Challenge your thinking.10) After completing the WebQuest, has y.docx

Challenge your thinking.
10) After completing the WebQuest, has your opinion about the
homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to
homelessness.
13) Are there examples of these interventions in our area?
Identify and describe the services they offer.
FS 1513 Observation Project Details
Time Involved
Students enrolled in FS 1513 are expected to complete at least
15 hours of observations related to human development. This
work will involve creating a journal entry for each of their
observational sessions. There should be entries for at least 15
hours of observations by the end of the semester.
There should be 1 journal entry for each time you observe—
whether it is for 1 hour or more—there should only be 1 entry.
So, if you observed 3 times in 1 week for 1 hour each time then
you would need 3 journal entries. Alternately, if you observed 1
time for 3 hours then you would need 1 journal entry. However,
this means that there will be less information to assess your
work (i.e., 1 mistake can cost more points).
Observations: Who and Where
Part of the purpose of this project is to observe differences in
development across the life span. So, observations should
involve people from different age ranges over the course of the
semester. Some entries should focus on development observed
during childhood (i.e., observing children from infancy through

grade-school), others should involve observing development
during adolescence (i.e., observing pubescent and adolescent
children), and others should involve should involve observing
development during adulthood (i.e., observing adults from early
to later in life). The important point is that observations should
be completed for at least three age groups for the entire
semester.
Observations should take place in naturalistic settings.
Naturalistic means that people should be observed in place
where they would normally be present (i.e., not in a lab).
Ideally, this would mean that they are able to behave as they
normally would. The goal, however, is to have enough time to
observe a person so that they can demonstrate what they have
developed. This means that you will need to be able to watch
them behaving naturally for the duration of your observation
(i.e., at least 1 hour). Observations that are less than 1 hour will
not be counted as complete.
Formatting
Journal entries using the appropriate templates should be
completed for each observation session. The templates
(available on the course website and below) should contain all
of the identifying information. Journal entries that do not use
the template will not be graded.
First, each journal entry must contain documentary information.
This should cover (1) who did the observations and who was
observed, (2) where and when did the observations happen, (3)
what were the people being observed generally like, (4) what
was the setting like, and (5) keep track of the hours that are
being represented in the entry as well as the number of
cumulative hours completed so far.
Second, each entry should contain a coherent summary of what
was observed that tells a story about what was seen and/or

heard. Anecdotal notes need to be written in full sentences that
help a person to understand what was observed, how things
happened, and provide objectively detailed examples of a
person’s development.
Third, each entry should apply the information presented in FS
1513 to explain what they observed. At least 2 – 3
developmental traits, or abilities, present in the anecdotal notes
should be identified and explained using any theories that may
apply. The theories that are used should directly address what
was observed. Further, there should bemore than just one theory
present in your journal entry (i.e., theories is plural for a
reason). It is important to use the appropriate terms accurately
from the theories that you select to explain the behavior.
Additionally, all of the information that you need to explain the
observed abilities and behaviors should be present in the
anecdotal notes.
Fourth, journal entries should contain a reflection of what you
learned. Part of learning involves checking to see if information
is valid; thus, the first thing that needs to be identified is any
assumptions that are being made. Assumptions are anything that
might bias what was observed or interpreted. There will be
assumptions for every journal entry, unless the observer is a
perfect person who knows absolutely everything and can see, or
hear, everything.
Next, reactions should demonstrate critical thinking and insight
about the information. Critical thinking should involve
identifying what the information from the observation and
interpretation means beyond what was discussed in a textbook
or during class. If learning is happening, then it should mean
something for daily life. The goal here is to communicate what
this all means for personal and professional interactions and
expectations.

