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Essay Instructions: You have to read the Hardin papers (I will email it to you or upload it) before you write the essay. The topic is production of smog pollutants, especially in California's Central Valley. I will upload the assignment requirement to you later.
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Essay Instructions: Title: Critically evaluate the identification and management of two or more low-intensity crises. What lessons, if any, might be learned?

I'm sending my class notes for this particular module, which will illustrate the citation and bibliography style. It will also provide some background to the subject and title of the paper.

I have chosen the fire at the Sandoz Ltd Schweizerhalle works in Switzerland, November 1986 and the London Smog of 5-8 December 1952 as the two low-intensity crises to be researched. If the writer finds other low-intensity crises which are considered stronger, please email me with the idea and will approve.

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Essay Instructions: Discussion questions
The quality of comments is as important as the quantity, so students are expected to be reflective in their original posts and responses (i.e. not “cut and paste” from a website or reiterate material directly from the textbook)
Module 1
A clinical group of undergraduate fundamental nursing students are learning the nursing process and applying it to a client with anemia. During post-conference they bring in research articles that support specific interventions. They develop a group concept map about the client and develop three nursing diagnoses with appropriate NANDA language. The research articles they have retrieved support dietary iron intake and blood replacement but the students’ assessment reveals that the client is a vegetarian and is of a culture and religion that does not accept blood products. How would you guide their knowledge development in this clinical scenario in the context of Carper’s ways of knowing? 250-300 words
Critical Thinking Exercises: (10 points each) each can be answered in sentence format
1. Does nursing have a unique body of knowledge or is it the application of various other fields of knowledge in a practice setting?
2. What are the expectations and patient considerations of evidence-based practice in nursing?
3. Reflect on your own practice. Provide examples of how you engaged in caring and supportive relationships. Explain how you may be able to model these behaviors for students in a clinical setting.
4. What was the purpose of NANDA in relation to nursing knowledge development?

Module 2
A tremendous amount of research supports the role of the educator in promoting a safe and effective learning environment for culturally diverse classrooms. What methods or approaches can you employ to develop such positive and effective learning environments? 250-300 words
Critical Thinking Exercises: (40 points) answer in sentence format
• Review a variety of websites (e.g. American Association of Colleges of Nursing, the National League for Nursing, and the Institute of Medicine ) and summarize some of the strategies that have been proposed to reduce the nursing faculty shortage.
• Describe factors that enhance or hinder student learning.
• What are several strategies that affect student motivation and what strategies can be implemented to overcome barriers to motivation?
• What is the current evidence regarding the use of learning style inventories? Describe how you might utilize such tools in your teaching approach in order to creatively develop your approach to student education.
Module 3
Critical Thinking Exercises: (10 points each) answer in sentence format
1. Identify the many healthcare trends (social, economic, political, legal, and ethical) that affect nursing practice and the role of the nurse as educator. Elaborate on the degree of influence these trends have on the responsibilities of nurses.
2. As a nurse educator, you need to understand the regulations of the Americans with Disabilities Act (ADA) so that you adhere appropriately to the law in extending civil rights protection to learners, such as those who have sensory, physical, or learning disabilities. Discuss the terms of the law, including the meaning of a “major life activity” and “reasonable accommodations.” Give two (2) examples of reasonable accommodations as they relate to teaching a person with a sensory disability, a person with a physical impairment, and a person with a learning disability.
3. Describe an experience you have had either as a learner or as a teacher, focusing on factors that were effective and factors that were detrimental to the process of teaching or learning relative to the developmental stage of the learner.
4. Select a PEM commonly distributed to clients in various healthcare settings (e.g., hospitals, physicians’ offices, clinics, home care agencies). Calculate the literacy level of the PEM using the Fog, SMOG, and Fry readability formulas. Draw conclusions about the appropriateness of these tools for patient education. Make suggestions for changes to lower the literacy level, as appropriate,
Module 4
Critical Thinking Exercises: (10 points each) answer in sentence format
1. Conduct a literature review of any current research done on multicultural education in nursing. Critically appraise one evidence-based article.
2. Assess instructional materials given to patients or students. Is it appropriate for a multicultural curriculum/audience? To what extent to instructional materials support inclusiveness. Are materials reflective of diversity? Are materials free of gender, culture, religious and ethnic bias? Can hospital/academic policies be implemented fairly for all learners?
3. How can the concept of transcultural nursing be applied to the assessment and teaching of clients and students from culturally diverse backgrounds?
4. Analyze the socioeconomic reasons for the changing demographics of student nurses, and project how the changing demographics of the nursing workforce will impact health care delivery.
Module 5
Critical Thinking Exercises: (10 points each) answer in sentence format
1. How can faculty cultivate an environment that positively contributes to learning and proactively responds to student misconduct?
2. Develop an expressive writing exercise designed to decrease threat apperception in the clinical environment.
3. As faculty, you have become aware that one of your students during the ninth week of the semester went from performing quite well with good attendance, submitting all assignments on time and well done and displaying a generally collegial demeanor to suddenly missing class, not turning in weekly assignments, and not returning e-mails. What is the best way to respond to this student?
4. While grading a lab assignment you notice that four students appear to have submitted identical work to the extent that you have become concerned that the students may have presented other people’s work as their own. What is the best way to approach this situation? What could you have done to avoid or minimize this type of incident?

