Write a research-based essay that describes a plan for teaching a diverse class how to view, interpret, analyze, or represent information from a learning standard selected from your endorsement area and grade band.

EDLC 510

Teaching Strategies for Diverse Learners Essay Assignment Instructions

Overview
Classrooms are filled with students from diverse backgrounds with various ability levels. Educators need to embrace the diversity among their students through the examination of instructional strategies. This assignment will allow you to investigate strategies for teaching students with specific academic and emotional needs. You will have an opportunity to consider how all these strategies can be used at the same time to meet the needs of all students.
Instructions
For this assignment, you will Write a research-based essay that describes a plan for teaching a diverse class how to view, interpret, analyze, or represent information from a learning standard selected from your endorsement area and grade band.
· If you are pursuing the MAT in elementary education, you may select a standard from any one of the four core subject areas (English, Math, Science, Social Studies) in grades K-5.
· If you are pursuing the MAT in middle grades education, you may select a standard from your endorsement area in grades 6-8.
· If you are pursuing the MAT in secondary education, you may select a standard from your endorsement area in grades 9-12.
For example, a student in the MAT Elementary Education program might select Virginia Math Standard 3.7b – The student will estimate and use U.S customary and metric units to measure liquid volume in cups, pints, quarts, gallons, and liters.
After selecting the standard, the student will then choose an integration area (view, interpret, analyze, or represent) that can be used to teach the standard. For example, if a student chose to represent as the integration area that could be used to teach Virginia Math Standard 3.7b , then the student would explain how representation could be used to help students understand the relationship between each unit of measurement. The standard and integration area should be addressed in each section of the paper. When you identify strategies for each diverse group of students, you must apply the strategy to the standard and the integration area. For example, if you identify the strategy of independent projects for working with gifted students, you must explain how you would use this strategy in the context of teaching Virginia Math Standard 3.7b through representation.
Integration areas may be defined as follows:
· View – Providing visual support during instruction (e.g., showing images of historical events).
· Interpret – Having students explain the meaning of something (e.g., writing a story summary).
· Analyze – Having students examine something methodically and in detail (e.g., finding examples of persuasion in advertisements).
· Represent – Creating a description or portrayal of someone or something (e.g., using coins to show $0.23).
You must select a standard from the Virginia Standards of Learning for this assignment. You may not use standards from any other state. Use the provided link to access the Virginia Standards of Learning.
You will present research-based strategies for teaching your chosen standard and accompanying integration area to students from the following groups: gifted learners, struggling learners, English language learners (ELL), and students who have been impacted by trauma.
Your essay should be organized into the following sections:
1.
Instructional Overview – In this part of the essay, you will describe your class (grade level, number of students, school characteristics, etc.), the standard you have chosen to teach (copy the entire standard into the essay), and how you plan to integrate viewing, interpreting, analyzing, or representing information from the standard into your instruction. This part of the essay is an overview that will provide the background necessary to prepare readers for the detailed instructional strategies presented in subsequent sections of the essay.

2.
Gifted Learners – In this part of the essay, you will describe at least two research-based strategies for teaching gifted learners. The description of these strategies must be aligned with your chosen standard and integration area. This part of the essay should also include a brief description of gifted learners and some of the characteristics of gifted learners.

3.
Struggling Learners – In this part of the essay, you will describe at least two research-based strategies for teaching learners who struggle with academic content. The description of these strategies must be aligned with your chosen standard integration area. This part of the essay should also include a brief description of struggling learners and some of the characteristics of struggling learners.

4.
English Language Learners – In this part of the essay, you will describe at least two research-based strategies for teaching English language learners. The description of these strategies must be aligned with your chosen standard and integration area. This part of the essay should also include a brief description of English language learners and some of the characteristics of English language learners.

5.
Students Impacted by Trauma – In this part of the essay, you will describe at least two research-based strategies for teaching students impacted by trauma. The description of these strategies must be aligned with your chosen standard and integration area. This part of the essay should also include a brief description of the impact of trauma on students and some of the characteristics of students who have been impacted by trauma.

6.
Conclusion – In this part of the essay, you will summarize the strategies shared throughout the essay and discuss how a teacher might incorporate several of these strategies into one lesson through differentiation. Consider small groups, learning stations/centers, differentiated assignments, and other strategies. Use research to support your differentiation strategies.

Do you think it is ethical to give criminal defendants more legal protection than civil defendants? Why or why not?