What Is Turned In:
Entries should be organized into three sets for submission. Each
set of journal entries is worth 100 points, should represent at
least 5 hours of observations, and focus on development in
specific domains. There can be differences in the ages
represented in the journal entries, but of the journal entries that
are submitted as a set should focus on the appropriate
developmental domain(s).
The first set of entries (Submission I) should focus on physical
development. All of the anecdotes that are provided should
illustrate the individual’s physical development.
The second set of journal entries (Submission II) should focus
on cognitive development and development of language skills.
So, some of the entries should contain information that
illustrates cognitive development and others should contain
examples of development of language skills. Ideally, there
would be two of each. However, there might be some overlap
between cognitive and language development. Additionally, the
theories that are used to explain the observed information
should all focus on development in these domains. These entries
should all focus on using theories such as Piaget’s, information
processing, Vygotsky’s, and behaviorism.
The third set of journal entries (Submission III) should focus on
psychosocial development. Entries submitted in this set should
focus on development of emotions, social behaviors,
personality, relationships, and similar issues. These
observations should be accompanied by theories that directly
address the topics that are identified.
Detail Summary
1. Observe for indications of development

a. Documenting information about (see template for more
details)
i. Who
ii. Where
iii. When
iv. How long
b. For 15 hours across the semester
c. In each submission there should be 5 hours of observations
d. Entries should use hourly increments (i.e., nothing less than
60 minutes will count, all time will be rounded down to the
hour)
e. In different settings such as time in a Child Care Center, a
senior citizens' center, a social services agency (i.e., Friends of
the Family, Association for Retarded Citizens), parks, or social
settings.
f. Across different age ranges
2. Complete journal entries for each observation session
3. Submit 3 sets of journal entries using the appropriate
templates
Submission Deadlines for Students Enrolled in 1513
Journal submission
Required Number of Hours
Observation Area
9/29
5 Hours minimum
Physical
11/3
5 Hours minimum
Cognitive & Language Development
12/8
5 Hours minimum
Psychosocial Development
General Comments

Please pay attention to the directions. This is a project designed
to encourage critical thinking, not creativity. Doing the project
the way that you want to, or the way it fits best with your life,
may result in a grade that you would not prefer. The
expectations and requirements were designed to allow for
quicker feedback and to help people be successful. Since
everyone enrolled in this deserves the same treatment, when one
accommodation or exception is made for one person then
everyone should receive it as well. The large number of people
enrolled in this course, though, makes this very difficult to do
well. If there is a substantial reason why an exception is needed,
then please talk to the teacher as early as possible. Exceptions
will not be made after the work is turned in.
FAQ
· Can observe where I work?
Yes, as long as you are not supposed to working. (This is not a
great idea.)
· Can I observe children that I take care of?
Yes, but is better if you are not familiar with the people that
you are observing. (This is really not a great idea)
· Can I use some of these observation hours for another class?
It depends on what your other instructor says. It is fine for this
class, as long as you meet all of the requirements (i.e., for time,
ages, and topics).
· Do I have to only observe in a classroom setting?
No, naturalistic means anywhere that you find people
interacting
· Do I only have to observe one age group at a time?
No, the ages of the people that are being observed can be
different.
· Do I only have to observe people in groups?
No, but for some aspects of development, such as language
development, it is really helpful
· Can I submit less than 5 hours and still get a decent grade?
No. If there is less than 5 hours than information is

automatically considered to be missing for everything. This is
because 1 hour is missing?
· What if one of my observations is less than 1 hour?
The observation will not be counted. It needs to be at least 60
minutes long.
· What if I only observed for 45 minutes?
Forty-five (45) minutes is less than sixty (60) minutes; so, you
can observe, but it will not be counted towards the total.
· What if I observe for 1 hour and 30 minutes and 2 hours and
30 minutes times in one week? It’d be a total of 4 hours, right?
No. It would only be 3 hours. There would still be 2 hours
missing from the total 5 required.
· What if I get all of my hours done early?
It is fine to have all the hours done early, but there needs to be
at least 3 submissions. So, you can save some of the
observations to use for later submissions
· Say I observe for 5 hours on one day, can I only turn in one
journal entry?
Yes, but you need to realize that it will be the only thing that is
graded. This means that the entire 100 points rests on 1 entry.
Any mistakes have a greater impact on your grade.
· Ideally speaking, about how many entries should be submitted
each time?
At least 2 – 3 entries per submission would probably be the
safest and best. The reason is that observations could be 1 – 3
hours long, which usually fits into people’s schedules better,
and there are more samples of your work so that anything that is
missing or not perfect has a smaller impact on the grade.
· About how long should each entry be?
To do this well, entries will usually end up being about 1 ½ to 2
pages total. Brevity and clarity are the keys. Grading is easier
and there is less to write when things are clearly and directly
stated and use terms that are appropriate for the theory is being
used.
· Do there need to be citations in the journal entry?
Yes. If you are citing information that you did not think of on

