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  • [Solved] 290sp

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    The research paper specifications are as follows: – 8-10 pages (double-spaced) Times New Roman 12 pt font. – Must have Abstract, Table of Contents, Introduction, Conclusion and section headings – Use at least five references outside of your textbook (you may use your textbook too, but are not requir…

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    Assignment Prompt & Instructions

    The research paper specifications are as follows:

    – 8-10 pages (double-spaced) Times New Roman 12 pt font.
    – Must have Abstract, Table of Contents, Introduction, Conclusion and section headings
    – Use at least five references outside of your textbook (you may use your textbook too, but are not required to).
    – In addition to the required number of pages for the assignment, you must also Include a reference page (bibliography), written in **APA style** and a title page. Be sure to give all of your papers a descriptive title!
    – You must submit a rough draft at the end of Week 5. This is to be a **complete** paper, meeting the page requirements – not a partially completed paper. Points will be deducted for short or incomplete papers. Your rough draft will not be graded by the rubric, but helpful feedback will be provided to indicate where you are falling short. You may correct any deficiencies before resubmitting your final version at the end of Week 7.
    – Typewritten in double-spaced format with a readable style and font and submitted inside the electronic classroom (unless classroom access is not possible and other arrangements have been approved by the professor).
    – Page margins Top, Bottom, Left Side and Right Side = 1 inch, with reasonable accommodation being made for special situations
    – Your paper must be in your own words, representing original work. Paraphrases of others' work must include attributions to the authors. **Limit quotations to an average of no more than 3-5 lines, and use quotations sparingly!** It is always better to paraphrase than to directly quote.

    – [\
    \
    SecureAuditinginDatabaseSystem1.pdf](https://www.sweetstudy.com/files/secureauditingindatabasesystem1-pdf "SecureAuditinginDatabaseSystem1.pdf")

    – 2 years ago

  • [Solved] hall mark

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    In-depth study guidance and analytical solution covering hall mark.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] essay1 planning

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    Executive Solution Overview

    – [\ \ 9c686237d867b4cb874262b35206f653.jpeg](https://www.sweetstudy.com/files/9c686237d867b4cb874262b35206f653-jpeg "9c686237d867b4cb874262b35206f653.jpeg") – [\ \ 7a91f4dc5625d7da0671f449ba6e4e7c.jpeg](https://www.sweetstudy.com/files/7a91f4dc5625d7da0671f449ba6e4e7c-jpeg "7a91f4dc5625d7da0671…

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    Assignment Prompt & Instructions

    – [\
    \
    9c686237d867b4cb874262b35206f653.jpeg](https://www.sweetstudy.com/files/9c686237d867b4cb874262b35206f653-jpeg "9c686237d867b4cb874262b35206f653.jpeg")
    – [\
    \
    7a91f4dc5625d7da0671f449ba6e4e7c.jpeg](https://www.sweetstudy.com/files/7a91f4dc5625d7da0671f449ba6e4e7c-jpeg "7a91f4dc5625d7da0671f449ba6e4e7c.jpeg")
    – [\
    \
    056f1fb561e8ab3a56fc8f70d1275838.jpeg](https://www.sweetstudy.com/files/056f1fb561e8ab3a56fc8f70d1275838-jpeg "056f1fb561e8ab3a56fc8f70d1275838.jpeg")

    – 2 years ago

  • [Solved] Critical Assessment

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    – 2 years ago **files (4)** – ## WK88211Assignment.docx – ## WK88211Resources.docx – ## NURS_8211_WK8_AppendixG_Geraldine.docx – NURS_8211_WK8_AppendixEGeraldine.docx **## WK88211Assignment.docx** **Critical Assessment** DNP graduates are expected to apply research findings and integrate nurs…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## WK88211Assignment.docx

    – ## WK88211Resources.docx

    – ## NURS_8211_WK8_AppendixG_Geraldine.docx

    – NURS_8211_WK8_AppendixEGeraldine.docx

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

    **## WK88211Assignment.docx**

    **Critical Assessment**

    DNP graduates are expected to apply research findings and integrate nursing science into evidence-based practice. To develop your skills in this high level of nursing practice, you will analyze the strengths and weaknesses of a published research study using the concepts presented throughout the course.

