubric in Attachment #3.
Topic: Bilingual education, the significant use of two languages in the basic educative
process, typically has been viewed as often necessary but always unfortunate. This opinion is forcefully
been expressed since the oft-quoted report on the UNESCO-sponsored meeting of specialists on the use
of vernacular languages in education, convened in Paris in 1951. Since this meeting, the experts have
argued that a child’s home language is the best possible medium of instruction in formal education. The
report went on to say that:
It is axiomatic that the best medium for teaching a child is his mother tongue. Psychologically, it is the
system of meaningful signs that in his mind works automatically for expression and understanding.
Sociologically, it is a means of identification among the members of the community to which he belongs.
Educationally, he learns more quickly through it than through an unfamiliar linguistic medium. (UNESCO,
1953: 11)
When vernacular education has been questioned, it has been on grounds of feasibility rather than
preference. In his review of the UNESCO Monograph, Bull (1955) points to the staggering problems of
implementation (very many minor languages, extensive number of languages not written, severe lack of
adequate teaching materials, limited availability of trained teachers, etc.), and concludes that there is no
possibility of a significant increase in vernacular education in the present century. Further, he added that:
What is best for the child psychologically and pedagogically may not be what is best for the adult socially,
economically, or politically, and, what is even more significant, what is best for both the child and the adult
may not be best or even possible for the society which, through its collective efforts, provides the individual
with the advantages he cannot personally attain. It would seem, appropriate, as a consequence, to
contemplate the fact that while getting educated is a personal matter, in contrast, providing a modern
education is a social enterprise. (Bull, 1955: 290)
Questions
After this introduction to the topic, please address the following questions separately and extensively as
they are outlined:
a. Which position do you support? Do you support the UNESCO’s argument that a child’s home
language is the best possible medium of instruction in formal education? Why or why not? Justify your
answer. (5 points)
b. If you support the UNESCO’s argument, would you still support it if the child’s native language is
Haitian Creole or Swahili that has no writing system and no texts or instructional materials? (3 points)
c. How would you know if a bilingual child has a language difference or a language disability? What
tests or strategies would you use to determine if this bilingual child simply has problems acquiring English
as a second language, or has more serious problems acquiring language skills in any language? (7 points)
d. Would the UNESCO’s argument extend to the use of Ebonics in the classroom as a language of
instruction? Would you consider an American child who speaks Ebonics as being bilingual in English and
Ebonics?
Consider this: On December 18, 1996, the Oakland School Board in California passed a
resolution on Ebonics stating in part that:
WHEREAS, the interests of the OaklandUnified School District in providing equal opportunities for all of
its students dictate limited English proficient educational programs recognizing the English language
acquisition and improvement skills of African-American children are as fundamental as is application of
bilingual education principles for others whose primary languages are other than English… BE IT
FURTHER RESOLVED that the Superintendent in conjunction with her staff shall immediately devise
and implement the best possible academic program for imparting instruction to African-American students
in their primary language for the combined purposes of maintaining legitimacy and richness of such
language; whether it is known as Ebonics, African Language Systems, Pan-African Communication
Behaviors or other description, and to facilitate their acquisition and mastery of English language
skills&hellip.
http://www.linguistlist.org/topics/ebonics/ebonicshttp://
www.linguistlist.org/topics/ebonics/ebonics-res1.html (original)
Do you agree with this resolution? Do you think that African-American children who come to
school speaking Ebonics should be considered as bilingual children? Do you think that Ebonics is their
native language, and therefore, should be treated as any other second language?
Generated: 7/30/2018 Page 13 of 17
What about the other argument that Ebonics is simply a non-standard form of the English language
and that teachers need to teach children in Standard American English (SAE) and need to insist that
children speak and use Standard American English in the classroom? (10 points)
1. Activity: Please contact people in the Offices of Bilingual Education and the Office of Special
Education in your school district. Find out how many language minority children there are in the entire
school district. How many languages and what language groups are represented in the district? What
is the size of the bilingual education program in the district? Where are bilingual students with
disabilities educated in the district? Does the district have a separate bilingual special education
program? Please identify the web sites you