your own, then you should give credit to the person that did. It
is fine to cite your textbook for this project. If is not a direct
quotation the in-text citation for the textbook would look like
“(Sigelman & Rider, 2015)”. If a direct quotation is being used
then there needs to quotation marks and the page number where
the words were found. The in-text citation would then look like
“(Sigelman & Rider, 2015, p. ___)” and you would but the page
number in the blank space.
FS 1513 Journal Entry Grading Rubric (100 Points)
Documentation
Name, Place, & Date 0 1 2 3
All are missing Several are missing All are present but
there are problems All are present and there are no problems
Time: Session Beginning & Ending 0 1 2 3
Cumulative Hours 0 2 4 6
Subject Information: Age Range & Gender 0 2 4
6
Anecdotal Notes (Summary of the events you observed, or what
happened)

Descriptive Details: Information is observable and contains
examples 0 1 2 3 4 5 6 7
Notes are missing Notes are present but are vague, lack
detail, and/or solely present information that cannot be readily
observed Notes contain 3 - 4 pieces of information that cannot
be observed (i.e., emotional states, thoughts, attention, etc.)
Notes contain 1 - 2 pieces of information that cannot be
observed (i.e., emotional states, thoughts, attention, etc.)
Notes provide observable information Notes provide
observable information and coherent examples Notes
concisely provide observable information and coherent
examples Notes concisely provide observable information and
coherent, in-depth, examples
Focus: Do the notes select a specific event to provide evidence
of an individual’s development? 0 1 2 3 4 5
6 7
Notes are missing Something is present in each entry
Notes are written in bullet format and/or sentence
fragments There multiple events are summarized, but none seem
to be the main focus of the anecdote Several specific events
are present in each entry, but all of them are used as the central
focus Several specific events are present in each entry, but
1 -2 of them are the central focus One specific event is
present in each entry, but observations are not focused on it A
specific event is used to organize observations
Objective: Do the records avoid making value statements? 0
1 2 3 4 5 6 7
Notes are missing All statements contain
subjective/judgmental terms Most statements are
subjective/judgmental Several statements are
subjective/judgmental Some statements are
subjective/judgmental Few statements are
subjective/judgmental Most statements are written
objectively Notes are written objectively, no judgmental
statements
Interpretation/Application (What is illustrated, or demonstrated

by these events)
Topic Being Discussed: Are traits and/or abilities clearly
identified and considered? 0 1 2 3 4 5 6
7
Missing No traits, or abilities, are identified Several
traits, abilities, or aspects of the context are identified but none
are discussed The context is discussed, but what the trait, or
ability, is unclear or unaddressed Only one trait, or ability, is
identified consider in the analyses Two traits, or abilities, are
identified consider in the analyses Three or more traits, or
abilities, are identified consider in the analyses
Theories: Do journal entries demonstrate familiarity with
theories appropriate for the traits and/or abilities 0 2
3 4 5 6 7
Missing No theory is identified One relevant theory is
identified but its concepts are not used Two relevant theories
are identified but their concepts are not used Three relevant
theories are identified but their concepts are not used At least
relevant one theory is identified and its concepts used in the
analyses Two relevant theories are identified and both of their
concepts are used Three relevant or more theories are
identified and all of their concepts are used
Reaction/Learning (What you learned)
Critical thinking: Does the response demonstrate independent
thought and engagement with course material? 0 1 2
3 4 5 6 7
Missing Does not present evidence of critical thinking
about observed behaviors Only relies on personal experience
Presents limited critical thinking on a few topics Only
presents information from the book Provides evidence of
critical thinking that solely relies on the book or notes
Provides evidence of critical thinking that goes a beyond
the book or notes Provides evidence of critical thinking that
goes beyond the book or notes on most topics

