Author: PAPERLINK

This week, you will complete your argumentative paper. Following the directions in assigned textbook reading on how write an argumentative essay on the issue you chose in Week 1. Be sure your essay contains the following:
An opening paragraph that states a clear thesis that is focused, plausible, and arguable and that gives direction and purpose to the paper
A fair-minded, balanced, and objective development of the pros and cons of the issue in a well-organized sequence of ideas, free of mechanical errors
Credible, reliable, and authoritative evidence in support of the points made
A strong conclusion that summarizes your views, reminds the audience of the issue and its importance, and shows in brief that you have successfully defended your thesis
W7 Course Project Grading Rubric – 185 pts
W7 Course Project Grading Rubric – 185 pts
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLength
5 pts
Meets length requirement
0 pts
Does not meet length requirement
5 pts
This criterion is linked to a Learning OutcomePurpose & Focus
10 pts
The writer has made insightful and mature decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content are well chosen, sophisticated, and/or persuasive. Has a highly developed, defendable thesis that provides focus and direction to the essay.
8.5 pts
The writer has made good decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content achieve the purpose as well. Has a clear recognizable thesis that provides focus and direction to the essay.
7.5 pts
The writer’s decisions about focus, organization, or content sometimes interfere with clear, effective communication. The purpose of the writing is not fully achieved. Thesis is unclear OR is not focused
6 pts
The writer’s decisions about focus, organization, or content interfere with communication. The purpose of the writing is not achieved. Lacks a clear thesis
0 pts
Completely unfocused and/or disorganized. Purpose of writing is not achieved. No recognizable thesis
10 pts
This criterion is linked to a Learning OutcomeQuality of Research/Evidence
40 pts
Sources are scholarly or of very high substantive quality where subject matter requires and no scholarly reference will serve the purpose, but all are current, authoritative, and relevant to topic.
34 pts
Most sources are scholarly or of very high substantive quality where subject matter requires; but all are current, authoritative and relevant to topic.
30 pts
Sources are mostly substantive, even where subject matter does not require. All are relevant to the topic. One source outside of current range.
24 pts
Sources are substantive, even though scholarly sources are available and relevaant. Only one scholarly source. All are relevant to the topic. More than one source outside of current range.
0 pts
Popular sources only and are not, therefore, authoritative, OR sources are not current, OR sources are not relevant
40 pts
This criterion is linked to a Learning OutcomeReasoning
45 pts
Substantial and well-reasoned development of ideas. All key assumptions are made explicit. Credible evidence is germane, and accurately analyzed and fair- mindedly interpreted. Displays strong critical thinking skills and habits of mind.
38.25 pts
Offers solid reasoning. Most key assumptions are recognized or made explicit. Most inferences are accurate, most examples are on point.
33.75 pts
Offers some supporting evidence. The case includes some examples that are too general, not interpreted, or not clearly relevant to thesis.
27 pts
Offers simplistic, underdeveloped, circular, or irrelevant arguments.
0 pts
Includes fallacies, exaggerations, faulty reasoning, factual errors, biased statements, etc.
45 pts
This criterion is linked to a Learning OutcomeOrganization
30 pts
Sequencing of ideas within paragraphs and transitions between paragraphs flow smoothly and coherently throughout the paper. The writer shows clear effort to assist the reader in following the logic of the ideas expressed. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view,and examines assumptions.
25.5 pts
Sequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points coherent and easy to follow. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view.
22.5 pts
Sentence structure and/ or word choice sometimes interfere with clarity and coherence. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow May contain some gaps in reasoning pathway; deals minimally with other points of view.
18 pts
Ineffective sentence structure, word choice, transitions, and/ or sequencing of ideas make reading and understanding difficult. Contains gaps and/or leaps in development and does not examine other points of view.
0 pts
Disorganized; little or no sequencing of ideas; awkward and ineffective sentence structure; reading and understanding extremely difficult Undeveloped and/or does not examine other points of view.
30 pts
This criterion is linked to a Learning OutcomeAcademic Tone
20 pts
Maintains objective and professional tone; uses professional vocabulary. The use of words, sentences, and punctuation creates a distinct and engaging voice, tone, and level of formality appropriate to audience, purpose, and genre.
17 pts
Uses objective and professional vocabulary. The use of words, sentences, and punctuation creates a consistent voice, tone, and level of formality appropriate to audience, purpose, and genre.