Reflect on the identities (personal & social identities) that are salient for you and have particular relevance to your work as a social work intern.
My placement is working with the public school social worker in the Crown Heights section of Brooklyn. It is a diverse community. I have been working in that school for 7 years as a teacher assistant. I have experience working with special need students and general ed students with behavioral issues. I have worked with pre-k to 4th grade. I have been a 1 to 1 paraprofessional to students with learning disabilities, autistic students, translator for English learners and a classroom para. I have emphasized on patience and employing strategies that would allow me to understand my student’s diagnosis. I was born and raised in Brooklyn, but both my parents were born and raised in Puerto Rico. They arrived to the states in the late 60’s. Being bilingual is beneficial for my Spanish speaking students. A lot of my students come from broken homes and are raised by single mothers. Being a working mother allows me to understand the complexity of that role.
Answer the following questions:
1. What has been your experience with the practice issues related to your placement? (i.e. if you working with older adults with dementia, what has been your experience with older adults or experiences of dementia?) What assumptions are you unconsciously or consciously coming in with about your client population? What has been your experience with the communities you are serving? (no more than one page)
2. Introduce yourself by focusing on at least two (2) aspects of your social identities (i.e. racial/ethnic background, socio-economic class (poor, working-class, middle-class, upper-class), religious background, your ability (disability), your nationality (i.e. nation of citizenship), your gender identity, or sexual orientation). How do these social identities impact your work with your clients? What identity factors do you have in common with your clients? What factors separate you the most? How does your identity put you at an advantaged or disadvantaged position in relation to your clients (i.e. for example in the US context being White, a man, Christian, heterosexual puts you in an advantaged position and being a person of color (Black, Latino/a, Asian, Native American), a woman or transgender, Jewish or Muslim, gay/lesbian/bisexual puts you in a disadvantaged position)? Describe how you might address this in your practice.
3. How does an awareness of these social identities help you have a person-in-environment perspective, placing the issues clients present with within a larger socio-historical and political context. (i.e. working within the criminal justice system, it is important to understand how the “war on drugs” has disproportionately impacted Black and Latino communities). 4. How does the class discussions & assigned readings relate to an experience you’ve had thus far in your internship?
5.Picking two of the readings, summarize the main points of the article and discuss how it
relates to your personal reflection. The readings you can select for this paper are from weeks 4 & 5
Readings are:
Kirk, G. & Okazawa-Rey (2013). Identities and social locations: Who am I? Who are my people? In M. Adams, W. Blumenfeld, R. Castaneda, H. Hackman, M. Peters & X. Zuniga (Eds), Readings for diversity and social justice (3rd ed, pp. 9-14). New York, NY: Routledge. (Week 4)
Kirst-Ashman, K & Hull, G. H. (2018). Chapter 12: Culturally competent social work practice (pp. 466-498) Understanding generalist practice (8th ed.). Stamford, CT: CENGAGE Learning. (Week 4)
Kirst-Ashman, K & Hull, G. H. (2018). Chapter 13: Gender-sensitive social work practice (pp. 499-543). Understanding generalist practice (8th ed.). Stamford, CT: CENGAGE Learning. (Week 5)

The Greatest Generation

PAGES 105- 138

* This assignment may take more than a page.
* The one source is the book. (cite pages)
1. So who was Bob Bush and what was his childhood like? How do you think his childhood directly impacted his adult life? What were conditions like at Okinawa (internet research)? Do you think that you could have done what Bush did at the age of 17 – 20 yrs old at Okinawa? What part did Bush’s wife, Wanda, play into all of her husband’s successes?

2. Who was Joe Foss and what do you think Brokaw means when he calls him the “quintessential World War II hero” on page 115? What was life like for an American pilot during WWII?

3. Who was Leonard “Bud” Lomell? Where is/was Pointe-du-Hoc during the D-Day invasion (internet research) and what were conditions like for Americans at that exact spot during the invasion? What was the G.I. Bill and how did it help veterans like Lomell? How do you think WWII impacted and shaped Lomell’s life after the war?

Interview two people (one can be yourself but the other must be a person not in your family) with the questions as outlined below.