    The purpose of the critical assessment is to help you develop a deeper understanding of the research process, to inspire you to think critically and deeply about research on a specific topic and to strengthen your ability to integrate research findings into evidence-based nursing practice.

    This Assignment also gives you practice in analyzing the research literature, which will support you when you begin your DNP project.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/163557/modules/items/6589981)

    **To prepare:**

    · Download the Critical Assessment, Appendix E Research Evidence Appraisal Tool.

    · Download the Critical Assessment, Appendix G Individual Evidence Summary Tool.

    · Choose one published quantitative study from any presented in resources in Weeks 1–7 and use Dang et al. (2021) tools to critically appraise the research study (choose any quantitative study used in the course).

    **The Assignment**

    Present your analysis using the critical appraisal tool and the individual evidence tool in Appendix E and Appendix G. Blank forms are provided in a template for the submission.

    **## WK88211Resources.docx**

    Learning Resources

    [Required Resources](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Salkind, N., & Frey, B. (2019). Statistics for people who (think they) hate statistics (7th ed.). SAGE Publications.

    · Chapter 17, “Using Linear Regression: Predicting the Future” (pp. 313–319, 329–333)

    ·
    **Document:** [Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709?wrap=1) [Download Critical Assessment, Appendix E: Research Evidence Appraisal Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681709/download?download_frd=1)

    ·
    **Document**:
    [Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581?wrap=1) [Download Critical Assessment, Appendix G: Individual Evidence Summary Tool (Word document)](https://waldenu.instructure.com/courses/163557/files/12681581/download?download_frd=1)

    [Required Media](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Niedz, B. (2024).
    _Regression_[Video]. Walden University Canvas. https://waldenu.instructure.com

    [PowerPoint Presentation](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    ·
    **Document:** [Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635?wrap=1) [Download Regression (PowerPoint presentation)](https://waldenu.instructure.com/courses/163557/files/12681635/download?download_frd=1)

    [Required Resources for Topic: Regression](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Alanazi, F. K., Lapkin, S., Molloy, L., & Sim, J. (2023).
    [The impact of safety culture, quality of care, missed care and nurse staffing on patient falls: A multisource association studyLinks to an external site.](https://doi.org/10.1111/jocn.16792).
    _Journal of Clinical Nursing, 32_(19/20), 7260–7272. https://doi.org/10.1111/jocn.16792

    · Moradkhani, B., Mollazadeh, S., Niloofar, P., Bashiri, A., & Oghazian, M. B. (2021).
    [Association between medication adherence and health-related quality of life in patients with chronic obstructive pulmonary diseaseLinks to an external site.](https://doi.org/10.1186/s40780-021-00222-x).
    _Journal of Pharmaceutical Health Care and Sciences, 7_(1). https://doi.org/10.1186/s40780-021-00222-x

    [Required Resources for Topic: Quality Improvement Project Assignment Options](https://waldenu.instructure.com/courses/163557/pages/week-8-learning-resources?module_item_id=6589981)

    · Frazier, M. C. (2023).
    [_Examining the lived experience of secondary traumatic stress in emergency room nurses: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/examining-lived-experience-secondary-traumatic/docview/2919214242/sem-2?accountid=14872) (Publication No. 30816304) [Doctoral dissertation, Saint Louis University]. ProQuest Dissertations and Theses Global.

    · Karamichos, S. (2023).
    [_The professional identity of the nurse practitioner: A mixed methods study_ Links to an external site.](https://www.proquest.com/pqdtglobal1/dissertations-theses/professional-identity-nurse-practitioner-mixed/docview/2848659726/sem-2?accountid=14872) (Publication No. 30634134) [Doctoral dissertation, Oklahoma City University]. ProQuest Dissertations and Theses Global.