Module 6
As uses of distance education technologies increase in nursing education, there are likely to be intended and unintended consequences. Describe and discuss three research questions that you would like to see answered regarding technology based teaching strategies and/or distance education. 250-300 words
Critical Thinking Exercises: (10 points each) answer in sentence format
1. What evidence is available on the effectiveness of using simulation in support of learning? Summarize a current evidenced-based article that addresses some aspect of simulation in nursing education.
2. Describe the various standards that have been established to ensure quality of health care information on the World Wide Web and access by special populations.
3. Consider a recent teaching/learning event in which you were either the student or the faculty member. Describe the media that was used to support and deliver the instructional content. Critique the selection, delivery and appropriateness of the media used.
4. Think about your presentation style. In what ways do you already engage learners? How and where do you see yourself trying new approaches? How will you evaluate the success of these new strategies?

Module 7
Describe a real or fictional situation in which a student has some type of disability or impairment. Identify accommodations that would be appropriate to implement in both the clinical and classroom setting. 250-300 words
Critical Thinking Exercises: (10 points each) answer in sentence format except lit search
1. Describe the ethical principles that dictate the actions of health care providers in delivering services to clients. Provide examples.
2. Provide four examples of direct costs and five examples of indirect costs in the provision of patient/staff education.
3. What “boundaries” should guide the development of the student-faculty relationship? Are there any “off-limits” activities?
4. Conduct a literature search on “incivility” in nursing education. Summarize the findings of the evidence-based article.

Module 8
Review materials on the AACN website (http://www.aacn.nche.edu) on the CNL and DNP; describe the impact these initiatives may have on nursing education and practice. 250-300 words
Critical Thinking Exercises: (10 points each) answer in sentence format
1. How can innovation, evidence-based teaching practices, and a science of nursing education be employed to transform nursing education?
2. Give an example of how your current practice as a nurse educator reflects each of the eight core competencies. Or, if you ar not currently in an educator role, describe how you intend to use each of these competencies as you develop your new role.
3. Identify how changes in nursing education relate to changes in other health professions’ education.
4. Select three of the major elements in the Excellence in Nursing Education Model and show how they relate to one or more of the Hallmarks of Excellence in Nursing Education.


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Essay Instructions: This paper must be 8 pages with bibliography on the 9th page, all the paper and works cited in MLA style. It must be written in size 12 font and double spaced. There is no limit on the number of parenthetical citations being used. No footnotes are needed. A total of at least10 sources MUST be used. You can have 11 sources if needed. Only three are allowed to be internet sources. Two can be from field research, such as a survey or interview. The rest of the sources must come from magazines, journals, periodicals, books. I need to argue the point (it is a Persuasive paper) on why the use of clean, renewable energy is needed to be implemented. My THESIS is based on this:
(from my research paper proposal- please do not write "I feel"... "I think"... or "I believe"... or any other first person narrative in the paper)"The three major points I will make will show how clean energy usage will work for us and not against us. First, it will provide a better environment and mitigate global warming. Second, it will help the economy by providing more jobs. Third, it will lower the cost of fuels needed to run our industrialized nation, thereby reducing our dependence on foreign oil which has caused grave matters of national security and war between the U.S. and the Middle East".
The opposition, or other side, also needs to be mentioned in the paper. the opposition listed in my proposal was:
"In opposition, I will provide information on how it is seen by some that there are reasons for concern in switching to clean energy usage. I will also show how they feel the there is no real threat in global warming as well as their thoughts on America’s dependence on foreign oil."