Submit a paper in word format to this drop box. Your paper should have four parts. First part describes the answers of the person you interviewed. Second part describes your own answers about your family or a second person you interviewed about their family. Third part compares and contrasts the two families. Fourth part is a list of resources from the website, parent promise, that could be beneficial to the family, presented as a family friendly handout.

Interview Questions:

Describe a short history of your family’s cultural/ethnic background (include parents and grandparent’s histories).

Describe your family structure: marital status of your parents, number and gender of siblings, relatives living in the household, extended family.

What are you holiday celebrations? Food, rituals, people included in celebration.

Religion (if practiced): How was your religion observed? Was it a big part of family life? How has it affected you today?

Discipline: how were you disciplined as a child/ Were all children disciplined in the same way? Do you or will you discipline your children in the same way?

Gender roles: were there specific roles or expectations for women and girls, and for men and boys?

Values: what “messages” were given to you as a child? How have those messages shaped who you are as a person today?

How involved were your parents in school events, homework, etc.?

Describe the personality of your family (loud quiet) what sorts of activities did you do together?

What is the best thing about your family as you were growing up? What is one thing that you would like to have been different?

What are some strengths in your family? What are some challenges?

How do you feel that your cultural/ethnic background shaped your childhood?

As you have discovered through this course, nurses are influential members of the community and the political system. Therefore, for the purposes of this assignment you will identify a problem or concern in your community, organization, etc. that has the capacity to be legislated. You will conduct research and state a proposal. Through the legislative process, your proposal for the problem or concern may influence an idea for change into a law.

First, refer to the “How a Bill Becomes a Law” media.

http://lc.gcumedia.com/zwebassets/courseMaterialPages/nrs440v_how-a-bill-becomes-a-law-v2.1.php/.

Then, view the “Bill to Law Process” to watch the scenario.

After viewing the scenario, refer to the “Legislative Assignment.” You will need to save the document first in order to use it.

Submit the assignment to the instructor. You also reserve the right to submit your completed proposal to the respective government official. However, this is optional. If you select to submit your proposal as a part of the legislative process, refer to “Find Your Representative” or research the contact information on your own.

APA format is not required, but solid academic writing is expected.

Read the Los Angeles Times article entitled, “Is climate change behind all of these ‘100 year’ floods?” posted at http://enewspaper.latimes.com/infinity/article_popover_share.aspx?guid=ab0ac235-3eeb-4e15-8bc9-722ea3fd9661
Let’s do some fact checking. What we want to know is whether the following are true.
• Does the Clausius-Claperyon Equation really give results that every 0.5C of warming mean an additional 3% of water in the air?
• Does an increase of 1.5C in water temperature result in 5% more water in the air?
• Does the atmosphere hold more moisture as the water temperature increases?
According to https://www.seatemperature.org/north-america/united-states/galveston-august.htm, the average water temperature in Galveston (the nearest city on the Gulf Coast just south of Houston) is 30.6C in August (when Harvey was forming and came on shore). Assuming that the atmospheric pressure is 1.000 atm, calculate the vapor pressure of water in the air when the water is 30.6C. (The normal boiling point of water is 373.15 K, and the enthalpy of vaporization of water is 40.65 kJ/mol.) Then calculate the vapor pressure of water when the water temperature is 31.1C, 31.6C, 32.1C, and 32.6C.
Do the calculated vapor pressures of water for different water temperatures support the information given in the article?
Read the article posted at https://www.npr.org/2017/12/16/571305346/harvey-dumped-up-to-127-billion-tons-of-water-on-texas. If the storm had the vapor pressure of water you calculated at 32.6C, what was the volume of Harvey (assuming all if its water vapor fell as rain on Houston)?
Use the information from your calculations to write a follow-up explainer that is 2 pages long (double spaced, 11 point Calibri or Arial) for a science oriented newspaper or magazine (e.g. Science News https://www.sciencenews.org/). Be sure to include some “science background” about the equations and methods you used for your calculations.

Peer Review: Share your article with at least one member of your group for feedback before revising and submitting this article. Include original and comments at the top of your submission file. (In other words, after receiving comments, rewrite your article below the original one so everything is in the same file.)