15 pts
Some informality in vocabulary. The use of words, sentences, and punctuation creates an inconsistent voice, tone, or formality level that is occasionally inappropriate to the situation.
12 pts
The use of words, sentences, and punctuation shows a lack of awareness of the voice, tone, and formality level expected in academic writing.
0 pts
Informal; uses slang or colloquialisms; fails to achieve tone and level of formality expected in academic writing.
20 pts
This criterion is linked to a Learning OutcomeWriting: Punctuation, Spelling, Capitalization
5 pts
Virtually free of punctuation, spelling, or capitalization errors.
4 pts
Occasional punctuation, spelling, or capitalization errors.
3 pts
Many punctuation, spelling, or capitalization errors. Interfere with meaning in some places.
2 pts
Punctuation, spelling, or capitalization errors that hinder communication.
0 pts
Severe punctuation, spelling and capitalization errors.
5 pts
This criterion is linked to a Learning OutcomeWriting: Sentence Structure
10 pts
Sentence structure is complex and powerful. The writer has used vivid, purposefully crafted, and varied sentence styles and lengths.
8.5 pts
Sentences are effective and varied in style and length.
7.5 pts
Sentences show limited variety in sentence style and length.
6 pts
Sentence structure is simple, without variety in sentence style and length.
0 pts
Sentence structures are awkward and/or unclear, impeding the clarity and flow of ideas.
10 pts
This criterion is linked to a Learning OutcomeWriting: Word Choice
10 pts
The writer displays a broad range of vocabulary, with effective, accurate, and contextually appropriate word usage.
8.5 pts
The writer displays a satisfactory range of vocabulary and accurate and appropriate word usage.
7.5 pts
The writer displays some varied word choice but language is mostly vague and needs more accuracy to properly convey ideas. Some errors of diction and usage are evident but do not interfere significantly with readability.
6 pts
The writer displays a limited range of vocabulary. Errors of diction and usage are evident and begin to interfere significantly with readability.
0 pts
Limited vocabulary. Diction and syntax errors are evident and impede a clear reading of the text.
10 pts
This criterion is linked to a Learning OutcomeAPA Format
10 pts
Intext and reference citations in correct APA format with no errors.
8.5 pts
Intext and reference citations in correct APA format with only occasional minor error.
7.5 pts
Interfere with meaning in some places. Some major errors in APA format for intext, reference citations.
6 pts
The writer does not use APA format, presentation, or style (citations) for the assignment or APA formatting has many major errors.
0 pts
No intext citations to sources and/or no list of references in APA format
10 pts

For this assignment, you will be given a case study. Review the information provided and answer the questions. Be sure to cite your references. Look at the case study as if the subject is a patient in your office seeking care. What are your immediate concerns? What needs to be done for them? Be thorough and succinct in your responses. Your submission must be in SOAP note format.
Case Study/SOAP Note:
Julia King is a 50y/o white female who presents to the office with c/o wound to her left foot for the past few days. States she tripped and fell while barefoot, scraping the top of her foot on the pavement. She denies any other injury from the incident. Over the past 24 hours, the wound has had “smelly” drainage. Has been experiencing some numbness, tingling, and pain, but denies fever and chills. Did not seek medical attention at the time of injury. Has been using hydrogen peroxide to clean her wound. Her last tetanus shot was 15 years ago. Patient PMHx significant for DM II. States that she takes her medications when she remembers, and does not always check her blood sugar.
PMHx:
Asthma: no hospitalizations for exacerbation.
DM II
PSHx:
Denies
SHx:
Smokes 1 pack of cigarettes per day for 5 years.
