I’m working on a other writing question and need an explanation to help me understand better.
HB2001: Influences on Health Behavior: Analyze the influences of personal, social, and environmental factors on health behaviors. Written Response Submission Form Your Name: First and last Your E-Mail Address: Your e-mail here Instructions Write your responses where it reads “Enter your response here.” Write as much as needed to satisfy the requirements indicated. Each item contains the Rubric, which will be used to evaluate your responses. At the end of the template, you will list the references you used to support your responses. Item 1 In your own words, explain the concept of “health behavior” and then describe three health-promoting and three health-compromising behaviors. In your response, explain any demographic (e.g., race/ethnicity, age, sex) differences found in at least three (3) of the behaviors you chose to discuss. For example, men are more likely to be current smokers than women. Also, explain any relationships that might exist between any of the behaviors you have chosen for this assessment prompt. For example, research has shown a relationship between screen-time and sexual behavior in adolescents. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 1: Health Behavior Explain the concept of health behavior. LO1.1: Define health behavior. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Describe three health-promoting behaviors. LO1.2: Describe health-promoting behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Describe three health-compromising behaviors. LO1.3: Describe health-compromising behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Explain any demographic differences between the different behaviors you chose to discuss. LO1.4: Analyze demographic differences between different health behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Explain possible relationships between the different behaviors you chose to discuss. LO1.5: Analyze relationships between different health behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Item 2 Consider the following case study: Brittany, 27 years old, lives in a small, rural town in North Carolina. She and her husband of 1 year want to start a family. Brittany wants to stop smoking before she becomes pregnant. She has tried various strategies including nicotine gum and hypnotherapy, but she hasn’t been able to abstain from smoking completely. She feels a great deal of guilt. Like several of her friends, Brittany began smoking when she was 16. When she was an adolescent, Brittany saw images of beautiful women smoking in magazines and in movies. On occasion, she would see some of her teachers smoking outside during their lunch hour. Smoking was allowed in some restaurants and most bars in her community when Brittany was growing up. Brittany’s father is also a smoker, although he is actively trying to quit after a diagnosis of heart disease last year. Based on each level of influence of the social ecological model (SEM), explain why Brittany may have started smoking at age 16. Provide at least one (1) example of influence for each level of the SEM and indicate the level of influence for each example.Identify a personal, social, and environmental factor that may influence Brittany to continue smoking. Provide an example in your response and indicate the level of influence of each factor that you identified. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 2: Factors that Influence Health Behavior: A Social Ecological Perspective Based on each level of influence of the SEM, explain why Brittany may have started smoking at age 16. Provide at least one (1) example of influence for each level of the SEM and indicate the level of influence for each example. LO2.1: Analyze a health behavior using each level of the SEM. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Identify a personal, social, and environmental factor that may influence Brittany to continue smoking. Provide an example in your response and indicate the level of influence of each factor that you identified. LO2.2: Identify factors that influence a health behavior. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Item 3 Consider the following case study: Marena is 47, recently divorced, and works as a manager of a small health clinic in Dallas, Texas. She typically works 10 hours a day, 5 (sometimes 6) days a week, which leaves her little time to prepare healthy meals and exercise. After work, she usually picks up dinner from one of the many fast food restaurants located on her route home. She has one child who just started college. Marena was born in Mexico. Her parents brought her to the United States when she was 10 years old. Her parents worked long hours and did not always have the financial means to provide healthy food for the family, so she and her siblings grew up on a diet that included a lot of bread and very few fresh fruits and vegetables. Under the circumstances, her parents did the best that they could do to provide for their family. Throughout her life, Marena has struggled with her weight. Both of her parents are overweight as well. Marena recognizes that she needs to lose weight but has not been motivated to make behavioral changes. During a recent visit with her doctor, she was told that she is prediabetic and that she needs to lose weight to help prevent becoming a type 2 diabetic. Her doctor has counseled her on diet and exercise guidelines. Explain at least two (2) environmental factors that may influence Marena’s exercise and eating behaviors, which have contributed to her struggle with weight.Explain how Marena’s attitudes and beliefs, her family and peers’ behaviors, and her environment may interact to influence her decisions and behaviors related to exercise and eating behavior? Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 2: Factors that Influence Health Behavior: A Social Ecological Perspective Explain at least two (2) environmental factors that may influence Marena’s exercise and eating behaviors, which have contributed to her struggle with weight. LO2.3: Analyze how the environment influences health behavior. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Explain how Marena’s attitudes and beliefs, her family and peers’ behaviors, and her environment interact to influence her decisions and behaviors related to exercise and eating behaviors? LO2.4: Analyze the interaction between personal, social, and environmental factors on health behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Item 4 Consider the following case study: Brianna, 16, recently received her driver’s license. Her parents bought her a used vehicle to commute to and from school. Like most of her peers, Brianna has a smartphone. Despite several educational seminars at school about the negative consequences associated with talking and texting while driving, Brianna and many of her friends use their cell phones while they drive. Before her parents gave her the car, they told her not to text and drive. However, Brianna has been in the car when her parents were driving while using the phone. Explain the social factors (e.g., family, peers, adult role models, entertainment and media, etc.) that may influence Brianna’s driving and cellphone use behavior. What level of influence do you think has the greatest impact on Brianna’s decision to use her phone despite learning about the negative consequences of phone use while driving? Defend your answer. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 2: Factors that Influence Health Behavior: A Social Ecological Perspective Explain the social factors (e.g., family, peers, adult role models, entertainment and media, etc.) that may influence Brianna’s driving and cellphone use behavior. LO 2.5: Analyze how social factors influence health behavior. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. What level of influence do you think has the greatest impact on Brianna’s decision to use her phone despite learning about the negative consequences of phone use while driving? Defend your answer. LO2.6: Analyze the influence of different factors on health behavior. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Item 5 In your own words, explain the relationship between health behaviors and health outcomes. Identify at least two health consequences of continuing the health behavior described in each scenario. Your Response Enter your response here. Rubric 0 Not Present 1 Needs Improvement 2 Meets Expectations Module 3: Health Behavior and Health Issues Explain the relationship between health behaviors and health outcomes. LO3.1: Analyze the relationship between health behaviors and health outcomes. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. Identify at least two health consequences of continuing the health behavior described in each scenario. LO3.2: Identify health outcomes related to specific health behaviors. Response is missing. Response is vague, inaccurate, or incomplete. Response is clear, accurate, and complete. References Provide a citation for each resource you used to write your response to this Assessment. A sample citation is provided below: Robertson, C. (2016). Safety, nutrition, & health in early education (6th ed.). Boston, MA: Cengage Learning. Mastery Rubric To achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric. Yes No Exceeds Expectations: Analyzes Sources to Make Informed Conclusions Learning Objective: Analyze multiple, relevant sources to explain the complex nature of health behavior, the multiple factors influencing health behavior (based on the SEM and social determinants of health), and the relationship between health behavior and health outcomes. Responses to the items use information from relevant sources to critically demonstrate a thorough understanding of the health behavior, as well as intersections and relationships between health outcomes and health behavior. Responses to the items do not use information from relevant sources to critically demonstrate a thorough understanding of the health behavior, as well as intersections and relationships between health outcomes and health behavior. Professional Skill Building The Faculty Assessor will provide feedback based on the following Professional Skill(s): Written Communication and Information Literacy.Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that you will not meet these expectations yet, reach out to your Coach so he or she can work with you to further develop these important professional skills. It is highly recommended that you use this opportunity to practice these important professional skills in the context of this Competency Assessment, to receive feedback about your current level of proficiency. Written & Oral Communication: Communicate with clarity, coherence, and purpose. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Construct complete and correct sentences. Sentences are incoherent and impede reader’s access to ideas. Sentences are incomplete and/or include fragments and run-on sentences, limiting reader’s access to ideas. Sentence structure effectively conveys meaning to the reader. LO2: Demonstrate the effective use of grammar and mechanics. Multiple inaccuracies in grammar and mechanics impede reader’s access to ideas. Some inaccuracies in grammar and mechanics limit reader’s access to ideas. Use of grammar and mechanics is straightforward and effectively conveys meaning to reader. LO3: Create cohesive paragraphs with a clear central idea. Paragraphs, or lack of paragraphs, impede reader’s access to ideas. Construction of main idea and/or supporting paragraphs limit reader’s access to ideas. Main idea and/or supporting paragraphs effectively convey meaning to reader. LO4: Use supporting material to support a claim. Supporting materials are not present. Supporting material is used inconsistently or inappropriately. Supporting material is used to enhance meaning. Writing is appropriately paraphrased and uses direct quotes as applicable. LO6: Identify sources. Sources are missing. Writing inconsistently identifies or misrepresents sources. Writing clearly identifies the source of nonoriginal material and/or ideas. Information Literacy: Apply strategies to evaluate information in order to effectively analyze issues and make decisions. 0 Not Present 1 Needs Improvement 2 Meets Expectations LO1: Identify and locate credible sources. No sources or noncredible sources are present. Sources are inconsistently credible, appropriate, and relevant to the topic and/or assessment. Sources are mostly credible, appropriate, and relevant to the topic and/or assessment. LO2: Analyze information sources. Analysis is not present. Analysis superficially applies aspects of sources that are most relevant to the topic and/or assessment and/or analysis is unclear. Analysis thoroughly and clearly applies aspects of sources that are most relevant to the topic and/or assessment.