Reflections: Does the information demonstrate learning and
integration? 0 1 2 3 4 5 6 7
Missing Something is present but does not demonstrate
reflective thought Reflections do not explain how
information is personally applicable OR demonstrate learning
Reflections are at a surface level but demonstrate
familiarity with information Reflections demonstrate how
information can be integrated in student’s life Reflections build
on the application and interpretation of information and
demonstrates how it integrates into the student’s life
Reflections build on the application and interpretation of
information and demonstrates how it integrates into the
student’s personal and professional life
General Qualities
Relevant: Is all of the information related to the developmental
domain and theory? 0 1 2 3 4 5 6 7
The work is not related to the developmental domain
There is not enough information to evaluate relevancy
Almost everything is not clearly related to development in
the domain The majority of everything is not clearly related
to development in the domain The majority of everything is
clearly related to development in the domain Almost
everything is clearly related to development in the domain
Everything is clearly related to development in the domain
Support: Do the anecdotal records provide a foundation for the
Interpretation/Application and Reaction/Learning sections? 0
1 2 3 4 5 6 7 8
Observation notes do not support the statements being
made Observation notes could only support one of the
statements being made, but are not mentioned
Observation notes could only support a few of the
statements being made, but are not mentioned Observation

notes generally could support the statements being made but are
not expressly mentioned Observation notes support the
statements being made but are not expressly mentioned
Observation notes support the majority of the statements
being made and are expressly mentioned Observation notes
support almost all of the statements being made and are
expressly mentioned Observation notes support all of the
statements being made and are expressly mentioned
Accuracy: Is the information, other than the observation record,
correct? 0 7 8
Minus 1 point per for
each incorrect piece of information All the information is
accurate
Writing 0 9 Minus 1
point per each type of spelling or grammatical error after the
first instance 10 Writing uses proper organization and/or
sentence structure AND has 1 very minor spelling or
grammatical error
Completion of Hours -100 No hours completed -80 4 hours
missing; Only 1 hour completed -60 3 hours missing; Only
2 hours completed -40 2 hours missing; Only 3 hours
completed-20 1 hour missing; Only 4 hours completed 0
All 5 hours completed
FS 1513 Submission I
Journal Entry Template
Name Type your name here Age rangeIndicate the
approximate ages here
Place Indicate where you observed here Subject’s
gender Click here to enter text.

Date Click here to enter a date.
Session Time Click here to enter text. Click here to enter
text. General Comments
BeginningEnd Provide brief description of the setting
Hours Indicate the HOURS reported for THIS
OBSERVATION Indicate the TOTAL hours for the
SEMESTER you have OBSERVED
This Session Cumulative
Anything less than 1 hour will not be counted
Domain Physical Development ALL observations should be
related to physical development and related theories/concepts
happened)
Click here to enter text.
This part should:
Provide information that is easy to understand (coherent)
Provide information enough detail to illustrate development
within the indicated domain
Focus on a specific event or behavior
Be written objectively (i.e., avoid judgments and subjective
interpretations)
Application: What is illustrated, or demonstrated, by these
events based on topic presented in class and/or the book?
This part should:
Identify at least 2 – 3 developmental traits and/or abilities that
were observed

Identify and use at least 2 – 3 theories to explain what was
observed
Accurately interpret the developmental traits and/or abilities
using the selected theories/concepts
Be fully supported by observation notes above.
Responses should:
Demonstrate awareness of the assumptions that you are making
as you observe and interpret the information
Demonstrate critical thinking about what you observed and the
theories that you applied
Provide some insight about the behaviors that were observed
Indicate how what was learned can be applied in your personal
and (hopefully) professional life.
FS 1513 Submission II

Domain Cognitive & Language Development ALL
observations should be related to cognitive & language
development and related theories/concepts
happened)
This part should:
interpretations)
This part should:
were observed
observed
using the selected theories

Responses should:
FS 1513 Submission III
Domain Psychosocial Development ALL observations
should be related to psychological, emotional, and/or social
development and related theories/concepts

happened)
This part should:
interpretations)
This part should:
were observed
observed
Responses should:

FS 1513 Journal Submission I Template
Domain Physical Development ALL observations should be
related to physical development and related theories
happened)
This part should:

interpretations)
This part should:
were observed
observed
Responses should:
Homelessness in America: A WebQuest
by Denise Foster, MSN, RN, CNE
Explore homelessness through various web sites that present
homelessness statistics, violence against homeless, role-play,
and individual/community perspectives on homelessness.