Discussion Chapter 2: The Legal System in the United States
Two Different Trials—Two Different Results

O. J. Simpson was prosecuted criminally and sued civilly for the murder and wrongful death of victims Ron Goldman and his ex-wife, Nicole Brown Simpson. In the criminal prosecution, which came first, the US Constitution provided O. J. Simpson with the right to a fair trial (due process) and the right to remain silent (privilege against self-incrimination). Thus the burden of proof was beyond a reasonable doubt, and O. J. Simpson did not have to testify. O. J. Simpson was acquitted, or found not guilty, in the criminal trial (Linder, D., 2010). In the subsequent civil lawsuit, the burden of proof was preponderance of evidence, which is 51–49 percent, and O. J. Simpson was forced to testify. O. J. Simpson was found liable in the civil lawsuit. The jury awarded $8.5 million in
compensatory damages to Fred Goldman (Ron Goldman’s father) and his ex-wife Sharon Rufo. A few days later, the jury awarded punitive damages of $25 million to be shared between Nicole Brown Simpson’s children and Fred Goldman (Jones, T. L., 2010).

1. Do you think it is ethical to give criminal defendants more legal protection than civil defendants? Why or why not?

2. Why do you think the criminal trial of O. J. Simpson took place before the civil trial? 
Exercise: Chapter 2: The Legal System in the United States

Answer the following questions and make sure your response is 100 words or more for each.

 
1. Jerry, a law enforcement officer, pulls Juanita over for speeding. When Jerry begins writing Juanita’s traffic ticket, she starts to berate him and accuse him of racial profiling. Jerry surreptitiously reaches into his pocket and activates a tape recorder. Juanita later calls the highway patrol where Jerry works and files a false complaint against Jerry. Jerry sues Juanita for $500 in small claims court for filing the false report. He uses the tape recording as evidence. Is this a civil litigation matter or a criminal prosecution?

2. Read Johnson v. Pearce, 148 N.C.App. 199 (2001). In this case, the plaintiff sued the defendant for criminal conversation. Is this a civil litigation matter or a criminal prosecution? 
 
3. Jenna sues Max for $25,000, based on a car accident that occurs in Indiana. Jenna loses at trial and appeals to the highest state appellate court in Indiana, where she loses again. Can Jenna appeal her case to the US Supreme Court? Why or why not?
Case Study: Chapter 2: The Legal System in the United States

* Please make sure that your response is 100 words or more for each question/statement. *

 
Read the prompt, review the case, and then decide whether enough evidence exists to meet the burden of proof. 
 
1. The defendant was convicted of possession of a handgun with an altered serial number. The defendant contended that he 
did not know the serial number had been altered. The prosecution offered evidence that the gun was “shiny” in the location of the serial number. The prosecution also proved that the defendant was in possession of the handgun for a week. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant knew the serial number had been altered? Read 
Robles v. State, 758 N.E.2d 581 (2001). The case is available at this link: 

http://scholar.google.com/scholar_case?case=7369971752262973607&q= Indiana+2001+%22Robles+v.+State%22&hl=en&as_sdt=2,5Links to an external site.
.

  2. The defendant was convicted of attempted first-degree murder of a peace officer when he shot a sheriff. The defendant contended that he 
did not know the victim was a peace officer. The sheriff was in a vehicle with a whip antenna, was armed, and was well known as a sheriff in Angola Prison, where the defendant was incarcerated previous to the shooting incident. However, the sheriff was in an unmarked car with the red light covered, out of uniform, and his badge was obscured. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant knew the victim was a peace officer? Read 
Donahue v. Burl Cain, 231 F.3d 1000 (2000). The case is available at this link: 

http://openjurist.org/231/f3d/1000/larry-donahue-v-burl-cainLinks to an external site.

 3. The defendant was convicted of third-degree robbery, which requires a threat of immediate use of physical force. The defendant entered a McDonald’s restaurant twenty minutes before closing dressed in sunglasses, a leather jacket, and a bandana that covered his hair. The defendant beckoned the clerk and thereafter demanded that she put money from different cash register drawers into his bag. The defendant did not appear armed, nor did he raise his voice or verbally threaten the clerk. Is this sufficient evidence to prove beyond a reasonable doubt that the defendant threatened immediate use of physical force? Read 
State v. Hall, 966 P.2d 208 (1998). 

4. The defendant was convicted of possession of cocaine with intent to sell. The defendant possessed seven individual packages of white powdery substance, but only one package was tested (and it tested positive for cocaine). Is this sufficient evidence to prove beyond a reasonable doubt that the defendant possessed cocaine with intent to sell? Read 
Richards v. Florida, No. 4008-4216 (2010). The case is available at this link: 

http://www.4dca.org/opinions/June%202010/06-09-10/4D08-4216.op.w-dissent.pdfLinks to an external site.

financial projection (revenues, expenses, and profit) which analyzes the efficiency in the

Email Assignment
Using the template in “How to Write an Effective Email to Your Professor,” write an email (in a word document) to me, your instructor. In the email, you must include two purposes of ENGL099L. Then you may ask a question about the course that is not in the syllabus, or you could also ask for a favor, such as a due date extension. 
Read all of the notes in “How to Write an Effective Email to Your Professor” and “10 Elements of an Effective, Non-Annoying Email” before you get started! 
Once you write the email save it, hit submit under this assignment,  upload the assignment and make sure you get confirmation that it submitted. You will need to spend some time revising and editing to catch any little mistakes. 
Let me know if you have any questions! 
Discussion, “First Bath” 
 
Pre-reading: 
1. Based on the title, what did you expect the essay to be about?  Why do you think Lea chose this title?
Reading: 
2. What is the essay’s dominant impression?  In other words, how would you describe the tone or feeling of the essay?  
Re-reading: 
3. Why do you think Lea might have written this essay? (4-6 sentences)
 
4.  Is it an objective description of her husband’s body after surgery?  (What does 
objective mean? What is the difference between 
objective and 
subjective?) Explain. 

