APA format
1) Minimum 19 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
Part 1: minimum 3 pages (Due 24 hours)
Part 2: minimum 3 pages (Due 24 hours)
Part 3: minimum 2 pages (Due 18 hours)
Part 4: minimum 5 pages (Due 48 hours)
Part 5: minimum 6 pages (Due 48 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)
Part 1 and 2: Minimum 7 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 4: Minimum 7 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Part 5: Minimum 7 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
Topic: Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Deep: Tweets to Reports
Writing: school genre
According to
https://twitter.com/SomeMoreNews/status/1575606631894687744
Pick two claims (facts, statistics, arguments) made in the social media text and
1. What do you find online information (Journals, books…) about the claims selected? (One paragraph)
a. What say two reliable sources per each picked claim that either confirms or disproves that information?
Following the checklist (Check the file attached)
2. Discuss at least one detail from your source that establishes each of the following: (One paragraph)
a. Authority
b. Purpose
c. Accuracy and Verifiability
e. Currency and Relevance. If you can’t establish all four of these criteria, consider using a different source.
4. Following the Guiding Questions for Researching Rhetorically 2 file (Check the file attached) answer each question in a paragraph, that is, seven paragraphs
Question 1 (One paragraph)
Question 2 (One paragraph)
Question 3 (One paragraph)
Question 4 (One paragraph)
Question 5 (One paragraph)
Question 6 (One paragraph)
Question 7 (One paragraph)
Part 2: Writing and rhetoric
Topic: Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have
Deep: Tweets to Reports
Writing: school genre
According to
https://twitter.com/aclu/status/1289212497531228160
Pick two claims (facts, statistics, arguments) made in the social media text and
1. What do you find online information (Journals, books…) about the claims selected? (One paragraph)
a. What say two reliable sources per each picked claim that either confirms or disproves that information?
Following the checklist (Check the file attached)
2. Discuss at least one detail from your source that establishes each of the following: (One paragraph)
a. Authority
b. Purpose
c. Accuracy and Verifiability
e. Currency and Relevance. If you can’t establish all four of these criteria, consider using a different source.
4. Following the Guiding Questions for Researching Rhetorically 2 file (Check the file attached) answer each question in a paragraph, that is, seven paragraphs
Question 1 (One paragraph)
Question 2 (One paragraph)
Question 3 (One paragraph)
Question 4 (One paragraph)
Question 5 (One paragraph)
Question 6 (One paragraph)
Question 7 (One paragraph)
Part 3: Nursing theory
Topic: Watson’s theory
1. Present an overview of the nursing theory (One paragraph)
2. Describe the conceptual model the theory would fall into. (Two paragraphs)
3. Is it a practice theory, midrange theory, or grand theory? (One paragraph)
a. Explain
4. Explain how the nursing theory incorporates the four metaparadigm concepts.(Two paragraphs: One paragraph for a and b; One paragraph for c and d)
a. Person
b. Health
c. Environment
d. Nursing
Part 4: Pathophysiology
Topic: Schizoaffective Disorders
Disease: schizophrenia
1. According to DSM- 5 (ONLY) explain what Schizoaffective Disorders is (One paragraph)
2. Definition of the disease or disorder (One paragraph)
3. Stadistic epidemiology of the disease or disorder (One paragraph)
a. Incidence
b. Prevalence
4. Pathogenesis (Four paragraphs)
a. Pathophysiology at the Cellular level (One paragraph)
b. Genetics/genomics (One paragraph)
c. Neurotransmitters (One paragraph)
d. Neurobiology (One paragraph)
5. Clinical features of the disease or disorder (Three paragraphs)
a. History of the patient’s problems (One paragraph)
b. Physical findings (One paragraph)
c. Psychiatric findings (One paragraph)
6. Recommendations (Five paragraphs)
a. Treatment recommendations according to the US clinical guidelines. (One paragraph)
b. Patient education for management and anticipatory guidance.(One paragraph)
c. Non-pharmaceutical (One paragraph)
d. Cultural (One paragraph)
e. Spiritual considerations (One paragraph)
Part 5: Capstone project
Topic: Hyperlipidemia: lifestyle modifications combined with pharmacologic treatment
According to Part 5: Hyperlipidemia (Check file attached)
1. Create a MAP-IT (Check MAP-IT stands) (Five paragraphs)
a. M- Mobilize (One paragraph)
b. A- Asses (One paragraph)
c. P- Plan (One paragraph)
d. I- Implement (One paragraph)
e. T- Track (One paragraph)
2. Framework: Health Belief Model (HBM) (Three paragraphs)
a. Explain the Framework (One paragraph)
b. Explain how HBM is the most appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal (Two paragraph)
3. Outcomes (Two paragraphs)
a. Describe the intended outcomes concurrent with the SMART goal approach
4. Detailed Plan (Four paragraphs)
a. Provide a detailed plan for the evaluation for each outcome.