    · Medina, M. (2024).
    [_Implementing motivational interviewing to improve medication adherence: A staff education projectLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/15450) (Publication No. Order No. 30992260) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/15450

    · Rampersad, M. (2023).
    [_Oncology nurses, compassion fatigue and general health: A mixed-methods studyLinks to an external site._](https://scholarworks.waldenu.edu/dissertations/11819). Walden University. https://scholarworks.waldenu.edu/dissertations/11819

    ·
    **Document:** Simons, A. (2023).
    [_Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization_](https://waldenu.instructure.com/courses/163557/files/12681594?wrap=1) [Download Executive summary: Quality improvement initiative reducing orthopedic surgical site infections through nasal decolonization](https://waldenu.instructure.com/courses/163557/files/12681594/download?download_frd=1). Walden University.

    **## NURS_8211_WK8_AppendixG_Geraldine.docx**

    Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals

    Individual Evidence Summary Tool

    Appendix G

    ![](https://www.sweetstudy.com/questions/critical-assessment)

    Johns Hopkins Nursing Evidence-Based Practice

    Individual Evidence Summary Tool (Appendix G)

    | | | | | | | | | | | |
    | — | — | — | — | — | — | — | — | — | — | — |
    | ## **EBP Question:** |
    | ## **Reviewer Name(s)** | ## **Article Number** | ## **Author, Date, and Title** | ## **Type of Evidence** | ## **Population, Size, and Setting** | ## **Intervention** | ## **Findings That Help Answer the EBP Question** | ## **Measures Used** | ## **Limitations** | ## **Evidence Level and Quality** | ## **Notes to Team** |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |
    | | | | | | | | | | | |

    **Directions for Use of the Individual Evidence Summary Tool**

    **Purpose:** Use this form to document and collate the results of the review and appraisal of each piece of evidence in preparation for evidence synthesis. The table headers indicate important elements of each article that will contribute to the synthesis process. The data in each cell should be complete enough that the other team members can gather all relevant information related to the evidence without having to go to each source article.

    **See Chapter 11, “Lessons from Practice,” for examples of completed tools.**

    **Reviewer Name(s):**

    Record the member(s) of the team who are providing the information for each article. This will provide tracking if there are follow-up items or additional questions on an individual piece of evidence.

    **Article Number:**

    Assign a number to each piece of evidence included in the table. This organizes the individual evidence summary and provides an easy way to reference articles.

    **Author, Date, and Title:**

    Record the last name of the first author of the article, the publication/communication date, and the title. This will help track articles throughout the literature search, screening, and review process. It is also helpful when someone has authored more than one publication included in the review.

    **Type of Evidence:**

    Indicate the type of evidence for each source. This should be descriptive of the study or project design (e.g., randomized control trial, meta-analysis, mixed methods, qualitative, systematic review, case study, literature review) and not simply the level on the evidence hierarchy.

    **Population, Size, and Setting:**

    For research evidence, provide a quick view of the population, number of participants, and study location. For non-research evidence, population refers to the target audience, patient population, or profession. Non-research evidence may or may not have a sample size and/or location as found with research evidence.

    **Intervention:**

    Record the intervention(s) implemented or discussed in the article. This should relate to the intervention or comparison elements of your PICO question.

    **Findings That Help Answer the EBP Question:**

    List findings from the article that directly answer the EBP question. These should be succinct statements that provide enough information that the reader does not need to return to the original article. Avoid directly copying and pasting from the article.

    **Measures Used**:

    These are the measures and/or instruments (e.g., counts, rates, satisfaction surveys, validated tools, subscales) the authors used to determine the answer to the research question or the effectiveness of their intervention. Consider these measures as identified in the evidence for collection during the implementation of the EBP team’s project.

    **Limitations:**

    Provide the limitations of the evidence—both as listed by the authors as well as your assessment of any flaws or drawbacks. Consider the methodology, quality of reporting, and generalizability to the population of interest. Limitations should be apparent from the team’s appraisals using the Research and Non-Research Evidence Appraisal Tools (Appendices E and F). It can be helpful to consider the reasons an article did not receive a “high” quality rating because these reasons are limitations identified by the team. Comment by Christine Powers: Just a note that this wasn’t included in the folder to editorial.