 
 
5. Lea uses some really interesting descriptive language.  Let’s take a look at a few instances: 
 a. What does “pallor” mean? (par. 4)
 b. What is “the light of the new moon?” (par. 3)
 c. Lea describes the smell of chemotherapy as “the smell of ice on steel.”  What does this mean?
 d. What is an umbilicus? (par. 4)  Why include that particular image?
 e. Now, look back at all of these images.  What does Lea achieve by using such specific, creative language?  Why not just say “his skin was pale” or “his fingers were dark?” 
 
6.  After reading this essay, what do you think could be some reasons why we write for description?  (4-6 sentences)
Read and discuss, “Fish Cheeks” by Amy Tan
DIRECTIONS: After you read the chapter on narrative, answer the following discussion questions on the essay by Amy Tan, “Fish Cheeks.” You can refer back to the essay 
here. 

Be sure to answer all questions fully and in complete sentences. If it makes it easier, feel free to copy and paste the questions into your REPLY textbox. 

Questions for Discussion

1. What point of view does Amy Tan use in “Fish Cheeks?” (First person, second person, or third person?) 
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions? Give examples. 
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?
7. This an example of a story told about a holiday gathering. Many of our own stories likely revolve around holiday gatherings with family or friends. In a short paragraph (minimum 12 sentences), briefly tell the story of a memorable holiday gathering. 

Professional Writing Example

“Fish Cheeks” by Amy Tan is an example of a well-written personal narrative. As you read the following narrative, try to determine the narrative’s point of view, plot, characters, transitions, conflict, and theme. See if you can identify areas where the author has included descriptive details.
Fish Cheeks
I fell in love with the minister’s son the winter I turned fourteen. He was not Chinese, but as white as Mary in the manger. For Christmas I prayed for this blond-haired boy, Robert, and a slim new American nose.
When I found out that my parents had invited the minister’s family over for Christmas Eve dinner, I cried. What would Robert think of our shabby Chinese Christmas? What would he think of our noisy Chinese relatives who lacked proper American manners? What terrible disappointment would he feel upon seeing not a roasted turkey and sweet potatoes but Chinese food?
On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges. A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings so they resembled bicycle tires.
And then they arrived – the minister’s family and all my relatives in a clamor of doorbells and rumpled Christmas packages. Robert grunted hello, and I pretended he was not worthy of existence.
Dinner threw me deeper into despair. My relatives licked the ends of their chopsticks and reached across the table, dipping them into the dozen or so plates of food. Robert and his family waited patiently for platters to be passed to them. My relatives murmured with pleasure when my mother brought out the whole steamed fish. Robert grimaced. Then my father poked his chopsticks just below the fish eye and plucked out the soft meat. “Amy, your favorite,” he said, offering me the tender fish cheek. I wanted to disappear.
At the end of the meal my father leaned back and belched loudly, thanking my mother for her fine cooking. “It’s a polite Chinese custom to show you are satisfied,” explained my father to our astonished guests. Robert was looking down at his plate with a reddened face. The minister managed to muster up a quiet burp. I was stunned into silence for the rest of the night.
After everyone had gone, my mother said to me, “You want to be the same as American girls on the outside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside you must always be Chinese. You must be proud you are different. Your only shame is to have shame.”
And even though I didn’t agree with her then, I knew that she understood how much I had suffered during the evening’s dinner. It wasn’t until many years later – long after I had gotten over my crush on Robert – that I was able to fully appreciate her lesson and the true purpose behind our particular menu. For Christmas Eve that year, she had chosen all my favorite foods.
Questions for Discussion
1. What point of view does Amy Tan use in “Fish Cheeks?”
2. Who are the characters in the narrative?
3. Where does Amy Tan use transitions?
4. What is the main conflict in the narrative? How is it resolved?
5. What is the theme of “Fish Cheeks”?
6. What are three examples of description from this narrative?

supply of health services.