Introduction
Homeless in America
Anderson and McFarlane (2015) note that "Individuals who
make up the U.S. homeless population are among the most
marginalized and vulnerable to disabilities and disease" (p.
316). Lundy & Janes (2016) state that "the United States is
faced with overwhelming social problems, including the tragedy
of the homeless" (p. 698).
In our area, there are several intersections and city streets
where you may see a homeless person. Many times, individuals
stand on street corners holding signs, "Will work for food",
"Homeless vet, please help." We drive by these individuals in
our vehicles, ignoring their signs and leaving the memory of
their existence at the side of the road.
How often do you consider the roof over your head, the food in
your cabinets, and the bed you sleep in as a luxury? How many
times have you passed a homeless person or encountered a
person begging on the street and passed them by thinking, well,
not so nice thoughts?
This WebQuest will present web resources that describe and
define the homeless and the problems that homelessness brings.
Your goals, upon completion of the WebQuest, are to evaluate
the web sources presented here, challenge your thinking about
the homeless, and suggest some community interventions.
Homelessness is a pervasive problem in this country and by
understanding some of the issues surrounding homelessness,
you may decide to address this problem as a professional nurse.
Task
Explore the website links that are listed in the section below
titled Process. Upon completion of this WebQuest, please return
to your Brightspace course and post your responses to the
following questions:
(1) Evaluate the web sources presented here. Do they paint a
valid picture of the homeless? Are they valid and non-biased?

Which sources are considered scholarly resources? Give
specific examples of the scholarly resources. Which sources are
grey literature? Give specific examples of the grey literature.
Which sources are not scholarly or grey literature? Give
specific examples of the resources which are neither scholarly
nor grey literature. Explain how each of these examples has
contributed to your knowledge and attitudes related to the
homeless.
(2) Challenge your thinking. After completing the WebQuest,
has your opinion about homeless individuals changed? If so,
how did it change? If not, provide rationale.
(3) Suggest at least two community interventions for the
homeless. Are there examples of these interventions in our
area?
Note: Some of the questions above were adapted by Mary Ann
Notarianni, PhD, RN
Process
Topic #1
Homelessness in the United States: What are the facts?
Statistics and Facts about homelessness
Why are people homeless? - Several reasons for why individuals
and families become homeless
How many people experience homelessness? - What's the "big
picture"?
Who is homeless? - A comprehensive report prepared by the
U.S. Department of Housing and Urban Development.
Experiencing Homelessness
Homeless Tent City - YouTube video showing how the homeless
survive a winter
America's youngest outcasts - Peruse this report to see how
homelessness impacts children
Topic #2

Homelessness and Violence - A disturbing perspective
Epidemic: Teens beat homeless - YouTube video about a
disturbing trend
But, is this trend changing? - This recent YouTube video gives
us hope that homelessness is being viewed with more
compassion.
Hate Crimes Against the Homeless - An Organizing Manual for
Concerned Citizens - A manual designed for interested
individuals to combat violence against homeless individuals.
You don't have to read the whole manual, but there are many
excellent suggestions you can use as a nurse.
Passers-By Ignore Dying Homeless Man - A terrible tragedy
Vulnerable to Hate: A Survey of Hate Crimes & Violence
Against Homeless People in 2013 - A comprehensive report
compiled by the National Coalition for the Homeless
11 myths about homelessness in America - Fact or fiction?
Homes not handcuffs: The criminalization of homelessness in
U.S. cities - An article from the National Coalition for the
Homeless on how cities are making homelessness a crime to
solve their city's homeless problem
Computer programmer teaches homeless to code - Homeless
individuals are people, just like me and you. What could these
individuals accomplish, given a helping hand, not a hand-out?
Watch this YouTube video about a homeless man who was
given a computer and some books on computer coding...
Topic #3
Homelessness: Could it happen to you?

