Global Events Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Explain the response to a global event at the local and national levels. Does not explain the response to a global event at the local or the national level. Explains the response to a global event at either the local or the national level, but not both; or the explanation does not fully address the response. Explains the response to a global event at the local and national levels. Explains the response to a global event at the local and national levels, and describes how the response impacted outcomes. Explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event. Does not explain how social attitudes and issues of race, class, and/or gender may impact the response to a global event. Explains how social attitudes and issues of race, class, and/or gender may impact the response to a global event, but omits key information or critical aspects. Explains how social attitudes and issues of race, class, and/or gender may impact the response to a global event. Explains how social attitudes and issues of race, class, and/or gender may impact the response to a global event, providing real-world examples that add clarity and insight. Explain the role of international and altruistic organizations in providing health care services during a global event. Does not explain the role of international and/or altruistic organizations in providing health care services during a global event. Explains the role of either international or altruistic organizations in providing health care services during a global event, or the explanation lacks key elements. Explains the role of international and altruistic organizations in providing health care services during a global event. Explains the role of international and altruistic organizations in providing health care services during a global event, and considers how professional nursing can play a greater part within the organizations. Explain the role of the professional nurse in providing health care services related to global events. Does not explain the role of the professional nurse in providing health care services. Explains the role of the professional nurse in providing health care services, but does not relate the explanation to global events; or the explanation is missing key elements. Explains the role of the professional nurse in providing health care services related to global events. Explains the role of the professional nurse in providing health care services related to global events, addresses scope of practice when working outside the area of license, and explores the contribution of nursing to positive outcomes. Describe barriers to health care services during a global event. Does not identify barriers to health ...

1. Global Events Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT
DISTINGUISHED
Explain the
response to a global
event at the local
and national levels.
Does not explain the
response to a global
event at the local or
the national level.
Explains the response
to a global event at
either the local or the
national level, but not
both; or the
explanation does not
fully address the
response.
Explains the
response to a
global event at the
local and national
levels.
Explains the response to a
global event at the local

2. and national levels, and
describes how the
response impacted
outcomes.
Explain how social
attitudes and issues
of race, class, and/or
gender may impact
the response to a
global event.
Does not explain
how social attitudes
and issues of race,
class, and/or gender
may impact the
response to a global
event.
Explains how social
attitudes and issues of
race, class, and/or
gender may impact
the response to a
global event, but omits
key information or
critical aspects.
Explains how
social attitudes and
issues of race,
class, and/or
gender may impact
the response to a
global event.

3. Explains how social
attitudes and issues of
race, class, and/or gender
may impact the response
to a global event, providing
real-world examples that
add clarity and insight.
Explain the role of
international and
altruistic
organizations in
providing health
care services during
a global event.
Does not explain the
role of international
and/or altruistic
organizations in
providing health
care services during
a global event.
Explains the role of
either international or
altruistic organizations
in providing health
care services during a
global event, or the
explanation lacks key
elements.
Explains the role of
international and

4. altruistic
organizations in
providing health
care services
during a global
event.
Explains the role of
international and altruistic
organizations in providing
health care services during
a global event, and
considers how
professional nursing can
play a greater part within
the organizations.
Explain the role of
the professional
nurse in providing
health care services
related to global
events.
Does not explain the
role of the
professional nurse
in providing health
care services.
Explains the role of
the professional nurse
in providing health
care services, but
does not relate the
explanation to global

5. events; or the
explanation is missing
key elements.
Explains the role of
the professional
nurse in providing
health care
services related to
global events.
Explains the role of the
professional nurse in
providing health care
services related to global
events, addresses scope
of practice when working
outside the area of license,
and explores the
contribution of nursing to
positive outcomes.
Describe barriers to
health care services
during a global
event.
Does not identify
barriers to health
care services during
a global event.
Identifies barriers to
health care services
during a global event.