Running head: NEUROBIOLOGY OF OCD 1
NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name
Department of Psychology, Liberty University
Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction
A. Identify the purpose of your paper
B. Summarize your (at least 3) main points
C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)
D. Present your thesis statement
II. Body (a.k.a. Argument)
A. State Main Point #1 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
B. State Main Point #2 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
C. State Main Point # 3 (in a complete sentence)
1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).
a. Provide details from the article(s) to effectively support the points being made.
b. Provide details from the article(s) to effectively support the points being made.
c. Provide details from the article(s) to effectively support the points being made.
D. Continue as above until you have covered all of the Main Points in your argument.
III. Conclusion
A. Restate Thesis (in slightly different words to remain interesting)
B. Summarize Your Main Points (also in slightly different words…)
C. Discuss Implications for a Christian Worldview
1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.
2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.
3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches

Peer Response HSE 400

Johnathan:
Scenario: You are arriving at an airport and you are confronted with the new biometrics identification system. 

·
Is the process of using biometrics identification system violating your Fourth Amendment rights?

There has been heavy debate over whether or not biometrics violate Fourth Amendment rights. One argument is that biometrics can be utilized remotely and secretly by government authorities. However, in this scenario, biometrics are mostly used to determine if any suspects in an investigation are entering an area or around a scene of a crime. Furthermore, they are also used to identify persons of interest entering into the country at the border and in Airports such as known terrorists. So, in this case, I would say they are not violating Fourth Amendment rights as they are just ensuring the safety of public airlines. 

·
What if you are a foreign national, does that make a difference in the possible rights violations?

I think this just makes the usage of biometrics that much more important in this scenario so that they can confirm I am not on any watchlist or suspect list and that I am just someone visiting the country and pose no threat to national security by matching my face to any known terrorist lists. 

·
Does the United States- through the TSA and CBP- have the right to conduct pragmatic searches (search without having to show probable cause)?

They do this is what is known as the border search exception to the Fourth Amendment which allows law enforcement officers to conduct searches without the need for probable cause, a warrant, or even reasonable suspicion. 

·
What would be your recommendation to better protect the United States from possible terrorist attacks through the air if biometrics is found to be unconstitutional?

My recommendation, if biometrics were found to be unconstitutional, is to simply increase security in Airports worldwide to better detect suspicious activity in or around the airport. Secondly, I would recommend the use of canines being used in airports worldwide that have been specifically trained to be able to detect explosives. 
Works Cited

Detection canine program person-borne IED initiative fact sheet and video. S&T Detection Canine Program Person-Borne IED Initiative Fact Sheet and Video | Homeland Security. (n.d.).

https://www.dhs.gov/publication/canine-explosives-detection-program#:~:text=Canines%20can%20be%20trained%20to,as%20sitting%20or%20lying%20quietly

. Facial recognition: Potential and risk. (n.d.).

https://www.rpc.senate.gov/policy-papers/facial-recognition-potential-and-risk

U.S. Customs and Border Protection’s powers and limitations: A Primer. (n.d.-g). https://crsreports.congress.gov/product/pdf/lsb/lsb10559.

Tanika:
Fourth Amendment Rights: Citizens of the United States are safeguarded by the Constitution’s Fourth Amendment, which outlaws’ unlawful searches and seizures. The appropriateness of a biometric identification system at an airport is a key factor in determining whether or not it violates the Fourth Amendment. It is common practice for courts to balance an individual’s right to privacy against the state’s responsibility to protect the public’s health, safety, and welfare.

Foreign National Rights: Just because someone is a foreign national does not mean they are no longer entitled to the protections of the Fourth Amendment. However, at U.S. borders and points of entry (including airports), the “border search exception” to the Fourth Amendment applies. In the interest of managing foreign business and securing its borders, the government is permitted to conduct routine searches without a warrant.

TSA and CBP Rights: Airport security personnel from the TSA and CBP are not required to have probable cause to perform random bag checks. Reasons for this include the “border search exception” and the need for heightened airport security.

Recommendation if Biometrics is Unconstitutional: In the event that biometrics are ruled unconstitutional, other options include bolstering existing screening and vetting procedures, investing in more sophisticated scanning equipment, deploying canine units for explosives detection, and increasing national and international intelligence sharing. Risks can be greatly mitigated by concerted effort and data-driven methods without intruding on individual liberties.

Source: U.S. Constitution, Fourth Amendment, and related court interpretations. 
(United States Courts, 2020)

Reference:

United States Courts. (2020). 
What Does the Fourth Amendment Mean? United States Courts. 
https://www.uscourts.gov/about-federal-courts/educational-resources/about-educational-outreach/activity-resources/what-does-0#:~:text=The%20Constitution%2C%20through%20the%20Fourth

Must be 100 words

See Rubric for Details

Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.

