Parts 7 and 8 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 9 and 10 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 18 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Due 20 hours: 4 pages
Due 40 hours: 8 pages
Due 90 hours: 6 pages
Part 1: minimum 2 pages WR (Due 20 hours)
Part 2: minimum 2 pages WR (Due 20 hours)
Part 3: minimum 3 pages WR (Due 90 hours)
Part 4: minimum 3 pages WR (Due 90 hours)
Part 5: minimum 1 page (Due 40 hours)
Part 6: minimum 1 page (Due 40 hours)
Part 7: minimum 2 pages (Due 40 hours)
Part 8: minimum 2 pages (Due 40 hours)
Part 9: minimum 1 page (Due 40 hours)
Part 10: minimum 1 page (Due 40 hours)
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the third person
All paragraphs must be narrative and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted responses are not accepted
Don’t write in the first person
Do not use subtitles or titles
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Parts 3 and 4: Minimum 5 references (APA format) per part not older than 5 years (Journals, books) (No websites)
All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed
5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Part 1: Writing and rhetoric
Subject: research topic statement
Topic: Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Research question 1: It is possible that implementing a mental health program for students ages 11-17 in Florida high schools could reduce the incidence of shootings in schools
Research question 2: Is it possible that implementing a mental health program for students ages 11-17 in high schools in Florida could educate students about the possible risk of shootings?
1. Topic (Three paragraphs)
a. Explain your topic in the class been so far? (One paragraph)
a. What are the most heavily-debated parts of that topic (One paragraph)
b. Why do the answers to that debate matter? (One paragraph)
2. Based on the research you’ve done so far (Two paragraphs)
a. What do you know about possible answers to your question (One paragraph)
b. What do you need to look into before you can answer your research question? (One paragraph)
3. In a paragraph, list at least 5 questions you have about your topic that a source could answer for you. These questions should be things you feel you need to answer before you can answer the research questions (One paragraph)
Part 2: Writing and rhetoric
Subject: Research topic statement
Topic: Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have.
Research question 1: Could legally recognizing female sex work in Florida reduce the incidence of sexual diseases in this population due to free access to the health system?
Research question 2: Could legally recognizing female sex work in Florida increase the sexual health of this population due to free access to the health system?
1. Topic (Three paragraphs)
a. Explain your topic in the class been so far? (One paragraph)
a. What are the most heavily-debated parts of that topic (One paragraph)
b. Why do the answers to that debate matter? (One paragraph)
2. Based on the research you’ve done so far (Two paragraphs)
a. What do you know about possible answers to your question (One paragraph)
b. What do you need to look into before you can answer your research question? (One paragraph)
3. In a paragraph, list at least 5 questions you have about your topic that a source could answer for you. These questions should be things you feel you need to answer before you can answer the research questions (One paragraph)
Part 3: Writing and rhetoric
Four paragraphs per page
Subject: Finding and Understanding Your Sources
Purpose: Persuade your instructor and classmates that you are exploring effectively, demonstrating intellectual curiosity, reading rhetorically and with an open mind.
Audience: Your instructor and classmates
Genre: Blog
Topic: Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Research question 1: It is possible that implementing a mental health program for students ages 11-17 in Florida high schools could reduce the incidence of shootings in schools
Research question 2: Is it possible that implementing a mental health program for students ages 11-17 in high schools in Florida could educate students about the possible risk of shootings?
1. Rhetorical summary Sources 1 (Check file 1) (One paragraph)
a. Introduce the source concisely
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
2. Rhetorical summary Sources 2 (Check file 2) (One paragraph)
a. Introduce the source concisely
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
3. Include a brief summary for each source that highlights the most important things you learned about your topic from that source. (One paragraph)
a. Source 1
b. Source 2
4. Discuss how source 1 answers your questions and/or enhances your understanding in some way. (Three paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer
b. How does this source answer those for you?
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most?
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
5. Discuss how source 2 answers your questions and/or enhances your understanding in some way.(Three paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer
b. How does this source answer those for you?
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most?
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
6. Summary of what you feel you understand about your topic (One paragraph)
a. What you are confused about
c. What questions you still have. You should also discuss:
7. Reflection (Two paragraphs: One paragraph for a and b; One paragraph for c and d)
a. What questions do you have now that you did not have before?
b. What might you want to research next?
c. What do you understand (overall) about your research question and its potential answers?
d. What aspect of the topic are you most interested in?
Part 4: Writing and rhetoric
Four paragraphs per page
Subject: Finding and Understanding Your Sources
Purpose: Persuade your instructor and classmates that you are exploring effectively, demonstrating intellectual curiosity, reading rhetorically and with an open mind.