HB 2001 WU Health Behavior & Public Health Influences on Health Behaviors Discussion
Module 8 Essay
Assume you work as a detective in the special victims unit. One of your recent arrests involves a child abuser. This suspect tells you that he was abused as a child, and no one ever stopped him from being abused. How does this affect your viewpoint? Do you believe him to be a victim as well? Explain your reasoning.
Looking At Parallelism Of Frankenstein And The Scientist English Literature Essay
i need help writing an essay Mary Shelley’s Frankenstein revolves around two main characters: the brilliant but miserable scientist and his greatly misunderstood creation, a creature that was conceived without a chance of acceptance. Though, because of Frankenstein’s neglection and the creature’s subsequent bad decisions, the creation and creator are constantly in conflict with one another. However, even with this continuous conflict, the two share very striking similarities. Throughout the novel, the parallelism between Victor Frankenstein’s personality and that of his creation become more and more apparent as we see their shared craving for knowledge, yearning for revenge and their appreciation of the nature around them. After the murder of William, Clerval and Elizabeth and the unjustified execution of Justine, Frankenstein’s new found for living was based solely on revenge. He dedicated his life to carrying out his revenge and spent all his efforts on tracking down his creation, chasing him across the continent. He suffered the feeling of the bitter cold temperatures and fatigue but yet, through it all, Frankenstein remained fervently determined. This “…revenge kept [him] alive” and [daring] not to die and leave [his] adversary in being” (Page 178), he continued his pursuit through all trials and tribulations. Again, much like his creator, the creature who now becoming much more like a monster, also lived a life dedicated to seeking vengeance. After he was chased out the cottage by Felix, it was then that the monster’s heart was consumed with hate. He spent hours of his days watching and learning to love this family and they were now betraying him by not even trying to give him a chance. He took this betrayal and turned it into motive, stating that he would pleasure, in the “…[destruction] of the cottage and its inhabitants, and [would glut himself] with their shrieks and misery” ( Page121). Frankenstein’s creature felt this same betrayal when Frankenstein refused to create a mate for him, stating that as his creator, he owed him this one happiness. Frankenstein first agreed but then changed his mind and took apart the work on the mate that he had started. The creature realized that the only way to make his creator understand how it felt to be truly alone was to make it impossible for him to feel the love of those closest to him, even promising that he would be with him on his wedding night. The monster fulfilled his internal quest and murdered Frankenstein’s best friend, Henry Clerval and his newlywed wife, Elizabeth. We see that through both characters determination to seek revenge can be very potent and they have both stopped at nothing to get this revenge. Even with the maliciousness and cold-set heart it takes to be that determined in obtaining revenge, both characters have this beautiful side that they get very in touch with when they are around nature and are often eased by the sheer natural beauty of it. After the murder of William and execution of Justine, Frankenstein still manages to see the tranquility found in looking upon the glaciers of Montanvert, how it filled him with a feeling of “” (Page 87). Even while Victor Frankenstein is feeling the regrets of having to create another creature as a mate for his first, while on the Rhine River he took a look at the beauty of nature surrounding him, “” (Page138). In the same way, the creature also finds peace in nature during his times of emotional strife. After being chased away by Felix, Agatha, and De Lacey, he is truly disheartened but still found peace and beauty in “.” (Page 121). Though the monster had spent his whole life in solitude, he found a true sense of comfort in wandering around alone and indulging himself in the naturalness of the environment he was in. He even once described how “” (Page 106). Through this, we see how truly similar both Frankenstein and the creatures love for nature is. Not only did they enjoy admiring nature but both used it to escape those times when loneliness seemed to be almost destructive. This proves how genuinely human and humane the “monster” was and one can see that both man and monster have a place in and use for nature. One cannot help but notice the extreme parallelism between these two characters who spend the entire book at opposition with each other. We are with them through their shared desire to acquire knowledge, determined lust for revenge, and love of nature which all are apparent through both characters’ actions. This proves not only that both characters are very alike but also that Victor Frankenstein’s creation is more human than he realizes.