· Present a five-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention.
RUBRICS
1, Identify a health care safety problem that needs to be improved. Identify a health care safety problem that needs improvement and describes the problem in detail using creative liberty or with specific examples.
2, Document two external sources from literature of evidence that support the need for change. Discusses external sources that support the need for change that are from literature. Explains how source is directly related to the patient safety issue.
3, Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority. Describes why the health care safety problem is a high priority and is of significant concern to stakeholders, patients, or community members and provides specific examples.
4, Explain your desired patient outcomes and the potential impact of the quality improvement project. Describes the desired state for an intervention in a health care setting and explains the impact of the quality improvement project with at least one citation from literature to support impact.
5, Conduct a professional presentation using well designed slides and slide notes. Conducts a professional presentation using well designed slides and slide notes. Speaks with confidence and explains the issue and intervention without too much jargon.
6, Apply APA formatting to in-text citations and references. Exhibits strict and nearly flawless adherence to APA formatting of in-text citations and references.
Introduction
Evidence-based practice (EBP) is the process of searching for, appraising, and integrating the most relevant, best research evidence to answer a clinical question or address a health care challenge. The best research evidence is weighed along with patient preferences and values, organizational data, and professional expertise. For this assessment, you will learn about each of the six steps of EBP in detail and acquire a working knowledge about EBP as a problem-solving approach used in many health care settings.
Of note, there are many published processes regarding the steps of EBP. Some processes have more steps and some have fewer. However, the fundamental concepts are the same. For the purposes of organization, we will use the six step EBP process below in the courseroom:
1. Ask the clinical question.
2. Acquire the best evidence.
3. Apprise the evidence.
4. Implement the evidence.
5. Evaluating the outcomes.
6. Disseminate findings.
Introduction
The purpose of this assessment is to identify your patient safety issue and further explain how the safety issue was identified, the impact on safety, and/or descriptions of the problem from clinical experts within your institution. Your goal is to identify internal resources or do a “needs assessment.” The internal resources will not require citation/references. You are welcome to draw from personal experiences and use creative liberty to make your case from an internal perspective.
Scenario
Throughout the course, we will focus on a patient safety issue of your choice and work through all six steps of the evidence-based practice (EBP) process. The first step is to “Ask the burning clinical question in PICOT format,” which you will find later in this assessment in the section titled “Mastering the First Step in EBP: PICOT.”
Now, let’s imagine that you are the Director of Clinical Operations and Nursing Excellence at a major metropolitan medical center encompassing many entities, including hospitals and outpatient medical centers. You report directly to the Chief Nursing Officer and serve as the front-line leader for clinical operations, including serving as a clinical resource for all nursing staff levels in both the acute-care and ambulatory settings.
It is your responsibility to ensure that the best practices and protocols are implanted throughout the medical center. Your primary goals are to focus on problems in health care safety and how to solve them with evidence-based interventions as a quality improvement (EBP/QI) project.
Instructions
Present a 5-minute PowerPoint presentation with voice over to introduce your patient safety issue, the supporting research, and possible intervention, using the following steps:
7. Consider patient safety issues that you have heard about in your practice, the medical field, the media, or your coursework. Select a patient safety issue to research throughout this course.
7. Explain the patient safety issue that needs improvement.
7. Describe the problem in detail using creative liberty or give specific examples of the issue in practice.
8. Locate and review two examples of internal or practice site sources of evidence that support the need for change to address the patient safety issue.
8. Describe how the sources were obtained, including a timeframe or number of patients involved.
8. The internal resources will NOT require citations and references.
9. Locate and review two sources of evidence that the safety issue exists outside of your institution.
9. We call these external resources. This information can come from peer-reviewed literature, clinical practice guidelines, consensus statements, local or national databases, national organizations, Joint Commission, and/or hospital compare (CMS). The external resources will require citations and references.
9. Utilize Capella library resources to guide your research, including the library guide and an appointment with a librarian.
9. Explain how these literature resources support the need for change related to the patient safety issue.
9. Describe how each source is directly related to the patient safety issue.
10. Determine the organizational priority by describing why this patient care safety problem is of significant concern to stakeholders, patients, or community members. Give specific examples.
11. Describe your desired patient outcomes from a proposed intervention and the potential impact of the quality improvement project. Use at least one citation from literature to support the intervention.
12. Again, the patient safety issue and intervention or interventions identified for this assessment will also be used for all the assessments in this course, so take a look at those assessments now. Ensure the problem and interventions you select will work for the other four assessments.
13. Create 10-12 slides that reflect the issue you have selected, the evidence, and the possible interventions. You may use the following headings for your slides:
13. Title.
1. Name, course information.
13. Presentation Outline.
13. Patient Safety Issue.
13. Internal Evidence of Patient Safety Issue.
13. External Evidence of Patient Safety Issue.
13. Organizational Priority for Intervention.
6. Describe why problem is significant to stakeholders and give specific examples.
13. Propose a Quality Improvement Project.
7. Describe interventions and desired patient outcomes and potential organizational impact.
7. Include at least one citation from literature to support proposal.
13. References.
14. Record voice over for your slide presentation using PowerPoint features or Kaltura.
15. Submit PowerPoint slide deck with slide notes in PDF or Microsoft Word format and a video recording of your 5-minute presentation.
Additional Requirements
. 10-12 PowerPoint slides with slide notes.
. Five minute voice over recording of presentation slides.
. Minimum two external resources.
. Reference slide with APA citations.
. Submit slide deck, slide notes, and video recording.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:
. Competency 1: Apply the steps of the evidence based practice process to a health care challenge.
. Identify a health care safety problem that needs to be improved.
. Describe why this health care safety problem is a concern to stakeholders, patients, or community members and should be an organizational priority.
. Explain your desired patient outcomes and the potential impact of the quality improvement project.
. Competency 5: Interpret the results and practical significance of health care data analyses in the evidence based practice process.
. Document two external sources from literature of evidence that support the need for change.
. Competency 6: Produce original written work, in compliance with the Capella Writing Standards, which is a creative synthesis of information from credible sources.
. Conduct a professional presentation using well designed slides and slide notes.
. Apply APA formatting to in-text citations and references.
·

