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  • “The Art of Persuasion: Crafting an Effective Argument Essay”

    A minimum of 8+ full pages typed,
    Use MLA documentation style, and include a minimum of FIVE credible sources in your works cited. You should diversify your sources, so not ALL online. (Talk to actual people!)
    Key Features of an Effective Argument Essay:
    1) Contains the main parts of a classical argument: An effective essay will include these traditional elements:
    a) Introduction- engage the reader, introduce the issue, state your position
    b) Background and Preliminary Material- place your issue in a current context and provide any background information and/or definitions of key terms and concepts
    c) Supporting Arguments- make a strong case for your position by developing your assertion(s)—this is usually the longest portion with a separate section for each line of reasoning
    d) Addressing Counter-Arguments- you objectively summarize opposing arguments and address them—this clarifies the issue for readers; it also utilizes your ethos as being “fair minded.” Finally, you respond to these counter-arguments by pointing out their flaws or weaknesses or concede to their strengths.
    e) Conclusion- here you place your argument into a larger context, and issue a call to action relative to your argument
    (FYI, you do NOT have to put them in this order, think rhetorically. Maybe you want to present and address the counters BEFORE you support your argument. You are the author, so you decide the best structure for your argument.)
    2) Offers excellent support: For each line of reasoning (the “because”), the writer provides adequate grounds in the form of facts, examples, statistics, testimony, or other supporting details. In addition, the writer uses effective appeals to the readers’ emotions, beliefs, or values.
    3) Persona or tone: the writer establishes a knowledgeable, trustworthy, and credible persona by
    treating opposing views fairly and respectfully and by building bridges between the writer and
    audience to demonstrate common values or concerns.
    4) Anticipates and addresses opposing views: the writer summarizes opposing views charitably and either refutes them or concedes to them. 
    5) Integrates and documents material from sources accurately: follows guidelines for using attributive tags and in-text citations. The works cited list is accurate and complete.
    6) Shows evidence of careful editing and proofreading: writing should demonstrate careful editing with attention to stylistic choices, such as strategic use of punctuation and strong, active verbs. A final draft should also demonstrate close proofreading for errors in spelling, punctuation, documentation, and formatting.

  • Title: “The Benefits of Universal Healthcare: A Case for Implementation in the US”

    I need a five paragraph persuasive essay written on why the US should implement universal healthcare. Cost and accessibility, all peoples of any financial standing can get help, and less sickness being spread should be the three points. 

  • 1. Salman Rushdie is a British-Indian novelist, essayist, and critic. He is best known for his novel “Midnight’s Children” which won the Booker Prize in 1981 and was later awarded the “Booker of

    Provide short answers (2-4 sentences) to each of the questions below.   All-together, you responses should come out to 300 words or more. 
    Who is Salman Rushdie and what is he known for?
    What are some of the events that may have inspired this essay?  (In other words, what is the context for the writing?)
    Who is Rushdie writing for?  Who is the audience?  How do you know?
    What problem does Rushdie Identify?
    What is Rushdie’s solution to the problem?
    Do you agree with Rushdie that we are “standing in the midst of the rubble of the truth?”  If so, can you give some examples of the ways in which something that is “true” has fallen apart?

  • “Exploring the Impact of Social Media on Mental Health: A Mini-Review”

    I want to write a mini-review article on the above topic. I have attached the format of the mini-review. 

  • Comprehensive Psychotherapy Evaluation Comprehensive Psychotherapy Evaluation for Patient with Major Depressive Disorder: A Case Study