Audience: Your instructor and classmates
Genre: Blog
Topic: Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have.
Research question 1: Could legally recognizing female sex work in Florida reduce the incidence of sexual diseases in this population due to free access to the health system?
Research question 2: Could legally recognizing female sex work in Florida increase the sexual health of this population due to free access to the health system?
1. Rhetorical summary Sources 1 (Check file 1) (One paragraph)
a. Introduce the source concisely
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
2. Rhetorical summary Sources 2 (Check file 2) (One paragraph)
a. Introduce the source concisely
b. Describe their rhetorical situation
i. Genre
ii. Audience
iii. Purpose
3. Include a brief summary for each source that highlights the most important things you learned about your topic from that source. (One paragraph)
a. Source 1
b. Source 2
4. Discuss how source 1 answers your questions and/or enhances your understanding in some way. (Three paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer
b. How does this source answer those for you?
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most?
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
5. Discuss how source 2 answers your questions and/or enhances your understanding in some way.(Three paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. What was the question (or questions) that you set out to answer
b. How does this source answer those for you?
c. Justify why this was a useful source for answering your research question.
d. What aspect(s) of the problem/issue/topic does this source seem to focus on most?
e. What kinds of information does this source not discuss?
f. What new, surprising, or unexpected information came up in this source?
6. Summary of what you feel you understand about your topic (One paragraph)
a. What you are confused about
c. What questions you still have. You should also discuss:
7. Reflection (Two paragraphs: One paragraph for a and b; One paragraph for c and d)
a. What questions do you have now that you did not have before?
b. What might you want to research next?
c. What do you understand (overall) about your research question and its potential answers?
d. What aspect of the topic are you most interested in?
Part 5: Conditions and diagnosis in recreation
Topic: Down syndrome and recreational therapy
According to file 1 (see file attached)
1. Write an abstract (Three paragraphs)
Part 6: Conditions and diagnosis in recreation
Topic: Down syndrome and recreational therapy
According to file 2 (see file attached)
1. Write an abstract (Three paragraphs)
Parts 7 and 8 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 7: Recreational Therapy
According to the link
https://fiu.instructure.com/media_objects_iframe/m-3oQ1pdESQkptAfkeprVVUyjUJDDbQj4G?type=video?type=video
1. Guest speaker’s background
a. Description of the agency they work at
2. What populations are served
a. Types of activities that are offered
b. General job responsibilities
3. Summary of what was mentioned about the APIED process (Assessment, Planning, Implementation, Evaluation and Documentation)
a. How this is implemented at their workplace
4. Explain recreational therapy services offered at these different locations.
a. CTRS at Catawba Hospital
b. CTRS at LAC + USC Medical Center
c. CTRS at West Texas VA Medical Center
5. Reflection
a.Takeaways and interesting things you learned
b. Discussion of personal fit for this setting based on personal attributes, interests, skills and career goals
Part 8: Recreational Therapy
According to the link
https://fiu.instructure.com/media_objects_iframe/m-3oQ1pdESQkptAfkeprVVUyjUJDDbQj4G?type=video?type=video
1. Guest speaker’s background
a. Description of the agency they work at
2. What populations are served
a. Types of activities that are offered
b. General job responsibilities
3. Summary of what was mentioned about the APIED process (Assessment, Planning, Implementation, Evaluation and Documentation)
a. How this is implemented at their workplace
4. Explain recreational therapy services offered at these different locations.
a. CTRS at Children’s Healthcare of Atlanta Hospital
b. CTRS at LAC + USC Medical Center
c. CTRS at Palace Gardens Assisted Living Facility
5. Reflection
a.Takeaways and interesting things you learned
b. Discussion of personal fit for this setting based on personal attributes, interests, skills and career goals
Parts 9 and 10 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 9: Inclusive recreation
Topic: Leisure Services with Aging Families
Read the file attached part 9 and 10
1. What do you think was Morrie’s main point?
2. How do you feel about how Morrie characterizes young adults?
3. What stereotypes do you hold about older adults?
Check:
https://www.youtube.com/watch?v=WTbtJgGPYIo
4. How does Sterling Estates promote healthy aging and consider inclusion in older adults?
5. How might you, as a future leisure service provider, promote continuity in the lives of older adults?
Part 10: Inclusive recreation
Topic: Leisure Services with Aging Families
Read the file attached part 9 and 10
1. What do you think was Morrie’s main point?
2. How do you feel about how Morrie characterizes young adults?
3. What stereotypes do you hold about older adults?
Check:
https://www.youtube.com/watch?v=WTbtJgGPYIo
4. How does Sterling Estates promote healthy aging and consider inclusion in older adults?
5. How might you, as a future leisure service provider, promote continuity in the lives of older adults?
Culturally Competent Health Care for Sex Workers: An
Examination of Myths That Stigmatize Sex-Work and Hinder
Access to Care
Danielle A. Sawicki1, Brienna N. Meffert1, Kate Read2, Adrienne J. Heinz1,3
1National Center for Posttraumatic Stress Disorder, Veterans Affairs Palo Alto Healthcare System
2Black Dot Writing LLC, Veterans Affairs Palo Alto Healthcare System
3Center for Innovation to Implementation, Veterans Affairs Palo Alto Healthcare System
Abstract
Sex workers are individuals who offer sexual services in exchange for compensation (i.e., money,
goods, or other services). Within the United States the full-service sex work (FSSW) industry
generates 14 billion dollars annually there are estimated to be 1-2 million FSSWers, though
experts believe this number to be an underestimate. Many FSSWers face the possibility of
violence, legal involvement, and social stigmatization. As a result, this population experiences
increased risk for mental health disorders. Given these risks and vulnerabilities, FSSWers stand to
benefit from receiving mental health care however a constellation of individual, organizational,
and systemic barriers limit care utilization. Destigmatization of FSSW and offering of culturally
competent mental health care can help empower this traditionally marginalized population. The
objective of the current review is to (1) educate clinicians on sex work and describe the unique
struggles faced by FSSW and vulnerability factors clinicians must consider, (2) address 5 common
myths about FSSW that perpetuate stigma, and (3) advance a research and culturally competent
clinical training agenda that can optimize mental health care engagement and utilization within the
sex work community.
Keywords
sex work; sex workers; prostitution; mental health; stigma; trauma
The sex industry, in varying forms and degrees, has been in existence for centuries. Attitudes
about sex work have evolved based on political and economic climates, predominant
religious beliefs, and law enforcement efforts. The term “sex work” is an umbrella term for
the provision of sexual services or performances by one person for which a second person,
the client or customer, provides money or other markers of economic value (i.e., goods,
services). Sex work refers to prostitutes, escorts, strippers, porn actors, sex phone operators,
or dominatrixes. It should be noted that not all people who participate in these acts identify
as sex workers. In sex work research, there is a long-standing debate about utilizing
Correspondence for this article should be addressed to Dr. Adrienne J. Heinz, 795 Willow Rd. (152-MPD), Menlo Park, CA 94025. RESEARCH ARTICLE
Associations between sex work laws and sex
workers’ health: A systematic review and
meta-analysis of quantitative and qualitative
studies
Lucy PlattID Teela Sanders3, Peninah MwangiID 1 Faculty of Public Health and Policy, London School of Hygiene & Tropical Medicine, London, United
Kingdom, 2 Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore,
Maryland, United States of America, 3 Department of Criminology, University of Leicester, Leicester, United
Kingdom, 4 Bar Hostess Empowerment and Support Programme, Nairobi, Kenya, 5 University of Toronto,
Toronto, Ontario, Canada
Abstract
Background
Sex workers are at disproportionate risk of violence and sexual and emotional ill health,
harms that have been linked to the criminalisation of sex work. We synthesised evidence on
the extent to which sex work laws and policing practices affect sex workers’ safety, health,
and access to services, and the pathways through which these effects occur.
Methods and findings
We searched bibliographic databases between 1 January 1990 and 9 May 2018 for qualita-
tive and quantitative research involving sex workers of all genders and terms relating to leg-
islation, police, and health. We operationalised categories of lawful and unlawful police
repression of sex workers or their clients, including criminal and administrative penalties.
We included quantitative studies that measured associations between policing and out-
comes of violence, health, and access to services, and qualitative studies that explored
related pathways. We conducted a meta-analysis to estimate the average effect of
experiencing sexual/physical violence, HIV or sexually transmitted infections (STIs), and
condomless sex, among individuals exposed to repressive policing compared to those
unexposed. Qualitative studies were synthesised iteratively, inductively, and thematically.
We reviewed 40 quantitative and 94 qualitative studies. Repressive policing of sex workers
was associated with increased risk of sexual/physical violence from clients or other parties
(odds ratio [OR] 2.99, 95% CI 1.96–4.57), HIV/STI (OR 1.87, 95% CI 1.60–2.19), and con-
domless sex (OR 1.42, 95% CI 1.03–1.94). The qualitative synthesis identified diverse
forms of police violence and abuses of power, including arbitrary arrest, bribery and extor-
tion, physical and sexual violence, failure to provide access to justice Authenticity:
1*, Pippa Grenfell1, Rebecca Meiksin1, Jocelyn Elmes1, Susan G. Sherman2,
4, Anna-Louise Crago5
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