5. Barriers / Challenges (Two paragraphs)
a. Describe possible barriers/challenges to implementing the proposed project (One paragraph)
b. Describe the strategies to address these barriers/challenges(One paragraph)
6. Conclusion (Two paragraphs)
a. Share your insights about this strategy and your expectations regarding achieving your goals. (One paragraph)
b. Make a comprehensive conclusion summarizing the pap3r and providing a call to action for the nurses. (One paragraph)
4
Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health.
Second article:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7803479/
The first article, “Uvalde School Shooting Underscores Urgent Need for Mental Health Resources,” is directed towards a general audience of educators and advocates for change (Long, 2022). The second article, “Mental Illness, Mass Shootings, and the Future of Psychiatric Research into American Gun Violence,” is directed toward a scholarly audience of mental health professionals and researchers (Metzl et al., 2021). The purpose of the first article is to raise awareness and advocate for increased mental health resources in schools (Long, 2022), while the second article’s purpose is to provide a review of the literature on the relationship between mental illness and mass shootings and to provide an understanding of gun violence (Metzl et al., 2021). The first article is in the genre of advocacy literature, while the second one is in the genre of research literature.
Summary
Long, C. (2022, May 26). Uvalde school shooting underscores urgent need for mental health resources.
NEA News.
The first article discusses the recent school shooting in Uvalde, Texas, and argues that the shooting highlights the urgent need for increased mental health resources in schools (Long, 2022). The article identifies the extended risks that people of color face by being the target of shootings and the protection they need. Anxiety and sadness are filling students and community members because of the shooting that happened back-to-back (Long, 2022). The article cites statistics on the prevalence of mental health problems among students, the lack of access to mental health services, and the need for increased funding to support mental health programs.
Metzl, J. M., Piemonte, J., & McKay, T. (2021). Mental illness, mass shootings, and the future of psychiatric research into American gun violence.
Harvard Review of Psychiatry,
29(1), 81.
This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.
Responding to Disability: A Question of Attitude
This questionnaire is designed to stimulate thinking and dialogue. It is not intended to test knowledge of disability or
attitudes toward people with disabilities. As people increasingly find themselves in situations involving people who are
disabled they need to make quick decisions on how to respond. This questionnaire provides an opportunity to think
about situations involving people with disabilities, to respond, and then to consider the various responses more
carefully.
Responding to Disability: A Question of Attitude
Written by Patricia Hague
produced by
Minnesota State Council on Disabilities
208 Metro Square Building
St. Paul, MN 55101
612/296-6785 or
1-800/652-9747
Toll Free Voice and TDD
edited by
Indiana Governors Planning Council for People With Disabilities
Note: I would like to take this opportunity to extend my gratitude to the Center for Education for Non-Traditional
Students for their support during much of the time I was writing this questionnaire. Their encouragement and
thoughtful feedback were valuable in the development of these questions and answers. In particular, I would like to
thank Sandra Gish for her assistance with the development of question number ten. I would especially like to thank
Jerry Bergdahl, Gary TeGrootenhuis, Jeanne-Marie Moore, Kay Stoll and Alice Nelson for teaching me most of what I
know about disabilities and for giving me plenty of opportunities to improve my awareness of and attitudes toward
disabilities. – Patricia Hague
Copyright 1982
Minnesota Council on Disabilities
If interested in reproducing all or part of this booklet, contact the Minnesota State Council on Disabilities, 208
Metro Square, St. Paul, MN 55101, for permission.
(Editors note: With permission, this document has been edited to ensure that it reflects people first language.
Permission has been granted to reproduce this document or any portion thereof so long as proper credit is
given to the author.)
INTRODUCTION
With the recent changes in laws, opportunities, and attitudes, more people with disabilities are moving into the
mainstream, pursuing education, employment, and leisure activities. Yet few of us have had extensive
exposure to people with disabilities. Despite our desires to respond appropriately when we interact with a
person who has a disability, sometimes there is confusion, hesitancy or miscommunication.
This questionnaire is designed to stim
Guiding Questions for Researching Rhetorically 2
Below I’ve provided you with some questions to help you with your answer. Please
do not answer in bulleted form. Use the questions below to help you write your response.
Guiding Questions for Researching Rhetorically 2
1. Analyze the genre, purpose, and audience of the text you’ve chosen.
· Where is this text published or made public?
· Who is the specific intended audience? What is the purpose of this text?
2. Rhetorically analyze the text you’ve chosen:
· What stylistic choices do they make?
· What content choices? What choices regarding images, layout, etc?
· How do such choices relate to their rhetorical purpose/s?