Explain strategies for managing human and financial resources to promote organizational health.

Introduction

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

· Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
· Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
· Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
· Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
· Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
· Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
· Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
· Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
· Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
· Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. 
BMC Family Practice, 
17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
Using the 
Interdisciplinary Plan Proposal Template [DOCX]
 Download Interdisciplinary Plan Proposal Template [DOCX]will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
· Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
· Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
· Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
· Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.

Provide health care information and reinforce established teaching plans for patients.

PNSG 1514

Teaching Plan Assignment

Outcome Two: Provide health care information and reinforce established teaching plans for patients.

Instructions:

1. Students will work in groups of 2 on a topic from the approved list for which you will create a teaching plan.
2. Create a teaching plan to meet the assigned learning need, utilizing the template presented. This must include at least three (3) written objectives.
3. Present the teaching plan in post-clinical on the date assigned by your instructor.
4. Evaluate the patient’s (peer) learning. Each teaching plan must include a method for evaluation. (Quiz, Survey, Q&A) in addition to using the “teach back” method.
5. Include at least one sample of your teaching materials. This may be a pre-printed pamphlet or handout or maybe something you have created such as a handout, poster board, outline, or slides.
6. Must cite at least 2 professional resources (related to the teaching topic) other than the textbooks used for class. One resource may include a pamphlet or material used as teaching materials.
7. Submit all elements for grading.
8. A copy of the evaluation method(s) must be submitted with the teaching plan along with clear plan to evaluate learning.
Grading Rubric:

To be successful:

Points

Assessment and Analysis
· Learning needs and topic clearly identified
· Possible learning barriers identified
· Relevance based on the assessment discussed
· Setting, learner(s) specific needs identified
· Overall goal(s) identified

2

Design
· Content organized
· At least 3 written objectives, written appropriately
· Objectives properly relate to the overall goal

2

Development
· Format/strategy and medium utilized are identified and relate to the topic goal
· Clearly describes the implementation process

2

Evaluation
· “Teach Back” method utilized (how it is utilized is clearly outlined) as one evaluation method.
· Utilizes a second method of evaluation with criteria

2

References
· At least 2 resources
· Cited and referenced properly in APA

2

Submitted for grading: Total
· Completed teaching plan template
· Evaluation method(s)
· Teaching material(s) (pamphlet, outline, handout)

10

Teaching Plan Template

Lesson Plan Title:

Setting:

Learner:

Learning Barriers:

Overall Goal: The patient and/or family will…

Objectives: After completion of this learning session, the patient and/or family will:

1.
2.
3.

Topic:

Strategy:

Medium:

Evaluation:

1. Teach back method utilized…
2. Second Evaluation Tool utilized…
Kelly, Patricia. (2012).
Nursing Leadership & Management ( 3rd ed.). Clifton Park: Delmar.

Sample Staff Lesson Plan

Kelly, Patricia. (2012).
Nursing Leadership & Management ( 3rd ed.). Clifton Park: Delmar.

Lesson Plan Title: Stroke Management

Setting: 4th floor stroke unit

Learner: 4th floor unit staff

Overall Goal: The staff on the 4th floor will verbalize knowledge of stroke management.

Objectives: After completion of this session, the staff will:

1. Verbalize a definition of a stroke.
1. Identify the signs and symptoms of stroke.
1. Discuss prevention and treatment of stroke.

Topic: Stroke management. In this lesson the staff will receive the following information:

Definition of stroke: A decrease in the blood supply of the brain due to bleeding or a blood clot. This results in loss of function of the affected parts of the body.

Signs and symptoms of stroke: Loss of muscle tone, headaches, dizziness, tingling in the arms and legs, numbness, vision disturbances or temporary blindness in one eye, confusion, faintness, loss of consciousness, slurred speech, or inability to talk.

Causes: Stroke is caused by bleeding or a blood clot that causes decreased blood flow to the brain.

Prevention: Exercise daily, do not smoke, check blood pressure regularly, follow a recommended diet, daily aspirin may help.