Here is a list of some of the sources to be used that were found via internet through my school library's online database:
#1.)AL General
AT ENERGY: Renewable power, alternative fuel measures early losers.
AU David R. Baker
CT San Francisco Chronicle
DE Alternative fuels
DE Renewable energy
DP Nov 5, 2008 pA10
IC 22 Utilities
IC 2900 PETROLEUM AND COAL PRODUCTS
LW A10
ND 20081105
PB San Francisco Chronicle
PT Newspaper
RM COPYRIGHT 2008 Gale, Cengage Learning
SN 1932-8672
SU Alternative energy sources
XX 475
ZZ

Source: San Francisco Chronicle, Nov 5, 2008 pA10.

Title: ENERGY: Renewable power, alternative fuel measures early losers.
Author: David R. Baker

Subjects: Alternative energy sources
SIC code: 2900

Electronic Collection: CJ188434835
RN: CJ188434835


Full Text COPYRIGHT 2008 San Francisco Chronicle

Byline: David R. Baker; Chronicle Staff Writer

Two state ballot measures that would dramatically expand California's use of
renewable power and alternative fuels appeared headed for defeat Tuesday
night.

Proposition 7 would force California's electrical utilities to get 50 percent
of their power from renewable sources by 2025, a big jump from the state's
current goal of 20 percent by the end of 2010. And Prop. 10 would offer
rebates for cars and trucks that burn natural gas or alternative fuels, with
the money coming from $5 billion in state bonds.

Both were losing by double-digit margins late Tuesday.

"People do want more clean, renewable power in California," said Jim
Metropulos, senior advocate for the Sierra Club, one of several environmental
groups that opposed Prop. 7. "I think people in California were able to see
that Prop. 7, the way it was written, was not going to work."

Both propositions touch on issues dear to Californians: energy and global
warming. But both measures provoked fierce resistance, much of it from
environmentalists.

An odd alliance of big electric utility companies and environmental groups
fought against Prop. 7, saying it was so badly written that it would actually
slow the development of renewable power, not speed it. And critics blasted
Prop. 10 as a money grab by Texas oil tycoon T. Boone Pickens, whose company
Clean Energy Fuels sells natural gas for use in vehicles. The company provided
almost all of Prop. 10's $22.5 million campaign fund.

"This has proved that one special interest, no matter how rich it is, can't
hoodwink Californians into passing a measure that just lines that interest's
pockets," said Richard Holober, executive director of the Consumer Federation
of California.

Supporters of each proposition, however, described their measures as the kinds
of big,bold steps needed to help California fight climate change and wean
itself off imported oil.

Prop. 7 would have forced California utilities to increase their use of
renewable power by 2 percentage points each year. By 2025, 50 percent of the
electricity they sell to customers would have had to come from such sources as
the sun or the wind. The process for granting government permits to renewable
energy projects would have been streamlined.

Critics said that under the proposition's complex language, smaller renewable
energy projects would not count toward the 50 percent goal. Many renewable
energy developers joined the opposition as a result.

Prop. 7 supporters, however, insisted that their opponents misread the measure
and that smaller projects would indeed count. Supporters portrayed the
opposition campaign as a front for utility companies that don't want to use
more renewable power. Utilities were the largest contributors to the $29.8
million campaign against Prop. 7, with San Francisco's Pacific Gas and
Electric Co. spending $13.9 million to defeat the measure.

E-mail David R. Baker at dbaker@sfchronicle.com.

#2.) petroleum democracy ownership
We Want Independence, But Mainstream Politicians Don't
foreign oil Middle East The Highest Patriotism Lies in Weaning U.S. From Fossil Fuels

A vital part of America's anti-terrorism strategy is to end U.S. dependence on foreign oil -- but neither the Democrats nor the Republicans seem to be aware of this.

Here is an interesting editorial by Robert Redford; it originally appeared in the Los Angeles Times and is being circulated by www.evworld.com
by Robert Redford
The Bush White House talks tough on military matters in the Middle East while remaining virtually silent about the long-term problem posed by U.S. dependence on fossil fuels. Failing to rein in our dependence on imported oil gives leverage to undemocratic and unstable regimes. Wasteful consumption of fossil fuels creates political liabilities overseas, air pollution at home and global warming. The rate at which the United States burns fossil fuels has made our country a leading contributor to global warming.

The Bush administration's energy policy to date -- a military garrison in the Middle East and drilling for more oil in the Arctic and other fragile habitats -- is costly, dangerous and self- defeating.

Despite the absence of leadership on energy security in Washington, some local efforts are paying off. Last year, San Francisco voters overwhelmingly approved a $100-million bond initiative to pay for solar panels, wind power and energy efficiency for public buildings. The measure was supported not only by the environmental community but also by the Chamber of Commerce, labor unions and the American Lung Assn.