ETOH: socially
Illicit drugs: denies
FHx:
Mother 71 y/o with a history of diabetes and obesity
Father 72 y/o with a history of HTN
Brother 51 alive and well
Sister 48 with a history of HTN and diabetes
No family history of colon, ovarian, or uterine cancer
No history of CAD or PVD
Medications:
Metformin: 500mg BID po – did not take the last few days
Albuterol MDI: 2 puffs every 6 hours prn – last used 3 days ago
Singulair: 10mg po daily
Allergies:
PCN: hives and facial swelling
LNMP: N/A
G2p2
ROS:
General: denies any weight changes, fatigue, or fever; + body aches
Skin: denies any rashes; + wound to left foot
HEENT: denies headache, head injury, dizziness, lightheadedness; denies any vision changes; denies any hearing changes, tinnitus, vertigo, earache; denies any nasal congestion, discharge, nose bleeds or sinus tenderness; denies any sore throat, difficulty swallowing
Neck: denies any swollen glands, pain
Breasts: denies any pain, discharge
Respiratory: denies any dyspnea; positive cough and wheezing
CV: denies any chest pain, edema
GI: denies any nausea/vomiting/diarrhea/constipation; denies bloody stools
PV: denies swelling in face, hands. No history of leg cramps or past clots in extremities. States has swelling in left foot
GU: denies frequency, urgency, burning; denies vaginal discharge, itching, sores
MS: denies any weakness, numbness, erythema, twitching, or pain. No h/o of backaches or fx’s. No joint pain, tenderness, or history of head trauma. Positive for left foot pain
Psych: denies nervousness, depression
Neuro: denies Headache, dizziness, vertigo, syncope, weakness; + numbness to right LE
Heme: denies any easy bruising
Physical Exam:
Vital signs:
5 (tympanic), 180/100, 90, 22, O2 sat 95% on RA
Height: 5’5ʺ
Weight: 250 lb
Blood glucose: 230 (Fasting; states has not eaten yet today)
Patient awake, alert, oriented x 4 with no apparent distress (NAD)
Skin: warm, dry, color WNL. 4 cm lesion noted to anterior left foot with crusting and purulent drainage; + surrounding erythema extending up 7 cm proximally
HEENT: head nontraumatic, normocephalic
Pupils PERRLA, EOMs intact; disc margins sharp, without hemorrhages, exudates; no AV nicking noted
Ears: bilateral TM with good cone of light and intact
Nose: mucosa pink, septum midline; no sinus tenderness appreciated
Mouth: mucosa pink, moist; tongue midline; tonsils 1+ without exudate
Neck: supple; trachea midline; without any lymphadenopathy
Resp: regular and unlabored; lungs with end expiratory wheezing throughout
CV: RRR, S1 and S2 noted; no s3, s4 or murmur appreciated
Abdomen: soft, non-distended; BS + x 4; no tenderness with palpation; no CVA tenderness with percussion
Genitalia: deferred
Rectal: deferred
Extremities: warm and dry with edema to left foot; calves supple, non-tender
PV: No swelling noted to hands, feet or face. Positive swelling to left foot
MS: + swelling to left foot; + tenderness of 2nd–4th left metatarsals; + left pedal pulse; Cap refill < 2 sec.
Neuro: alert, cooperative; thought coherent; oriented x 4; cranial nerves I-XII intact
Address the following items:
List your differentials for her current problems. Remember you should have at least three different differentials for each problem. Include rationale for each differential.
At this time, what medical diagnoses are you most concerned about? Do they impact other diagnoses? If so, how?
What diagnostic images would you order? Provide your rationale. What are you trying to rule in or out?
What laboratory work would you order? What would you anticipate to be abnormal? Provide your rationale for each.
What is your comprehensive plan of care? Include your rationales.

Note: My organization is the Military. I also attached a template from the Professor.
For the Unit 9 Assignment, you will be writing a professional memo to a supervisor in your imagined future workplace (or current one, if that is applicable) that details how the company can best address employees’ unconscious biases. For example, you might argue that the company should require a workshop. Indicate whether unconscious bias testing should be part of the strategy, and mention at least three ways that unconscious bias affects the workplace.
Note: Submitting the memo to an actual supervisor is not a requirement for the assignment.
The memo should be approximately one to one and a half pages in memo format, not including the title and references page (memos are typically single-spaced with double-spacing between paragraphs). Make sure to edit for clarity and conciseness, and paragraphs should be well-developed and organized. You should draw connections to the Unit 9 Reading and at least one credible source that is not included in the course readings. Review the resource on business memos for what to include in the header and how best to open and close your memo. This assignment is worth 85 points.
You will need to include an APA formatted title and references page and use APA citations for the memo; use memo formatting for the body of the document.

Revisit the speeches you looked at earlier and draft a full analysis of the rhetorical efficacy of that speech. 
Your final essay must be at least 700-750 words in length and in MLA FORMAT while including:
A specific thesis statement that makes a quality judgment on whether or not the chosen speech is effective at achieving its purpose.