Treatment: Thrombolytics, anticoagulants, and/or aspirin, physical therapy, speech therapy, and so on.

Strategy: PowerPoint presentation

Medium: Handouts – Stroke Management

Evaluation: Provide a five-question true or false quiz to staff members – they must obtain a score of 80% or better.

Evaluation tool for stroke management: Mark the correct answer.

T F 1. A stroke is a temporary increase in blood supply to the brain.
T F 2. Numbness and tingling is a symptom of a stroke.
T F 3. A stroke can be caused by full blockage of a small artery in the brain.
T F 4. One way to avoid a stroke is to avoid smoking.
T F 5. Two medications that may be prescribed for a stroke patient are aspirin and Coumadin.
Minnesota State Community & Technical College
© PNSG 1514
8.2023
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Your are on your way to applying for that grant Research the application requirements for two of the funders identified at the beginning of the course.

 
You now have a compelling problem/need statement written, so you’re well on . But the funders are going to need a lot more information than what you put in those few paragraphs.
Now you need to find outDescribe more specifics that one needs to put into the actual grant application. At this stage you will need to complete two things:

Choose one of the funders identified in the first part of the course to do some additional research on and create a list of required items to apply for that grant.
Develop goals and objectives for the program that can be used in the grant application.

Part 1
Research the application requirements for two of the funders identified at the beginning of the course. In a Word document, write 1–2 paragraphs on why you believe each funder has the requirements they do, what, if any, differences there are in application requirements, and what might account for those differences.
Part 2
You will develop clear goals that define what the Resource Center intends to accomplish through the development of the tutorial program, as well as establish measurable objectives that will highlight your organization’s progress toward established goals.
The goals and objectives provide an assessment of the tutorial program’s success to both the organization and the funder. When goals and objectives are not clearly defined, it can not only have an impact on the program’s outcomes, but it can also impact negatively program staff, participants, and funders.
Based on the problem statement you created, you’ll want to answer the following questions:

What are the key areas of the nonprofit are you seeking to change?
Who (which segment of the population or community) will be affected or involved with the change?
How will the change be measured (an increase or improvement, or a decrease and reduction)? And by how much?
When will this change take place? Months? Years? Or by what specific date?

Use the template, Worksheet 4.1A – Goals and Objectives in Winning Grants Step by Step to develop goals and objectives by focusing on outcomes. First, develop a general goal for the program, then describe the objectives that tie to that goal. Use one of these tables for each goal you have:
Worksheet 4.1A: Goals and Objective Exercise (Example Worksheet)Goal:Objective 1Objective 2Objective 3Direction of changeArea of changeTarget populationDegree of changeTime frameFollow this standard form as objective statements are developed: To (direction of change) + (area of change) + (target population) + (degree of change) + (time frame).
As you fill out these Goals and Objective tables, keep the following questions in mind:

Are the goals stated as results? Do they relate to the problem statement? Do they represent the key changes the organization hopes to see?
Are the outcome objectives stated as results that relate to a program goal? Are they stepping stones to achieving success (the goal)? Can everyone understand them?
Can progress in meeting the objectives be measured and assessed?
Do the objectives describe the population and a specific time frame for change?

The specific course learning outcome associated with this assignment is:

Research the steps to apply for a grant.

Define ways when there is a risk management/contingency plan to quickly respond when uncertainties do occur, it could make a difference

1st Post: The decisions made today can impact what happens in the future. Uncertainty is the lack of certainty about an event. With uncertainty, the degree to which an organization is impacted can cause constraints, and in some cases, organizations will not survive with the uncertainty mindset. There can be pressure, time constraints, and limited resources, which can be seen as a disadvantage (Vanourek & Vanourek, 2012). It is important to note that risk and uncertainty are two different concepts (“
Uncertainty,” 2020). Sometimes organizations need more certainty and may be more challenging to manage, considering the constraints above. Risks can be taken, and outcomes are usually known versus the unknown with uncertainty. 

While there are various steps for a leader to take, one of those steps to help an organization deal with uncertainty is being proactive rather than reactive. There is acknowledgement that uncertainty can be hard to control globally (“
Define ways when there is a risk management/contingency plan to quickly respond when uncertainties do occur, it could make a difference. Another step a leader can take is alignment pivoting (Vanourek & Vanourek, 2012). Sometimes plans created may fail to work, and leaders have to be willing to abandon their current plans and create new ones before opportunities are missed. This involves being action-oriented with planning and innovation. Encompassing the essential elements of shared purpose, values, and visions can allow for shaping the culture and is a step a leader can take (Vanourek & Vanourek, 2012). Leaders can think about those elements and integrate them into decisions. Knowing what the essential elements are for the organization can allow for stewardess and understanding of the long-term perspective (Vanourek & Vanourek, 2012). 