    **Evidence Level and Quality:**

    Using the Research and Non-Research Evidence Appraisal tools (Appendices E and F), record the level (I–V) and quality (A, B, or C) of the evidence. When possible, at least two reviewers should determine the level and quality.

    **Notes to Team:**

    The team uses this section to keep track of items important to the EBP process not captured elsewhere on this tool. Consider items that will be helpful to have easy reference to when conducting the evidence synthesis.

    © 2021 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **1**

    © 2022 Johns Hopkins Health System/Johns Hopkins School of Nursing Page |
    **3**

    ## image1.jpeg

    **NURS_8211_WK8_AppendixEGeraldine.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nurs-8211-wk8-appendixegeraldine-docx)

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    **Federal Law Enforcement – DHS and DOJ**

    The purpose of this assignment is to familiarize you with the numerous federal law enforcement agencies, their limited areas of responsibilities, and career possibilities within. Most federal law enforcement agencies fall under the jurisdiction of either the Department of Homeland Security or the Department of Justice. Provide a description of each Department and its _major_ law enforcement agencies that are listed below. For each agency, explore their web sites to learn of, and report on, their areas of responsibility, the types of crimes they are authorized to investigate, and the various jobs within those agencies **.**

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    **files (1)**

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    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
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    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
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    1

    **## assessment2topic.pdf**

    Assessment 02 – Applying Research Skills

    For this assessment, you will research best practices related to a current health care
    problem. Your selected problem or issue may be utilized again in a future assessment.
    Before you complete the instructions detailed in the courseroom, first select one of the
    following health care problems or issues:

    • Mental Health Stigma
    o Description: Many individuals with mental health conditions face stigma and

    discrimination, which can prevent them from seeking help and receiving
    appropriate care. This stigma can be perpetuated by societal attitudes, lack of
    awareness, and misinformation about mental health.

    o Interventions: Public awareness campaigns, mental health education in schools,
    workplace mental health programs, peer support groups, policy changes to
    protect individuals with mental health conditions, and training for healthcare
    providers on mental health issues.

    o Keywords: Mental health awareness, stigma reduction, mental health education,
    peer support, mental health policy, workplace mental health, mental health
    training, mental health services, mental health advocacy.

    • Chronic Disease Management
    o Description: Managing chronic diseases such as diabetes, hypertension, and

    heart disease can be challenging due to the need for ongoing medical care,
    lifestyle changes, and medication adherence. Poor management of chronic
    diseases can lead to complications and reduced quality of life.

    o Interventions: Patient education programs, chronic disease self-management
    workshops, telehealth for regular monitoring, integrated care models, community
    health programs, mobile health applications, and support for lifestyle changes
    such as diet and exercise.

    o Keywords: Chronic disease management, patient education, self-management,
    telehealth, integrated care, community health, mobile health, lifestyle changes,
    chronic disease prevention, chronic disease support.

    After you have selected one of the problems/issues from the list above, return to the detailed
    instructions in the courseroom to complete your assessment.

    1

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    Incorporate feedback from previous weeks.

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    **files (2)**

    – ## Compareandcontrast.docx

    – ## draftcomp2001.pdf

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

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    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

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    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ## image7.png

    ## image8.png

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

    **## Compareandcontrast.docx**

    ![A paper with text on it Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A close-up of a pen on a paper Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a book Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

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    ![A screenshot of a cell phone Description automatically generated](https://www.sweetstudy.com/questions/business-finance-accounting-homework-help-business)

    ## image7.png

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    **## draftcomp2001.pdf**

    I. Introduction

    A. Hook: Language is one of the most powerful tools we have yet its use is often
    overlooked.

    B. Introduce the subjects being compared or contrasted: In “There is No Proper English,”
    Kamm explains that the concept of proper English is not a real thing. In “Breaking Out
    the Broken English” Chu explores the struggles of speaking broken English in a world
    that degrades those kinds of voices. Both authors have their opinions on language but
    approach it from different perspectives, one academic and the other personal.