A discussion of intended audience
Who is the intended audience? How do you know? What specific sentences or phrases in the speech lead you to this conclusion?
A discussion of the speaker’s credibility
How does the speaker indicate experience or expertise on the subject at hand? 
A discussion of strategies used in the speech meant to strengthen the speaker’s message
Does the speaker appeal to the audience’s emotions? How? Does the speaker try to bond with the audience? How? Does the speaker try to appeal to the audience’s logic? How? 
A works cited page with a MLA-style citation for the chosen speech
Resources
“Getting Feedback” from UNC-Chapel Hill (opens in new window): Pay especial attention to the section near the end on “What To Do with the Feedback You Get”
To Submit
Submit this assignment as a Word document, either created in Word or Google Docs (no links to Google Docs will be accepted).
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Develop a disaster recovery plan for the community that will reduce health disparities and improve access to services after a disaster.
Assess community needs.
Consider resources, personnel, budget, and community makeup.
Identify the people accountable for implementation of the plan and describe their roles.
Focus on specific Healthy People 2020 goals and 2030 objectives.
Include a timeline for the recovery effort.
Apply the MAP-IT (Mobilize, Assess, Plan, Implement, Track) framework to guide the development of your plan:
Mobilize collaborative partners.
Assess community needs.
Use the demographic data and specifics related to the disaster to identify the needs of the community and develop a recovery plan. Consider physical, emotional, cultural, and financial needs of the entire community.
Include in your plan the equitable allocation of services for the diverse community.
Apply the triage classification to provide a rationale for those who may have been injured during the train derailment. Provide support for your position.
Include in your plan contact tracing of the homeless, disabled, displaced community members, migrant workers, and those who have hearing impairment or English as a second language in the event of severe tornadoes.
Plan to reduce health disparities and improve access to services.
Implement a plan to reach Healthy People 2020 goals and 2030 objectives.
Track and trace-map community progress.
Use the CDC’s Contract Tracing Resources for Health Departments as a template to create your contact tracing.
Describe the plan for contact tracing during the disaster and recovery phase.
Develop a slide presentation of your disaster recovery plan with an audio recording of you presenting your assessment of the scenario
The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point:
Describe the determinants of health and the cultural, social, and economic barriers that impact safety, health, and recovery efforts in the community.
Consider the interrelationships among these factors.
Explain how your proposed disaster recovery plan will lessen health disparities and improve access to community services.
Consider principles of social justice and cultural sensitivity with respect to ensuring health equity for individuals, families, and aggregates within the community.
Explain how health and governmental policy impact disaster recovery efforts.
Consider the implications for individuals, families, and aggregates within the community of legislation that includes, but is not limited to, the Americans with Disabilities Act (ADA), the Robert T. Stafford Disaster Relief and Emergency Assistance Act, and the Disaster Recovery Reform Act (DRRA).
Present specific, evidence-based strategies to overcome communication barriers and enhance interprofessional collaboration to improve the disaster recovery effort.
Consider how your proposed strategies will affect members of the disaster relief team, individuals, families, and aggregates within the community.
Include evidence to support your strategies.
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.
Develop your presentation with a specific purpose and audience in mind.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

Choose an average day and record your food intake. Utilizing the MindTap software Track Diet tool, enter all food and drink consumed during that average day. When you have finished recording, use the Reports link at the top of the page to evaluate your nutrition intake. 
Plan a day for food intake that will meet all your Dietary Reference Intake (DRI) recommendations, then live this day; be sure to write down everything you consume, including drinks and snacks. Try to include items you love to eat. Enter your intake in the MindTap Track Diet tool and analyze. 
Plan regular physical activity for a week, attempting to meet recommendations for all types of fitness. Follow your plan and record your physical activity in the MindTap Track Activity tool and evaluate. Try to include activities you love, and also note sleeping patterns, personal feelings, thoughts, and additional stresses that might occur. 
Your report should discuss and include the following:
Compare and contrast your food record and analysis from the two days recorded (average and planned days.)
Did you like your food intake for the day’s record? How could you improve your diet, and how can you introduce variety?
What do you consider the most important issue about your diet covered in the course, and how will you apply this to your life? Have you implemented changes and noticed any differences so far? What will be the major challenges to a better diet?
How is your physical activity log? Was it difficult to adhere to an exercise regimen? Did you feel any difference during this week compared to a week before this course began? What will be the major challenges to maintaining a healthy physical activity regimen?