What makes you homeless?
If you were homeless.... could you survive? Play this online
interactive role playing game. Can you make it to the end of
the month?
Risk factors for homelessness: Evidence from a population-
based study - Journal article by Katherine H. Shelton, Ph.D.,
Pamela J. Taylor, M.D., Adrian Bonner, Ph.D. and Marianne
van den Bree, Ph.D. Published in Psychiatric Services (2009),
60(4), 465-472.
Homelessness in our area
Virginia Homeless Shelters - Is there a shelter in your
neighborhood?
From tents to a church: Homeless in Virginia Beach - Review
these city plans to address homelessness - how are they doing so
far?
The City of Virginia Beach's Ten Year Plan to End
Homelessness - from 2007 to 2017, Virginia Beach has adopted
a plan to tackle the homelessness problem found locally
A Ten Year Plan to End Homelessness - Portsmouth has also
adopted a plan to address homelessness found in the city
Evaluation
Your responses to the questions after you have completed your
WebQuest will be evaluated as a Blog posting.
Please refer to your Syllabus to determine the grading criteria
for your responses to the WebQuest questions.
Conclusion
Source: National Alliance to End Homelessness
You have completed this Homelessness WebQuest and have

reviewed several web resources that presented different
perspectives on people experiencing homelessness.
Before returning to Brightspace to answer the Blog questions,
consider the following:
· Are these web sites valid? Which sites present information
that is factual and which sites are opinionated?
· What is your perspective on the homeless? Has it changed
after reviewing these web sites? If your perspective has
changed, what caused the change?
· Are you interested in learning more about helping the
homeless in our area? Can you think of organizations that could
assist in helping the homeless?
Return to your Brightspace course and answer the Blog
questions that are posted there.
References
Introduction
Anderson, E.T., & McFarlane, J. (2015). Community as partner
- Theory and practice in nursing (7th ed.). Philadelphia, PA:
Wolters Kluwer Lippincott Williams & Wilkins. Burligton, MA:
Jones & Bartlett Learning.

Lundy, K. S., & Janes, S. (2016). Community health nursing:
Caring for the public's health (3rd ed.). Sudbury, MA: Jones and
Bartlett Publishers.
Homelessness in the United States: What are the facts?
Statistics and Facts about homelessness
National Coalition for the Homeless. (2009, July). Why are
people homeless? Retrieved
from http://nationalhomeless.org/factsheets/why.html
National Alliance to End Homelessness. (2016). Snapshot of
homelessness. Retrieved
from http://www.endhomelessness.org/pages/snapshot_of_homel
essness
U.S. Department of Housing and Urban Development. (2015,
November). The 2015 Annual Homeless Assessment Report
(AHAR) to Congress. Retrieved
from https://www.hudexchange.info/resources/documents/2015-
AHAR-Part-1.pdf
Experiencing Homelessness
CNN (Producer). (2015, January 6). People living in tent city
preparing for cold winter.
Retrieved from https://www.youtube.com/watch?v=1o4k4IqRgG
o&feature=youtu.be
You Tube (Producer). (2014, November 18). Report: Child
homelessness rising in US. Retrieved
from https://www.youtube.com/watch?v=oCG_3LAa6as&feature
=youtu.be
Homelessness and Violence - A disturbing perspective
Violence against the homeless
National Coalition for the Homeless. (2014, June). Vulnerable
to hate: A survey of hate crimes & violence committed against
homeless people in 2013. Retrieved
from http://nationalhomeless.org/wp-
content/uploads/2014/06/Hate-Crimes-2013-FINAL.pdf
CBS (Producer). (2008). Epidemic: Teens beat homeless.
Retrieved
from https://www.youtube.com/watch?v=4mbbvncks9c