    tep 1: You will use the Graduate Comprehensive Psychotherapy Evaluation Template Download Graduate Comprehensive Psychotherapy Evaluation Templateto:
    Compose a written comprehensive psychotherapy evaluation of a patient you have seen in the clinic.
    Upload your completed comprehensive psychotherapy evaluation as a Word doc. Scanned PDFs will not be accepted.
    For the Comprehensive Psychotherapy Evaluation Presentation Assignment: You will need to get it signed by your preceptor for the presentation (actual signature, not electronically typed).
    Step 2: Each student will create a focused SOAP note video presentation in the next assignment. See Comprehensive Psychotherapy Evaluation Presentation 3 for more details.
    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan.  
    S = 
    Subjective data: Patient’s Chief Complaint (CC); History of the Present Illness (HPI)/ Demographics; History of the Present Illness (HPI) that includes the presenting problem and the 8 dimensions of the problem (OLDCARTS or PQRST); Review of Systems (ROS) 
    O = 
    Objective data: Medications; Allergies; Past medical history; Family psychiatric history; Past surgical history; Psychiatric history, Social history; Labs and screening tools; Vital signs; Physical exam, (Focused), and Mental Status Exam 
    A = 
    Assessment: Primary Diagnosis and two differential diagnoses including ICD-10 and DSM5 codes 
    ment “my preceptor made this diagnosis.”  An example of the appropriate descriptors of the clinical evaluation is listed below.  It is not acceptable to document “within normal limits.” 

  • “Managing Uncontrolled Diabetes in a 60-Year-Old Hispanic Male: SOAP Note”

    Create soap note diabetes chief complain
    My blood sugar has been out control
    60 years old Hispanic male
    primary diagnostics hyperglycemia icd R73.9.

  • “Reducing Community Risks: A Proposal for Implementing Community Risk Reduction Programs”

    Unit III Proposal
    Assignment objective: Your goal in this assignment is to analyze risks within your community and develop a community
    risk reduction plan utilizing scholarly resources and the theories presented in the unit. This will help you develop a deeper
    understanding of the practical applications of the theories discussed throughout our course and encourage critical thinking.
    Details: Your assignment for the Unit III Proposal is to provide a risk topic, problem, and purpose statement (Segment 1) in
    addition to demographics and department information for your CRR problem (Segment 2).
    Segment 1
    The first segment of your proposal should be in narrative form. Include specific information about the topics below in the first
    segment.
    Identify the risk topic, and explain why this risk is faced in your community.
    Identify why your agency should initiate a risk reduction program. Provide your problem statement and your purpose
    statement.
    Identify the common theme with the major problems leading to the risk or loss of life.
    Segment 2
    The second segment will address your community demographics and department information. All your demographics need
    to be in chart format. Include the following information in your demographics chart:
    population,
    square miles,
    community housing makeup,
    population breakdown, and
    identified risk locations.
    The second segment will require research to provide you with demographics and department information. In order to
    develop a course of action to be undertaken in an effort to reduce risk, you must first gather sufficient data relative to the
    demographics of your community. The Demographic Profile document provides helpful information for locating information
    about your specific community.
    Create a separate chart for department information. In the department information chart, review and provide your
    department’s response data for overall runs and risk-specific responses (you may have to request the information from a
    senior fire officer). FIR 3307, Community Risk Reduction for the Fire and Emergency Services 2
    Combine both segments into one document for your proposal.
    Note: If you are not currently employed with a department, you can often ask, through the Freedom of Information Act, to get
    a copy of your local fire and emergency medical services (EMS) response demographics or annual reports, some of which
    may be found online. If you cannot get the demographics or annual reports, request reports from an adjoining county.
    As a part of the assignment, you will look at the number of responses associated with your project’s identified risk. You do
    not need patient information. You may not have access to street or community locations for these responses, so you may
    need to rely on your personal knowledge of your community. Combine both segments into one document for your proposal.
    Length:Your submission should be at least 3-pages in length, not including the title page and references.
    References: A minimum of 2 references are required, 1 of which should be Scholarly/Academic in nature and found in the
    CSU Library. APA formatting should be used for citations and references. Use the definition to define the term in the
    instructions. Definitions: Scholarly journals are sometimes called academic journals. The terms are often used
    interchangeably to describe the same type of publication. These types of publications are published by universities,
    academic institutions, professional associations, and commercial enterprises and are compiled by scholars, academics,   