    C. Thesis: Both Kamm and Chu evaluate the societal judgment of broken English, Kamm
    focuses on proving there are many myths about language through logic and evidence,
    but Chu shares a personal journey of being heard through language.

    II. Body

    A. Paragraph 2 – Reason #1: Both evaluate the idea of proper English
    Topic Sentence: Both authors argue that the concept of proper English is harmful
    and exclusionary.

    1. Kamm shows how grammar rules are random and misleading.
    2. Chu expresses how his broken English made hisfeel ashamed and less than.
    3. Both suggest that language norms are used to limit our way of speech.
    4. Each text leaves you wondering who gets to define the correct way of language.

    Conclusion Sentence: Despite their different styles, both authors urge society to rethink
    rigid language standards.

    B. Paragraph 3 – Reason #2: Differences in approach
    Topic Sentence: Kamm and Chu differ significantly in their approach, with one
    taking an academic side and the other a personal style.

    1. Kamm uses examples from linguistics and writing guides to make his claims.
    2. His approach is logical, persuasive, and meant to educate the reader.
    3. Chu shares sensitive moments from his life and experiences.
    4. His approach is emotional and expressive of his feelings helping readers feel his

    struggle.
    Conclusion Sentence: Their differences in approach show their unique purposes, one to
    inform and other to connect with others.

    C. Paragraph 4 – Reason #3: Use of identity and expressing yourself
    Topic Sentence: Chu and Kamm both talk about how language is
    connected to identity, but Chu focuses more on expressing yourself.

    1. Chu talks about how his language was tied to his Asian identity.
    2. He shares how reclaiming his way of speaking was an act of dedication.
    3. Kamm highlights identity more broadly discussing how class and education shape

    linguistics.
    4. Kamm focuses on social outlook while Chu focuses on believing in himself

    Conclusion Sentence: although both highlight language and identity, Chu’s story
    personalizes the emotional impact of language discrimination.

    D. Paragraph 5 – Reason #4: Impact
    Topic Sentence: The impact of each text changes based on their
    approach and message.

    1. Kamm empowers readers by influencing them to think about rules they may have never
    thought to use.

    2. His facts and examples encourage readers to reflect on biases they may have made.
    3. Chu encourages through being vulnerable, encouraging others to embrace their voices.
    4. history repeats with those who have been affected by language discrimination.

    Conclusion Sentence: Each leaves the reader with a different kind of empowerment, one
    through self reflection and the other through emotional encouragement.

    III. Conclusion

    Restate thesis: Kamm and Chu both challenge the use of proper English but they do so in
    structured and supportive ways.

    Brief summary of similarities or differences: They both agree on the need to break down harmful
    language norms but Kamm uses analysis while Chu uses storytelling. Their approaches, styles,
    and personal experiences differ but both aim to empower voices that have been suppressed.

    Closing thoughts: Together these texts show us that English is not just a language, it’s a
    reflection of whose voices are valued compared to others. These texts show we can take a step
    toward a more inclusive way of communicating.

  • [Solved] MPM

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  • [Solved] the functions of a congressional office in constituent services specifically through community engagement, and legislative support.

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    examine the role of a congressional office in directly engaging with constituents, how they address their constituents' concerns, and supporting legislative initiatives. I will further research how casework services, community outreach, and policy lead to both the effectiveness of a congressional of…

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    examine the role of a congressional office in directly engaging with constituents, how they address their constituents' concerns, and supporting legislative initiatives. I will further research how casework services, community outreach, and policy lead to both the effectiveness of a congressional office and the broader democratic process. Additionally, I will draw from my internship experiences, using real-world examples to illustrate how legislative representation and responsiveness function in practice in 16 pages with MLA citations + in text.

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    – 2 years ago