· How are they trying to affect change, attract participants, etc.?
3. Based on the social media post(s) you’re analyzing,
· How does this social media platform seem to impact the rhetorical aspects of this text?
· In other words, how does the fact that this text is on social media impact the way that this text engages with its audience and/or achieves its purpose?
· How does this compare to the other texts you discussed in Researching Rhetorically 1?
4. How does the message in this text align or not align with the texts about your topic?
· In other words, what are some connections you notice between this social media text and the ones you analyzed in Researching Rhetorically 1?
5. How does this source use evidence?
· Is it reliable? Why or why not?
· What kind of information is given?
6. How does this source participate in a larger conversation with the other sources you looked at?
7. What did you learn from this source that you did not know from the previous sources?
· Did you learn something new about your movement or organization?
· In what ways does this source build on or contradict the other sources?
· How does the genre/medium affect the source’s argument?
MAP-IT stands
Creation of a health promotion initiative to improve health indicators for “your health problem”. This activity is focusing on your creativity, analysis of facts, organization and leadership qualities. Be concise but comprehensive in your ideas.
MAP-IT stands for:
M Mobilize
A Asses
P Plan
I Implement
T Track
Using MAP-IT framework briefly determine how you may:
1. Mobilize resources and stakeholders to take care of the selected health problem in your community, determining mission and vision of the resulted coalition, defining partners, their roles and meeting plans.
2. Asses the problem, including a realistic long-term goal, how you may collect data to determine your needs and priorities logically organized
3. Plan objectives and steps to achieve them. Consider opportunities for interventions with broad reach and impact. How may you measure your progress? What is expected to change, by how much, and by when? Choose objectives that are challenging yet realistic.
4. Implement. Create a detailed work plan that includes concrete action steps assigned to specific people with clear deadlines and/or timelines. Share responsibilities across coalition members but consider having a single point of contact to manage the process to ensure that things get done. Check in with coalition members by using the Coalition Self-Assessment to see if your process is running smoothly. Develop a simple communication plan. Use kick-off events, activities, or campus meetings to showcase your coalition’s accomplishments.
5. Track. Plan regular evaluations to measure and track your progress over time. Evaluations can help your coalition determine if your plan has been effective in achieving your goals. Be mindful of limitations of self-reported data, data quality, data validity, and reliability. Partnering with a statistician or researcher at your institution can help you conduct a quality evaluation. You can use these basic formulas to calculate baseline, target, and achieved rates for your selected health outcomes.
2
Hyperlipidemia: lifestyle modifications combined with pharmacologic treatment
Hyperlipidemia, also referred to as dyslipidemia, is a condition that occurs when fats are deposited in the arteries increasing the risk of blockage. Hyperlipidemia is a major health issue among Hispanic females, which increases the risk of cardiovascular diseases in this patient population (Lamar et al., 2020). Current evidence indicates that the national prevalence of hyperlipidemia among U.S. adults is 11.3% (MacDonald, 2022). About 27.3% of the population in Miami-Dade County has high cholesterol (Miami-Dade Matters, 2019). This project aims to identify the effectiveness of combining lifestyle modifications with pharmacology treatment in improving cholesterol levels in mid-aged female Hispanics with hyperlipidemia diagnosis.
Hyperlipidemia: lifestyle modifications combined with pharmacologic treatment
Population
Hispanics are among the ethnic groups at the highest risk of developing hyperlipidemia. Middle-aged Hispanic females are at risk of hyperlipidemia due to various risk factors. Evidence from research indicates that the prevalence of hyperlipidemia is high across all Hispanics, but some groups within the population are more affected such as women. Various factors make women more vulnerable to hyperlipidemia which makes it interesting to focus on the mid-age female population.
Social determinants
The social determinants of health that predispose Hispanic females to hyperlipidemia include individuals’ socioeconomic status, household income, level of education, access to healthy foods, employment, and gender. Socioeconomic status is closely related to other factors such as the level of household income and education level. Individuals of lower socioeconomic status are more likely to have lower education levels, lower household income, and poor access to healthy foods, which could influence their health outcomes (Hudson et al., 2020).
Risk factors
Several risk factors predispose Hispanic females to hyperlipidemia such as high body mass index (BMI), obesity, older age, female gender, low physical activity level, alcohol use, and diabetes (Lamar et al., 2020). The risk of hyperlipidemia is higher in individuals with high BMI, advanced age, and those that are physically inactive due to an increase in weight. Lamar et al. (2020) indicated that women were more affected by hyperlipidemia compared to men, particularly those who are older, obese, and those with underlying conditions such as diabetes. Females are more likely to be obese and physically inactive.
Literature review
Ramírez et al. (2020) conducted a study and wrote an article titled “Prevalence of hyperlipidemia and its associated factors in univ
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