6. Describes barriers
to health care
services during a
global event.
Describes barriers to
health care services during
a global event, and offers
evidence-based strategies
to overcome barriers.
Write content clearly
and logically with
correct use of
grammar,
punctuation, and
mechanics.
Does not write
content clearly,
logically, or with
correct use of
grammar,
punctuation, and
mechanics.
Writes with errors in
clarity, logic, grammar,
punctuation, and/or
mechanics.
Writes content
clearly and
logically with
correct use of
grammar,

7. punctuation, and
mechanics.
Writes clearly and logically
with correct use of
spelling, grammar,
punctuation, and
mechanics; uses relevant
evidence to support a
central idea.
Correctly format
paper, citations, and
references, using
current APA style.
Does not correctly
format paper,
citations, and
references, using
current APA style.
Uses current APA to
format paper,
citations, and
references, but with
numerous errors.
Correctly formats
paper, citations,
and references,
using current APA
style.
Correctly formats paper,
citations, and references,

8. using current APA style
with no errors.
1 Education
Week Three Assignment Worksheet
Page 2 of 2
2) Boas, F. (1911). Handbook of American Indian languages.
Washington: G.P.O.
3) Jonsson, R. (2014). Boys’ Anti-School Culture Narratives
and School Practices. Anthropology and Education Quarterly,
45(3), 276-292.
Retrieved from AnthroSource database.
4) When it comes to language acquisition, it determines the
ability of the individual to speak in the Standard English. As for
the blacks Americans, the African American vernacular English
will interfere with the Standard English hence leading to the
changes in the sounds produced while speaking. As per (Boas,
1911) the changes in language sounds are common more so
when people who speak in different languages interact leading
to the people interacting to have words introduced into the
language hence resulting in the changes in the language. In any
language, there are the vocabularies which are learnt when an
individual was still young, and these neither will nor miss in the
language which the person will speak at the later stage in life.
These languages also keep on changing within different
geographical areas. Though there are these changes, the basics
are retained.
For a long time, there have been debates targeting the boys'

9. oppositional behavior and their underachievement in schools.
These debates are aimed at identifying the cause of these
behaviors amongst the boys. From an ethnographical point of
view, it is clear that influential theory significantly impacts the
boys' anti-school culture. Equally important, the kind of
narrative reproduced in regards to this theory gives a glimpse
that social interaction is given priority in most school setting or
contexts. The thesis statement of this article is that there has
been criticism from the scholars who have been referring to
boys as the new losers because many scholars are girls and boys
have been left behind. According to (Jonsson, R. 2014) these
researchers have observed that there is a gap when it comes to
education between males and females but there is the need to
extent the same to other categorization apart from gender. This
can be done by identifying the ratio of the scholars in different
races. From this information, it indicates that boys are at risk
when it comes to education and in turn, this will affect the
working class whereby there will be more women who are
working than men.
However, this classification whereby they talk about the boy's
anti-school culture, it explains the behaviors of the boys at
school, and this might lead to the production of the rowdy boys
in a way that it is not easy to clarify the complexity of the
students and the strategies used during the identification. With
the trend in which the boys are not valuing education, there is
the need to find measures which will be used to curb the current
situation because if the trend will be left to continue, then in
future it will not only be in the education system but also it will
extend to the workplaces. So, to avoid such situation boys
should be made value education.
Running Head: ANTHROPOLOGY AND EDUCATION
QUARTERLY 1

10. 5) The thesis statement of this article is that when it comes to
abilities of the students to learn, the physical differences do not
contribute towards the difference in abilities to acquire
knowledge. This is because; all the students have the same
learning process only that the environment in which they were
brought up contributes to the differences. Also, the thesis
statement of this article is that there has been criticism from the
scholars who have been referring to boys as the new losers
because many scholars are girls and boys have been left behind.
Page 3 of 3
Overview
Write a 5–6 page, APA-formatted report that explains the
responses to a global event, how issues of race, class, and
gender may have affected the response, and the role of
international and altruistic organizations in providing health
care services related to the event. Describe barriers to receiving
health care services related to the event, and explain the role of
the professional nurse in providing health care services related
to the global event.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course
competencies and assessment criteria:
Competency 1: Explain the factors that affect the health of
communities.
Explain the response to a global event at the local and national
levels.
Explain how social attitudes and issues of race, class, and/or
gender may impact the response to a global event.
Explain the role of international and altruistic organizations in
providing health care services during a global event.

