THIS IS THE PICOT QUESTION :

• In hospitalized patients ages 45-75, what is the effectiveness of using bed alarms as compared to using John Hopkins Fall Risk Assessment in reducing inpatient falls during their hospital stay?

THIS IS THE BOOK WE USE: Melnyk, B.
M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing
& healthcare: A guide to best practice. Wolters Kluwer.

Using the PICOT question developed by your group in Week 3 over your selected clinical issue, work in your groups again to apply steps 1–3 of the EBP as described by Melnyk & Fineout-Overholt in Chapter 1.

While there are six formal steps, your group only needs to address steps 1–3 for this assignment:

• Step 1: Formulate the Burning Clinical PICOT Question (5 points)
  • Include the PICOT question that was developed by your group in Week 3.
• Step 2: Search for the Best Evidence (10 points)
  • Use each of the keywords from the PICOT question to perform a systematic search (this skill was learned in Week 4). Discuss how you performed your search, including search terms and process.
• Step 3: Critical Appraisal of Evidence (Initial Thoughts) (25 points)
  • Create an annotated bibliography on a minimum of five empirical research studies that resulted from this search. Include the following for each article:
    • Reference for each study using APA 7th edition format and style
    • Purpose of the study
    • Research question(s)/hypotheses
    • Research design/evidence rating
    • Summary of how findings contribute to the PICOT question

Many times a party feels as though the court was wrong, whether through the verdict at trial, or a case being dismissed before trial. When this occurs, a party is able to appeal the case to another court.

The trial of Billy Bob v. Widget World Co. ended in the jury finding for the Defendant, Widget World. Your supervising attorney Suzy Cue, at Alpha & Beta LLC, 432 Brown Ct, Whiteacre, would like to appeal this case. She needs a little information about the appeals process to be able to fully inform the client what he should expect. Please prepare a Legal Memorandum to Suzy, in which you explain:

1. The local appellate court for your hometown, along with its name and address
2. Any filing fee for appealing a decision of the court below
3. The deadline for filing an appeal
4. The requirements for filing an appeal in your local court
5. The process that will occur after filing a Notice of Appeal
6. Whether the court has a specific form it prefers to be used for filing an appeal

Then, prepare a Notice of Appeal for Billy Bob’s case and attach it to the memorandum. Suzy has provided a sample Notice for you.

Assignment 1.1: Conflicting Viewpoints Essay – Part I
Prewriting
Due Week 2 and worth 30 points

When looking for information about a particular issue, how often do you try to resist biases toward your own point of view? This assignment asks you to engage in this aspect of critical thinking by playing the “Believing Game.” The Believing Game is about making the effort to “believe” – or at least consider – the reasons for an opposing view on an issue.

The assignment is divided into two (2) parts.
In Part I of the assignment (due Week 2), you will first read a book excerpt about critical thinking processes: “The Believing Game and How to Make Conflicting Opinions More Fruitful” at http://www.procon.org/sourcefiles/believinggame.pd…. Next, you will review the Procon.org Website in order to gather information. Then, you will engage in prewriting to examine your thoughts.
Note: In Part II of the assignment (due Week 4), you will write an essay geared towards synthesizing your ideas.

Part I – Prewriting: Follow the instructions below for this prewriting activity. Use complete sentences and adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
1. Select one (1) of the approved topics from the www.procon.org Website and state your position on the issue.
2. From the Procon.org Website, identify three (3) premises (reasons) listed under either the Pro or Con section – whichever section opposes your position.
3.For each of the three (3) premises (reasons) that oppose your position on the issue, answer these “believing” questions suggested by Elbow:

1. What’s interesting or helpful about this view?
2. What would I notice if I believed this view?
3. In what sense or under what conditions might this idea be true?”

The paper should follow guidelines for clear and organized writing:

• Include an introductory paragraph and concluding paragraph.
• Address main ideas in body paragraphs with a topic sentence and supporting sentences.
• Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.

Your assignment must follow these formatting requirements:

• Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
• Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.

The specific course learning outcomes associated with this assignment are:

• Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
• Create written work utilizing the concepts of critical thinking.
• Use technology and information resources to research issues in critical thinking skills and informal logic.