Typical American Families Essay
Table of Contents Two Typical Families Socioeconomic Background Relationships between Spouses Relationships between Siblings Two Similar Families Works Cited Two Typical Families Sitcoms usually portray typical families that may be a bit funnier than real ones. Two sitcoms, The Cosby Show and Roseanne, are no exceptions. The two families, the Conners and the Huxtables, have much in common. They share the same socioeconomic statuses; they also face the same issues concerning relationships with each other. Of course, there are certain differences between the two families. However, it is possible to state that these differences simply serve a background which reveals how similar the families are. It is possible to focus on three points to prove this assumption. These points are: socioeconomic status, relationships between siblings and relationships between spouses. Socioeconomic Background In the first place, it is necessary to point out that the two families pertain to middle class. This makes them really similar as they face similar difficulties. The two families are not much concerned with making money. They are rather concerned with developing proper relationships with each other and other people. Thus, they also know how to have fun. For instance, the Huxtables arrange great Halloween party (cosbyshow3). The Conners, or rather Roseanne and her husband Dan, have a nice special evening (RoseanneConnerVideo). Apparently, they do not need to focus on ways to earn money. Relationships between Spouses The two sitcoms also depict relationships between the spouses. The two couples can be regarded as model spouses. They love each other. They are caring and supportive. There is one more thing similar in both families. Thus, each woman treats her husband as another child. They accept that their men are a little bit childish. For instance, this quality is manifested in such cases as giving advice to children in different situations. However, it is obvious that the women know that they can rely on their husbands who are the heads of their families. Relationships between Siblings Finally, relationships between siblings are some of the major focuses of the two sitcoms. Admittedly, relationships between siblings play a very important role in everyone’s life (or rather in life of those having a sibling). Seemingly, these relationships are different in the two families. For instance, Vanessa and Janise Huxtable are really friendly and help each other all the time (The Cosby Show). They support each other. On the contrary, Darlene Conner often makes fun of her sister (maskath-1). It may seem that the siblings hate each other. However, Darlene’s tricks also prove that she does love her sister and will help her whenever she needs that help. More so, such tricks show that Darlene loves her sister immensely as she can afford making fun of her as if she was the only one to have such a right justified by her love and care. Admittedly, Darlene would never let anyone hurt her sister. Get your 100% original paper on any topic done in as little as 3 hours Learn More Two Similar Families Therefore, it is possible to assume that the two families are similar even though there are some minor differences. Apparently, these families are similar in different levels, i.e. they pertain to the same socioeconomic background, they are similar in terms of relationships between members of the families. The two families are very friendly. Each member of the two families is caring and supportive. Admittedly, sitcoms usually depict typical families. Thus, it is possible to conclude that the majority of American families are like that. Hopefully, Americans still rely on basic values which are highlighted in the sitcoms. Works Cited cosbyshow3. “The Cosby Show – Halloween.” Video. YouTube, 18 June 2008. Web. maskath-1. “Biography for Darlene Conner.” IMDb, 2010. Web. RoseanneConnerVideo. “Rosseanne Inherit: The Wind.” Video. YouTube, 9 July 2008. Web. “The Cosby Show.” IMDb, n.d. Web.
South University Drafting Interrogatories and Requests for Admission Discussion
South University Drafting Interrogatories and Requests for Admission Discussion.
I’m working on a law project and need an explanation to help me study.
Another setting in which a paralegal’s legal writing skills come into play is in the drafting of legal documents for the pretrial phase of discovery. In this exercise, you’ll be drafting both written interrogatories and requests for admissions to be served on the defendant and opposing counsel. Most court rules limit the number of questions allowed, so make sure your questions are on point and relevant to acquiring useful information for your case.Week 4 TasksDraft fifteen (15) interrogatories to be served on one of the defendants in John’s case in Microsoft Word format.In a separate document, draft ten (10) requests for admissions to the same defendant in your client’s case. Cite all sources using Bluebook format.Click Here To Download TranscriptName your document SUO_LGS1004_W4_A3_Freres_J.doc.
South University Drafting Interrogatories and Requests for Admission Discussion