San Francisco's first solar project, a $5.2-million energy- efficiency upgrade at the Moscone Convention Center, was dedicated last month. What's the straight economic benefit of this particular project? Plenty. The upgrades and the panels combined will cut energy consumption in the building by as much as 38%, and the project will pay for itself from energy savings. The net savings to taxpayers after debt service is subtracted are projected to be more than $200,000 a year.

American rooftops can be the Persian Gulf of solar energy. After Australia, no developed nation on Earth gets more annual sunlight than the United States. In addition, wind is now the fastest-growing energy source worldwide and one of the cheapest. But wind and solar power generate less than 2% of U.S. power. We can do better.

We can increase auto fuel economy standards to 40 miles per gallon. The technology to achieve that goal exists now. Phasing in that standard by 2012 would save 15 times more oil than Alaska's Arctic National Wildlife Refuge is likely to produce over 50 years. We could also give tax rebates for existing hybrid gas-electric vehicles that get as much as 60 mpg, and invest in mass transit.

These measures would keep energy dollars in the American economy, reduce air pollution and create jobs at home.

The benefits of switching to a mostly pollution-free economy would be considerable, and the costs of failing to do so would be steep. Prolonging our dependence on fossil fuels would guarantee homeland insecurity. If you are worried about getting oil from an unstable Persian Gulf, consider the alternatives: Indonesia, Nigeria, Uzbekistan.

If we want energy security, then we have to reduce our appetite for fossil fuels. There's no other way. Other issues may crowd the headlines, but this is our fundamental challenge.

Big challenges require bold action and leadership. To get the United States off fossil fuels in this uneasy national climate of terrorism and conflict in the Persian Gulf, we must treat the issue with the urgency and persistence it deserves. The measure of our success will be the condition in which we leave the world for the next generation.

Weaning our nation from fossil fuels should be understood as the most patriotic policy to which we can commit ourselves.

------------------

Robert Redford is an actor, director, entrepreneur and environmentalist.
#3. In regards to foreign oil and how it is felt to be linked to the national security issue and war in the Persian Gulf. http://www.ens-newswire.com/ens/aug2008/2008-08-27-01.asp in regards to wars over foreign oil.
#4.)
AL General
AT Time for national standards.(NEWS)(power production from renewable energy
sources)(Editorial)
CT USA Today
DE Electric power generation_Laws, regulations and rules
DE Electric power generation_Production management
DE Renewable energy_Usage
DP Oct 20, 2008 p12A
GN Colorado_Energy policy
GN Texas_Energy policy
IC 22111 Electric Power Generation
IC 22 Utilities
IC 4911 Electric services
IC 2900 PETROLEUM AND COAL PRODUCTS
LW 12A
NA Editorial
ND 20081031
PB USA Today
PT Newspaper
RM COPYRIGHT 2008 Gale, Cengage Learning
SN 0734-7456
SU Electric power production_Laws, regulations and rules
SU Electric power production_Production management
SU Alternative energy sources_Usage
SU Laws, regulations and rules
SU Production management
SU Usage
SU Energy policy
ZZ

Source: USA Today, Oct 20, 2008 p12A.

Title: Time for national standards.(NEWS)(power production from renewable
energy sources)(Editorial)

Subjects: Colorado - Energy policy
Texas - Energy policy
Electric power production - Laws, regulations and rules
Electric power production - Production management
Alternative energy sources - Usage
Locations: Colorado; Texas; United States
SIC code: 4911; 2900

Electronic Collection: CJ187463189
RN: CJ187463189


Full Text COPYRIGHT 2008 USA Today

In west Texas, where oil derricks might outnumber liberals, the notion of
producing electricity from renewable sources such as wind is surprisingly
popular.

It started back in the mid-1990s, when Texans realized they had become net
importers of fossil fuels, a blow to the state's wildcatter image. Worse yet,
the state had some of the poorest air quality in the nation.

In 1999 that led the state, under then-governor George W. Bush, to set power
production targets for energy generation from renewables, which turned out to
be mostly wind. The experiment went so well that in 2005, Texas upped its
renewable goal again, this time vowing to produce enough clean power by 2015
to equal 10 large coal plants -- a target the state expects to surpass by the
end of this year.

Similarly, Colorado started with a goal of getting 10% of its energy from
renewables, then the state upped it to 20% by 2020 when that goal was easily
reached. Better yet, the state's utilities -- forced to look for new sources
-- turned to homeowners who installed solar roof panels or other alternative
energy generators. That's an extraordinarily efficient system because energy
is wasted when electricity has to be delivered over vast distances.

