Category: Writing

Research Topic : How does mental Health post release affect recidivism Instructions to Research Methodolgy Assignment: https://docs.google.com/document/d/19RYuQzgnuNo1mM…
In this link is a list of the sources that have been and are to be used: https://drive.google.com/drive/folders/14rZ7dGGVd4…
Attached are the Lit. Review and Annotated Bibliography previously completed to be used for guidance and reference.

Please provide at least three to four paragraphs (4-5 sentences) on each of the readings for this week! (1) “African and Afro-American Family Structure: A Comparison” by Niara Sudarkasa (2) “Exploring Parental Identities: How Single Black Males Understand Fatherhood in the Absence of Their Fathers” by Quintin Leon Robinson and (3) “Initiation Rites and Rituals in African Cosmology” by Paul Kyalo. Do not just provide a summary but also discuss the key takeaways you got from the readings, the significance of the readings to the course, and any strengths or weaknesses you noticed from the author’s arguments, discussions, and/or statements. (Time New Romans, 12 pt. font, double-space

Adjust My Essay and fix the comments received from my professor and format my paper in MLA Style and find attached comments from my professor.
Second assignment is related to my essay:
an annotated bibliography, which means it is a sort of repository for research. All semester, you have all research your topics and looked into the conversations around them. Now, it is time to put those sources in one easily accessible place. An annotated bibliography is basically a works cited page with a summary for each citation. With each citation, you need to give a brief (3-5 sentence) summary of the source, and a brief (3-5 sentence) explanation of how you plan to use the source.
Please see the example below:
Schnepp, Jessica. “The Catholic Grotesque: Antoni Gaudí’s Sagrada Familia and Flannery O’Connor’s Wise Blood.” English Studies, vol. 100, no. 5, Aug. 2019, pp. 564–577. EBSCOhost, doi:10.1080/0013838X.2019.1610240 SUMMARY:
This article covers the Flannery O’Connor novel Wise Blood, and it focuses on the use of the grotesque in Catholicism. The author provides a good definition of the Catholic grotesque, as she brings in images of the demonic, the angelic, and of the Passion of Christ. She then shows how O’Connor implements such images in her novel. The author specifically focuses on the main character Hazel Motes. She notes how he is writing against Christ by attempting to create a sacramentally vapid church HOW I WILL USE THE SOURCE:
I feel that I can use this article to support my argument that Hazel Motes is a demonically oppressed character. I believe that O’Connor’s knowledge of Catholicism aided her ability to create such a character, and this particular article goes into detail regarding her knowledge. Specifically, the way that the author showcases the grotesque factors regarding the Catholic practice of exorcism is helpful. I will use this article to better understand how a Catholic writer creates a truly grotesque or monstrous character. Your annotated bibliography should include 2 citations both completed in this manner. The purpose of this exercise is to help you finalize your research for the final paper of the semester. __________________________________
My sources are 1- From Daleks to Zombies: What Monsters Mean to Us
https://archive.nytimes.com/op-talk.blogs.nytimes.com/2014/10/27/from-daleks-to-zombies-what-monsters-mean-to-us/From
2- IJRTI (ijcrt.org)

Read the chapter in Writing that Works on “Writing Proposals” (Chapter 12 in the 13th edition). You’ll be using this reading for this assignment, so read attentively, especially the section on internal proposals. 
As our readings (and your research) will have shown you
by now, microfinance is a central topic of debate and growth in the business community. How do you think this new field should be represented in a business-oriented academic curriculum? Your assignment is to compose an internal proposal to the chair of your department that suggests how and where microfinance should be addressed within the training you’ve received in your major. Use your reading of the chapter on “writing proposals” to guide your writing. (NOTE: THIS IS AN EXERCISE ONLY AND MUST NOT ACTUALLY BE SENT TO YOUR CHAIR!!) 
To give justification to your position for writing, pretend that you are leader of a student group comprising undergraduate majors and that you write representing their academic concerns. You will use the readings you’ve done on microfinance to substantiate the relevance of microfinance to your academic training. You will use what you have learned and expressed in the “Executive Summary” assignment to EXPLAIN what microfinance/microlending is/are. The only further piece of research I’m requiring is that you consult the curriculum of at least two leading business schools to see where and how microfinance is covered. Are there undergraduate courses on it, or just grad courses? Has the
topic been covered in courses with a broader rubric, or are schools beginning to offer courses exclusively on microfinance? Go to US News and World Report to find the top-ranked US business schools so that you can learn what’s happening in their course offerings: Spend some time familiarizing yourself with how and where microfinance/microlending are covered, and develop an informed position on how St. John’s should incorporate it into the curriculum, or how it should be incorporated differently than it currently is.
Remember that a works cited is in order here, as it was in your previous
assignment. (Note: if you are not a business major, you may either think about how your discipline could cover this topic, or you may “pretend” you are a business major and complete the assignment that way.) This proposal should be 1 1/2 to 2 pages long single-spaced, and you should use the examples in your text as models. You’ll need to explain how and why St. John’s needs improvement in this area without sounding negative or overly critical, since you’re addressing yourself to the department chair. You’ll then need to justify the recommendation you’re making. This requires careful organization, phrasing, clarity, and research: all of the things we’ve been working on. The goal of the proposal is to EXPLAIN and PERSUADE.