Uncertainty can cause quick decisions or reactions in the heat of the moment. Sometimes, the impact is only understood fully after the event or incident. There are calls for global uncertainty that is not under the organization’s control. Organizations and leaders should be intentional about the groundwork laid, committed to the organizational culture through triple crown practices, and think ethically when the pressure is on (Vanourek & Vanourek, 2012). 
 
2nd Post: Extreme uncertainty, time pressure, and resource constraints impact almost all startups and, to varying degrees, established businesses. A perfect storm is the convergence of all three constraints. The storm can cause leaders to take shortcuts and abandon the triple crown principles to focus on short-term gains. Cost-cutting measures could impact the quality of the product and sacrifice ethical practices (Vanourek & Vanourek, 2012). 
Prediction logic utilizes a known framework, tools, and data to make informed decisions and has low levels of uncertainty. There will be some uncertainty based on how well current trends are understood. Creation logic is an action-oriented approach that uses an iterative process to find the right combination to succeed in the targeted market niches. There is a higher degree of uncertainty since there is no guarantee that an iteration will lead to a successful offering before trends change, funding runs out, or other factors cause a redirect or cessation (Vanourek & Vanourek, 2012).
Uncertainty is a core part of any business and for leaders. Building flexibility allows decisions to be made with incomplete information. Transparency is vital for business leaders to interact authentically with their teams. Implement, optimize, and iterate. The first idea is rarely the best. Embrace ambiguity by having a toolkit of proven methodologies. Embrace experiential learning for continuous improvement. Utilize candid communications to build trust with peers and employees. Analyze the business state and develop worst-case scenarios and potential mitigation strategies. Additional ways to handle uncertainty include using resilient practices, value-based decision-making, thinking globally and implementing locally, leveraging core values, and being realistic about the unknown (Forbes Coaches Council, 2020).
3rd Post:  The decisions made today can impact what happens in the future. Uncertainty is the lack of certainty about an event. With uncertainty, the degree to which an organization is impacted can cause constraints, and in some cases, organizations will not survive with the uncertainty mindset. There can be pressure, time constraints, and limited resources, which can be seen as a disadvantage (Vanourek & Vanourek, 2012). It is important to note that risk and uncertainty are two different concepts (“
Uncertainty,” 2020). Sometimes organizations need more certainty and may be more challenging to manage, considering the constraints above. Risks can be taken, and outcomes are usually known versus the unknown with uncertainty. 

While there are various steps for a leader to take, one of those steps to help an organization deal with uncertainty is being proactive rather than reactive. There is acknowledgement that uncertainty can be hard to control globally (“
How does your organization,” 2015). However, if there is a risk management/contingency plan to quickly respond when uncertainties do occur, it could make a difference. Another step a leader can take is alignment pivoting (Vanourek & Vanourek, 2012). Sometimes plans created may fail to work, and leaders have to be willing to abandon their current plans and create new ones before opportunities are missed. This involves being action-oriented with planning and innovation. Encompassing the essential elements of shared purpose, values, and visions can allow for shaping the culture and is a step a leader can take (Vanourek & Vanourek, 2012). Leaders can think about those elements and integrate them into decisions. Knowing what the essential elements are for the organization can allow for stewardess and understanding of the long-term perspective (Vanourek & Vanourek, 2012). 

Uncertainty can cause quick decisions or reactions in the heat of the moment. Sometimes, the impact is only understood fully after the event or incident. There are calls for global uncertainty that is not under the organization’s control. Organizations and leaders should be intentional about the groundwork laid, committed to the organizational culture through triple crown practices, and think ethically when the pressure is on (Vanourek & Vanourek, 2012). 
4th Post: Extreme time pressure can cause traditional start-ups to pivot rapidly in response to market conditions, technology disruptions, and competitors’ actions. Established businesses generally focus on more significant trends in multi-year campaigns. A startup needs more global staffing to build extensive global campaigns (Vanourek & Vanourek, 2012). 
Established businesses can leverage time through a global workforce. If an entrepreneur worked ten or twelve hours a day, they would be non-productive for twelve to fourteen hours a day until they established marketing automation and had after-hours support. My team has members in Singapore, China, Brazil, the United States, France, and Germany. It is an integrated cross-functional team that develops a variety of multimedia digital learning experiences. The strategy managers work closely with the divisions to prioritize learning opportunities and conduct the needs analysis and scoping to hand off to the design team. The multinational design team operates from several time zones allowing projects to be worked on nearly around the clock. The event team coordinates and runs the productions in every region the corporation has a presence. By having team members worldwide, we can rapidly produce digital learning experiences for over 100,000 healthcare professionals a year. The learning experiences are implemented through coordination with marketing automation specialists and activation marketers.
The use of multinational teams allows greater productivity every week. Cross-functional teams will enable the work to be segmented to leverage time better every week. The digital learning experiences teach healthcare professionals how to use our products based on clinical evidence and best practices. Using a combination of synchronous and asynchronous delivery methodologies, the training is available 24/7.