What aspect of this course provided the best and most useful information for you? How do you see this coursework affecting your life 6 months from now? A year from now?
Include the following Reports in pdf form: Energy Balance, Daily Activity Log, Daily Food Log, MyPlate Analysis, and Intake vs Goals. Remember to select your two intake days and physical activity week.

Your literature review will be comprised of the following components:
Title page. or cover page that has the running head, full title, your name, George Mason University Department of Social Work.
Abstract. This should be your second page, double-spaced and no more than 120 words. Your abstract should describe the topic in one sentence, the purpose of your paper, the sources used (e.g., personal observation, published literature), your conclusions, and keywords.
Introduction. The body of your paper opens with an introduction that presents the specific problem under study and describes the research strategy. Because the introduction is clearly identified by its position in the article, it is not labeled.
Review of the Literature. Develop the background of your issue but do not go into an exhaustive historical review. Demonstrate the logical continuity between previous and present work. What is your working hypothesis in studying the issue you selected?
Discussion Section. Evaluate and interpret the findings from the research you reviewed. State your approach to solving the problem under review, giving your rationale. Did your research review support or refute your original hypothesis? Include information regarding the limitations of the research you reviewed and generate alternative explanations for why you found the results you discovered. Discuss the different levels of systems involved.
Conclusion. Make a statement that speaks to the importance of your findings. For instance, why is the problem you examined important to social workers or to others outside this field?
References. You will need at least eight references. At least six references must be from peer reviewed scholarly journals, and two references may be from Internet sources.
Limit the body of your paper to a minimum of five pages and a maximum of eight double-spaced pages. Follow APA 7 Guidelines. Use the  APA Checklist APA Checklist – Alternative Formats  and the Purdue OWL APA Guidelines to assist you.
If you are using Internet sources, you must use information from prominent and/or respected advocacy organizations (e.g., Child Welfare League of America), government agencies (e.g., U.S. Department of Health and Human Services, National Institutes of Health), policy think tanks (e.g., Urban Institute, Brookings Institution, Center for Budget and Policy Priorities), and research organizations (e.g., Rand). Do not use Wikipedia as a reference.
Label all other headings that come after the Introduction. Double-space the body of the text; however, single spacing is acceptable for tables, references, and long quotations. Double-space references with a hanging indent and double-space in between references.

Build a slide presentation (PowerPoint preferred) of the hypothetical health promotion plan you developed in the first assessment. Then, implement your health promotion plan by conducting a hypothetical face-to-face educational session addressing the health concern and health goals of your selected group. How would you set goals for the session, evaluate session outcomes, and suggest possible revisions to improve future sessions?
Prepare a 10–12 slide PowerPoint presentation with a voice-over and detailed speaker notes that reflects your hypothetical presentation. This presentation is the implementation of the plan you created in Assessment 1. The speaker notes should be well organized. Be sure to include a transcript of the voice-over (please refer to the PowerPoint tutorial). The transcript can be submitted on a separate Word document.
Simulate the hypothetical face-to-face educational session addressing the health concern and health goals of your selected community individual or group.
Imagine collaborating with the hypothetical participant(s) in setting goals for the session, evaluating session outcomes, and suggesting possible revisions to improve future sessions.
Support your plan with at least three professional or scholarly references, published within the last 5 years, which may include peer-reviewed articles, course study resources, and Healthy People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading criteria in the assessment scoring guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed.
Present your health promotion plan to your hypothetical audience.
Tailor the presentation to the needs of your hypothetical audience.
Adhere to scholarly and disciplinary writing standards and APA formatting requirements.
Evaluate educational session outcomes and the attainment of agreed-upon health goals in collaboration with participants.
Which aspects of the session would you change?
How might those changes improve future outcomes?
Evaluate educational session outcomes in terms of progress made toward Healthy People 2030 objectives and leading health indicators.
What changes would you recommend to better align the session with Healthy People 2030 objectives and leading health indicators?
Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).
Slides are easy to read and error free. Detailed audio and speaker notes are provided. Audio is clear, organized, and professionally presented.

The purpose of the needs assessment survey is to discover what professional development topics your colleagues believe would be most beneficial to them. Create a list of at least 15 suggested topics that are appropriate for your school and are specific enough to address in a single professional development session. Choose one topic related to […]