Texas and Colorado are among 27 states that have set enforceable standards for
power production from energy sources such as wind and solar. On Nov. 4, voters
in two more -- California and Missouri -- will have a say on renewable energy
initiatives. That is great news for energy independence -- just not quite
enough of it.

Setting an aggressive national standard could dramatically accelerate the
trend, as could tax incentives that would encourage homeowners to invest in
generating their own power.

Opponents say national standards, such as the 25% of power from renewable
energy by 2025 supported by Barack Obama, are either unrealistic or best left
to the states. John McCain supports renewable energy but has not proposed
standards.

Despite the success stories from Texas and Colorado, though, there are good
reasons to embrace a national standard. Most of the 27 states have set
standards only high enough to boost power from renewable sources to about 7%
of production by 2020.

That number could rise sharply if homeowners see profit in powering their
homes with wind or solar energy, which tax deductions and the ability to sell
energy to utilities could do. Prices for solar and wind equipment are likely
to drop as rising demand lets the nascent industries in those fields achieve
economies of scale.

There are other incentives, as well. With the introduction of mass-produced
plug-in cars scheduled for 2010, the nation's electrical grid is likely to
take on an increased burden, pressing power prices upward.

Meeting that demand with alternative energy not only would save consumers
money, it also would mitigate global warming and enhance national security by
reducing reliance on foreign oil.

With oil and natural gas prices falling, national standards would help ensure
that all the momentum toward renewables isn't thrown to the four winds.
#5.) Energy Policy: Let's Not Repeat the Mistakes of the '70s http://www.heritage.org/Research/EnergyandEnvironment/wm2004.cfm
#6.)
renewable energy

also called alternative energy
usable energy derived from replenishable sources such as the Sun (solar energy), wind (wind power), rivers (hydroelectric power), hot springs (geothermal energy), tides (tidal power), and biomass (biofuels).

At the beginning of the 21st century, about 80 percent of the world's energy supply was derived from fossil fuels such as coal, petroleum, and natural gas. Fossil fuels are finite resources; most estimates suggest that the proven reserves of oil are large enough to meet global demand at least until the middle of the 21st century. Fossil fuel combustion has a number of negative environmental consequences. Fossil-fueled power plants emit air pollutants such as sulfur dioxide, particulate matter, nitrogen oxides, and toxic chemicals (heavy metals: mercury, chromium, and arsenic), and mobile sources, such as fossil-fueled vehicles, emit nitrogen oxides, carbon monoxide, and particulate matter. Exposure to these pollutants can cause heart disease, asthma, and other human health problems. In addition, emissions from fossil fuel combustion are responsible for acid rain, which has led to the acidification of many lakes and consequent damage to aquatic life, leaf damage in many forests, and the production of smog in or near many urban areas. Furthermore, the burning of fossil fuels releases carbon dioxide (CO2), one of the main greenhouse gases that cause global warming.

In contrast, renewable energy sources accounted for nearly 20 percent of global energy consumption at the beginning of the 21st century, largely from traditional uses of biomass such as wood for heating and cooking. About 15 percent of the world's total electricity comes from large hydroelectric power plants, whereas other types of renewable energy (such as solar, wind, and geothermal) account for 3.4 percent of total electricity generation.

Growth in wind power exceeded 20 percent and photovoltaics grew at 30 percent annually in the 1990s, and renewable energy technologies continue to expand. By 2007 more than 60 countries had adopted policy targets to increase the proportion of energy they derive from renewable sources. The European Union (EU), which produced an estimated 6.38 percent of its energy from renewable sources in 2005, adopted a goal in 2007 to raise that figure to 20 percent by 2020. The goal includes plans to cut emissions of carbon dioxide by 20 percent and to ensure that 10 percent of all fuel consumption come from biofuels. In the United States, numerous states have responded to concerns over climate change and reliance on imported fossil fuels by setting goals to increase renewable energy over time. For example, California has required its major utility companies to produce 20 percent of their electricity from renewable sources by 2010.

Noelle Eckley Selin
To cite this page:

* MLA style:
" renewable energy ." Encyclopædia Britannica. . Encyclopædia Britannica Online. .
* APA style:
renewable energy . (). In Encyclopædia Britannica. Retrieved , , from Encyclopædia Britannica Online: http://search.eb.com/eb/article-9443101
#7.)Works Cited

Quinn, Barbara. "Rethinking Renewable Energy." Pollution Engineering 40.4 (Apr. 2008): 27-27. Academic Search Complete. EBSCO. [Library name], [City], [State abbreviation]. 6 Nov. 2008 .