Click here to view the grading rubric..

Students will write an analysis and response using this worksheet (typed, 12-point font – Calibri, submitted online), or if working on a required production, write on the collaborative process of their experience – question 20.

This assignment will help you improve your observation skills and descriptive and analytic writing. Through vivid descriptions and thoughtful discussion of the work, you will develop your aesthetic judgment, and expand your critical and creative thinking skills.

Observe the dance with an open mind. First, be attuned to the dancers and the quality of the movement. Notice the supporting elements, music, lighting, costumes and set. Recognize that your imagination is limitless. What you see is neither right nor wrong, but valued as your own perception.

Bring a pen or pencil and after each work, when the house lights come on between pieces, list words and phrases that capture the energy, mood, story or design of the piece you have just seen. Record images as they occur to you, use action verbs, adjectives and metaphors. This is the raw material that you will use to write your response so capture as many images as possible.

After creating vivid descriptions that create a general sense of the dance as well as describing specific movements, analyze and interpret the work. What was the choreographer’s intent? Was it literal? Did it tell a story? Did it convey a mood? Or was it abstract, more concerned with structure and design than telling a story? Do the supporting elements (lighting, costumes, music) strengthen the choreographer’s intent? How do they contribute to your interpretation of the dance?

Use strong action words; slice slither, melt, propel, dancers swoop, fall, run, crouch, dive etc.
Interesting adjectives: tangled limbs, piercing leaps, floating turns
Colorful adverbs: leaned heavily, tumbled fluidly, scampered briskly
Avoid overused adjectives: nice, good, wonderful, beautiful
Avoid hyperbole: the worst, the best, the most
Use active rather than passive voice:
Active: The dancer strained against invisible binds as the music changed tempo
Passive: As the music changed tempo the dancer could be seen straining against invisible binds.

Be accurate. Check the program for the correct spelling of choreographers’, designers’, dancers’, and composers’ names. The title of a dance is in quotation marks. The title of an evening length’s work is underlined or in italics. Use your dance and design vocabulary correctly. You have attended a dance concert, not a recital. You are describing Dances, works or pieces, not routines.

Language, spelling and grammar are important, and count toward your grade. Be sure to proof read your assignment before handing it in. Reading aloud can help you find errors, and having a friend proofread is also helpful.

YOUR NAME & DATE:

Observe & Describe – Use specific examples! If the question doesn’t apply please write NA.

1. Title of the performance, choreographer, designers, type or genre, venue, and date.

2. Brief description of the dance pieces, content, choreography, and movement.

Write specifically about the design below.

3. Setting/Scenic Design – describe the environment. How were design elements used – space, line, color, form, texture?

4. Lighting Design– describe the lighting. How were design elements used – color, shape, texture? Were there interesting or important lighting moments? What was the rhythm and movement of the lighting?

5. Costume Design – Describe the costumes – are they stylized or realistic?

How did the designer use color, texture, movement, and other design elements?

6. Sound Design and Music – Describe the sound design or music. How did the designer use rhythm, volume, tone color, texture?

7. Projection Design – Describe the projection design (if there was any). How were design elements used?

Analyze & Interpret – Make sure your descriptions above support your interpretations below.

8. What is the mood of the performance? How did design elements establish the mood?

9. What is the visual style of the production or dance concert? Were there elements of spectacle?

10. How did the music and sound relate to the choreography and movement?

11. How does the costume design help create individuals, groups, relationships, ideas, emotions?

12. What do you think is the creator’s intention?

13. What is the subject matter or topic of the performance?

14. What is the theme or message of the work?

15. What is your interpretation of this performance work?

Evaluate – Make sure your answers above support your evaluation. Give reasons to justify and explain your beliefs and opinions.

16. Was it intriguing to watch? Was it enjoyable to watch?

17. What did it make you think about? What was your emotional reaction?

18. What does this work have to say about people, relationships, human nature, the world?

19. How were the design aspects effective in supporting the performers and enhancing the performance?

20. “In working on this show the significant things I learned about the collaborative process working with designers and others are …”