  • Title: Understanding Brazilian Culture: Differences and Similarities

    Making Acquaintances:  Differences and Similarities Assignment Instructions
    1. Provide a brief cultural write-up relating to Brazil. This will consist of external research about your selected country and therefore must follow the course policy on citations and campus policy on plagiarism. (20 points)
    Historical background
    Communication styles (language, both verbal and non-verbal)
    Beliefs (religion, family, nature, etc.)
    Society structure (gender equality, role of children, family, ethnic groups, leaders, government, political ideologies, hierarchies)
    VERY IMPORTANT – your final score will greatly depend on this.
    In the next sections (2-5), associations are to be made with the following VALUE ORIENTATIONS addressed in the Values portion of this course:
    Human Nature (Universalism-Particularism, Good/Evil, High-Context/Low-Context, Uncertainty Avoidance)
    Relation to Nature (Subjugation, Harmony, Mastery, Inner-/Outer-Directed)
    Activity Orientation (Achievement/Ascription, Doing-Being-Being-Becoming)
    Human Relationships (Affectivity/Affective Neutrality, Instrumental/Expressive, Self (Individualistic)/Collective (Collateral)/Linear, Egalitarian/Hierarchical, Power Distance)
    Relation to Time (Past-Present-Future, Monochronic/Polychronic, Low-Context/High-Context
    2. Each student will provide a list of ‘Reasons for Codes of Cultural Behavior’ for tourists visiting his/her representative country (Brazil).  This list will explain to tourists why it is important that they follow each of the Dos and Don’ts (that you listed in your Making Acquaintances:  Do’s and Don’t’s assignment), from the hosts’ cultural (values of the culture) perspective, and should include the following: (40 points)
    Five major ‘Dos’ for tourists
    At least one appropriate value orientation of the culture for each ‘Do’ (20 points) (Describe in detail one distinct value orientation for each Do.  Do not repeat value orientations for the items on the list of Dos.)
    Five major ‘Don’ts’ for tourists
    At least one appropriate value orientation of the culture for each ‘Don’t’ (20 points) (Describe in detail one distinct value orientation for each Don’t.  Do not repeat value orientations for the items on the list of Don’ts.)
    3. Each student will provide APA-style citations within the text whenever applicable and compile a list of APA-style references (reference page) for all resources used in his/her write-up (5 points).
    4. On the ‘Making Acquaintances Part 2’ discussion forum, each student will post his/her findings about the representative country (Brazil) in a thread by the due date. (i.e. Post #1-3 above)

  • “Analyzing Correlation Coefficients and Third Variable Threats in the ‘Candy and Violence’ Study”

    QUESTIONS ARE ON THE M9 FILE
    You will match numerical values of the correlation coefficient to scatterplots. You will 
    identify third variable issues given scenarios and you will use the output of regression 
    programs to assess third variable threats to claims.
    Find the ‘candy and violence’ articles here (Part 1 is the scholarly article; Part 2 is the 
    popular press rendering of the same study)
    RUBRIC
    1a, claim
    1 pts
    Full Marks
    0 pts
    No Marks
    1 pts
    1b. Two plausible explanations
    2 pts
    Full Marks
    0 pts
    No Marks
    2 pts
    1c. Why not experiment?
    2 pts
    Full Marks
    0 pts
    No Marks
    2 pts
    2. Which coders?
    1 pts
    Full Marks
    0 pts
    No Marks
    1 pts
    3. Which correlation coefficient? (1 per graph)
    4 pts
    Full Marks
    0 pts
    No Marks
    4 pts
    4a. IV and DV
    3 pts
    Full Marks
    0 pts
    No Marks
    3 pts
    4b. Predict confidence given 2.5 beers
    1 pts
    Full Marks
    0 pts
    No Marks
    1 pts
    4c. Interpret beta weight
    1 pts
    Full Marks
    0 pts
    No Marks
    1 pts
    5. Effect of attractiveness on confidence
    2 pts
    Full Marks
    0 pts
    No Marks
    2 pts
    5. Effect of beer on confidence
    2 pts
    Full Marks
    0 pts
    No Marks
    2 pts
    5. Rule out attractiveness as third variable?
    1 pts
    Full Marks
    0 pts
    No Marks
    1 pts

  • “Connecting Course Content: Reflections and Discussions on Week 3” Part 1 Week 3 Blog Posts: Connecting Course Content In this week’s class, we delved deeper into the concept of leadership and how it relates to organizational behavior

    Part 1  Week 3 Blog Posts 
    1. Length: 200 words 
    2.. The blog post must connect with the course content.
    Part 2 Week 3 Post-Lecture Discussion Forum
    1.Length: 75 words
    2.Only meaningful posts and replies count, i.e., clear subject and
    50-100 words of text.