11. Competency 2: Apply evidence-based interventions to promote
health and disease prevention and respond to community health
issues.
Explain the role of the professional nurse in providing health
care services related to global events.
Competency 3: Develop an evidence-based nursing response for
providing health care services related to community crises.
Describe barriers to health care services during a global event.
Competency 4: Communicate in a manner that is scholarly,
professional, and consistent with expectations for a nursing
professional.
Write content clearly and logically with correct use of grammar,
punctuation, and mechanics.
Correctly format paper, citations, and references, using current
APA style.
Context
According to the World Health Organization (WHO), natural
disasters kill approximately 90,000 people and impact another
160 million people every year (2015). Natural disasters such as
earthquakes, tsunamis, hurricanes, and wildfires not only have
an immediate impact on those who live in and around the
affected area, they also often have a longer-term effect on the
health and well-being of those impacted. Developing countries
are frequently unable to respond to natural disasters effectively
and efficiently because they lack resources, infrastructure, and
disaster-preparedness systems.
Poor health care systems in developing countries also make
these countries more vulnerable to epidemics such as the recent
outbreak of Ebola in Chad, Guinea, Liberia, and Sierra Leone.
According to a report from Save the Children (2015), some
developing countries have less than one health care worker for
every 2,000 people. Other diseases such as malaria and
pneumonia account for as many as 17,000 child deaths every
day (Save the Children, 2015).
Nurses can provide critical skills during times of global events.
Whether by volunteering directly at the site of the event or by

12. recruiting, screening, and training other professional nurses
behind the scenes, nurses are crucial to global relief efforts.
References
Save the Children. (2015). A wake-up call: Lessons from Ebola
for the world's health systems. Retrieved from
http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-
9bd0-
df91d2eba74a%7D/WAKE%20UP%20CALL%20REPORT%20P
DF.PDF
World Health Organization. (2015). Natural disaster profiles.
Retrieved from http://www.who.int/topics/emergencies/en/
Toggle Drawer
Questions to Consider
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a
work associate, an interested friend, or a member of the
business community.
What does it mean to be a global citizen?
What responsibility do health care professionals assume during
times of global events, by being global citizens?
Suggested Resources
The following optional resources are provided to support you in
completing the assessment or to provide a helpful context. For
additional resources, refer to the Research Resources and
Supplemental Resources in the left navigation menu of your
courseroom.
Library Resources
Rowthorn, V. (2013). A place for all at the global health table:
A case study about creating an interprofessional global health
project. Journal of Law, Medicine & Ethics, 41(4), 907–914.
Mitani, S., Kako, M., & Mayner, L. (2014). Medical relief for
the 2011 Japan earthquake: A nursing account. Nursing &
Health Sciences, 16(1), 26–30.
Li, X. H., & Zheng, J. C. (2014). Efficient post-disaster patient
transportation and transfer: Experiences and lessons learned in
emergency medical rescue in Aceh after the 2004 Asian