Inside Edition (Producer). (2017, January 30). Teens surprise
man with Chick-fil-A gift cards after seeing him go hungry.
Retrieved from https://youtu.be/lbq_EJ0kvGs
National Coalition for the Homeless. (2012, January). Hate
crimes against the homeless: An organizing manual for
concerned citizens. Retrieved
from http://www.nationalhomeless.org/publications/hatecrimes/
hatecrimesmanual12.pdf
Newsy.com (Producer). (2010). Passers-by ignore a dying
homeless man. Retrieved from http://www.newsy.com/stories/
But, aren't homeless people violent or mentally ill themselves?
Lopez, G. (2015, September 23). 11 myths about homelessness
in America. Retrieved
from http://www.vox.com/2015/1/15/7552441/homeless-facts-
myths
Homelessness: Could it happen to you?
What makes you homeless?
Spent.com. (n.d.) Online game. Retrieved
from http://playspent.org/
Shelton, K.S., Taylor, P.J., Bonner, A., and van den Bree, M.
(2009). Risk factors for homelessness: Evidence from a
population-based study. Psychiatric Services, 60(4), 465-472.
Homelessness in our area
Homeless Shelters Directory. (n.d.) Virginia homeless shelters.
Retrieved
from http://www.homelessshelterdirectory.org/virginia.html
Le, J. (2010, January). From tents to a church, beach counts
homeless. Retrieved from http://pilotonline.com/news/from-
tents-to-a-church-beach-counts-homeless/article_d98c01fc-
c612-5d78-8c2f-55bbf285c4a3.html
The Planning Council. (2008, September). A ten year plan to
end homelessness in Portsmouth, VA. Retrieved
from http://www.portsmouthva.gov/DocumentCenter/View/28
Virginia Beach Department of Housing and Neighborhood
Preservation In Partnership With The Virginia Beach Homeless
Advocacy and Resource Partnership. (2007, June). The City of

Virginia Beach’s ten year plan to end homelessness: 2007 –
2017. Retrieved from http://www.endhomelessness.org/page/-
/files/3083_file_Virginia_Beach_TYP.pdf
Conclusion
National Alliance to End Homelessness. (2007, January).
Homelessness counts. Retrieved
from http://www.endhomelessness.org/content/general/detail/14
40
Author Biography
Denise Foster, MSN, RN, CNE
I am an Associate Professor at Sentara College of Health
Sciences. As an educator in the Baccalaureate Nursing program,
I use WebQuests in most every course I teach. I am currently
pursuing a Ph.D. in Higher Education with a teaching emphasis
at Regent University in Virginia Beach, Virginia.
Permissions
We all benefit by being generous with our work. Permission is
granted for others to use and modify this WebQuest for
educational, non-commercial purposes as long as the original
authorship is credited. The modified WebQuest may be shared
only under the same conditions. See the Creative Commons
Attribution • Non-Commercial• Share-Alike license for details.
Instructions
Blog assignment:
In Week 7, we focus on the marginalized in our community.
Complete the Homeless Webquest - developed by Denise Foster,
PhD, RN and post your answers to the following questions by
Sunday, at 11:59 PM. No responses to peers due this week.
Follow this link to the Homeless Webquest - developed by
Denise Foster, PhD, RN. After completing the WebQuest,

return to this section of Brightspace and click on the Add
Attachments link below to upload a Word document. The Word
document should have your evaluation of the web sources and
answer all the questions below.
1) Do the web sources paint a valid picture of the homeless?
2) Are the web sources valid and non-biased?
3) Which sources are considered scholarly resources?
4) Give specific examples of the scholarly resources.
5) Which sources are grey literature?
6) Give specific examples of the grey literature.
7) Which sources are not scholarly or grey literature?
8) Give specific examples of the resources which are neither
scholarly nor grey literature.
9) Explain how each of these examples has contributed to your
knowledge and attitudes related to the homeless.
Challenge your thinking.
10) After completing the WebQuest, has your opinion about the
homeless individuals changed?
11) If so, how did it change? If not, provide rationale.
12) Suggest at least two community interventions relating to
homelessness.
13) Are there examples of these interventions in our area?
Identify and describe the services they offer.
Submit your Blog as instructed above by Sunday at 11:59 PM.

Challenge your thinking.10) After completing the WebQuest, has y.docx

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