13. tsunami. Military Medicine, 179(8), 913–919.
Agusto, F. B., Teboh-Ewungkem, M. I., & Gumel, A. B. (2015).
Mathematical assessment of the effect of traditional beliefs and
customs on the transmission dynamics of the 2014 Ebola
outbreaks. BMC Medicine, 13(1), 1–17.
Charania, N. A., & Tsuji, L. (2012). A community-based
participatory approach and engagement process creates
culturally appropriate and community informed pandemic plans
after the 2009 H1N1 influenza pandemic: Remote and isolated
First Nations communities of Sub-Arctic Ontario, Canada. BMC
Public Health, 12(1), 268–276.
Internet Resources
Access the following resources by clicking the links provided.
Please note that URLs change frequently. Permissions for the
following links have either been granted or deemed appropriate
for educational use at the time of course publication.
World Health Organization. (n.d.). Health action in crises
publications. Retrieved from
http://www.who.int/hac/publications/en/
Brewer, K. (2010, June). Who will be there? Ethics, the law,
and a nurse's duty to respond in a disaster (ANA Issue Brief).
Retrieved from
http://www.nursingworld.org/MainMenuCategories/WorkplaceS
afety/Healthy-Work-Environment/DPR/Disaster-
Preparedness.pdf
DeMoro, R. A. (2014, September 8). The underreported side of
the Ebola crisis [Blog]. Retrieved from
http://www.nationalnursesunited.org/blog/entry/the-
underreported-side-of-the-ebola-crisis/
American Nurses Association. (n.d.). Disaster preparedness and
response. Retrieved from
http://www.nursingworld.org/disasterpreparedness
Bookstore Resources
Maurer, F. A., & Smith, C. M. (2013). Community/public health
nursing practice: Health for families and populations (5th ed.).
St. Louis, MO: W. B. Saunders.

14. Chapter 10.
Assessment Instructions
Preparation
Suppose that within your health care organization there is no
formal process or structure for health care professionals to
volunteer time and services in times of global need. You would
like to develop a proposal for establishing a process that would
allow nurses and other health care professionals to secure time
off to work with a specific worldwide organization, to provide
health care services during global events. As part of the
proposal, you would need to provide background research to
support your request.
Conduct background research on either one of the following to
support the proposal you would develop:
Choose one worldwide epidemic, such as the 2009 flu
pandemic, 2009 mumps outbreak, 2012 Middle East respiratory
syndrome coronavirus outbreak, the recent Ebola virus
epidemic, or another epidemic. Research articles that focus on
how the initial outbreak was handled; the role of social attitudes
and issues of race, class, and gender in responding to the
outbreak; barriers to people receiving proper health care; and
the role of nursing in providing health care services related to
the epidemic.
Choose one natural disaster, such as the earthquakes in Haiti,
Pakistan, or Nepal; Cyclone Nargis in Myanmar; the Indian
Ocean earthquake and tsunami, or any other natural disaster that
brought a worldwide response. Research articles that focus on
the initial response to the disaster; the role of social attitudes
and issues of race, class, and gender in responding to the
disaster; barriers to survivors receiving health care; and the role
of nursing in providing health care services related to the
disaster.
Requirements
For this assessment, develop background research that would
support a proposal for an organizational process allowing health
care professionals to volunteer time and services when global

15. events happen. First, identify the global event you will be using
in your research, and then:
Explain how the local and national (meaning the nation in which
the event took place) communities responded to the event. Who
responded? How long did the first response take? How did
health care providers respond?
Explain how social attitudes, as well as issues of race, class,
gender, or other factors may have influenced the response to the
event. Be sure you consider not only the response of the home
country, but the global response as well.
Describe barriers to health care services for the people impacted
by the event. Some barriers may be obvious, and other barriers
less obvious; try to consider multiple aspects.
Explain the role of international health organizations and
altruistic organizations in providing health care services related
to the global event.
Explain the role of the professional nurse in providing health
care services related to the global event. Consider scope of
practice when working professionally out of one's area of
license—either nationally or globally.
Additional Requirements
Complete your assessment using the following specifications:
Title page and reference page.
Number of pages: 5–6 (not including the title and reference
pages).
At least 4 current scholarly or professional resources.
APA format for the entire document, including citations and
references.
Times New Roman font, 12-point, double-spaced.