Write a research essay on BAC, specifically how much alcohol it would take to get to a .217 with your height and weight. Also write what it would take you to be at a .08.  The essay should also reflect how long it takes for alcohol to be eliminated from the body.  The essay should further include how alcohol affects the body when the levels of BAC go up while drinking in excess. 

A full essay from the mini-paper 1. Only change that is needed is taking less anxiety out of the thesis and adding a paragraph for the enrichment of spirituality. 

critically, analyze the book by addressing the guiding questions and critically analyze how the theories presented and discussed throughout the semester apply to the book (story) as a whole the various ways disability impacts people daily lives. Focusing on areas such as the use of language, models of disabilities, socio-economic status and culture. To gather further understanding of the different impacts of disability

your can use your own nursing article or this 
Sousa VD, Driessnack M, & Mendes IAC. (2007). An overview of research designs relevant to nursing: part 1: quantitative research designs. Revista Latino-Americana de Enfermagem (RLAE), 15(3), 502–507. https://doi-org.ezproxy.macewan.ca/10.1590/s0104-11692007000300022
if you want, the questions has to be answered in the form of APA 7 format, everything is in the rubric and in the instruction board. The title is Overview of Nursing Research
Thank you.

Please make a title, and my essay is 60% AI. please help me to rewrite; the structure is good; just adjust the sentences to lower the AI. Thank you so much. 
In your essay, you should:
Summarize the scholarly article, explain the author’s purpose, and explain who the intended audience is for the scholarly article (Here you want to use the reading with the grain approach.)
Summarize the popular source, explain the author’s purpose, and explain who the intended audience is for the popular source (Here you want to use the reading with the grain approach.)
Analyze how well the author of the scholarly article establishes their credibility and trustworthiness (ethos)
Analyze how well the author of the popular source establishes their credibility and trustworthiness (ethos)
For each of your sources, you should also:
Analyze how well, or to what extent, the authors use reliable sources and/or methods (ethos and/or logos)
Analyze how well the authors treat their opposition fairly, with the understanding that not all sources will address opposing views, work, or studies (ethos and/or logos)
Analyze how well the authors create a logical structure for their arguments or main points (logos)
Analyze how well the authors appeal to their readers’ values and/or emotions
Structure for our rhetorical analysis and synthesis essay
Introduction
Start with a title for your essay—not just a subject heading (yes, your essay deserves an informative title that will also invite us to keep reading).  In your introduction, introduce us to the subject of public education in the U.S and then your topic, followed by your research question.  Let us know that in this essay you will be evaluating two sources you will be using in your longer research-informed essay.  Introduce us to the scholarly article and popular source you will be evaluating. Be sure to include the authors’ names, the scholarly article’s title, publication date, and type of journal in which it is published, and the popular source’s title publication date if available, and type of popular sources, e.g., newspaper or magazine.  Give us a very summary (one sentence each) of the scholarly article and popular source.  In another sentence or two, explain the authors’ purposes.  Include your evaluative thesis.  What connections can you create between these different sections of your introduction so that you do not just list bits of information? 
Body paragraphs
For your first body paragraph, offer a more comprehensive summary of the scholarly article and popular source’s main points.  In your subsequent body paragraphs, support your thesis using evidence from the scholarly article and popular source.  When using a quotation, give your reader some context for the quotation, e.g., what is the main point of the paragraph from which the quotation comes?  Be sure to explain how the quotation supports the point you are making.  If appropriate, you can discuss what would improve the article and/or popular source.  Explain how you will consider the scholarly article and popular source together to help you do one of the following: contextualize your research question, explain the significance of your research question, or help you answer your research question.
Conclusion
Help your readers better understand how the ideas in your body paragraphs work together in support of your evaluative thesis.  This is not simply restating what you have said.  Instead, you are helping us connect the ideas—your analysis in the different paragraphs—so that we understand how they work together. 
My essay:
The Rhetorical Analysis and
Synthesis Essay
Introduction
In the United States, public education serves as a
foundational system designed to equip students with the skills necessary for
success. For college students with Attention-Deficit/Hyperactivity Disorder
(ADHD), transitioning to higher education introduces unique challenges that
necessitate specific support structures. This essay explores whether public
colleges should offer specialized courses tailored to support students
diagnosed with ADHD. In pursuing this inquiry, I will evaluate two distinct
types of sources: a scholarly article and a popular media source.
“Symptoms of Attention-Deficit/Hyperactivity Disorder
(ADHD) Moderate Suicidal Behaviors in College Students with Depression
Mood,” authored by Connor H. G. Patros and colleagues and published in the
2013 Journal of Clinical Psychology discusses the effects between ADHD symptoms
and suicidal behaviors among college students, providing insights into the
complexities of ADHD beyond academic challenges.
The purpose of this
article is to deepen the understanding of ADHD’s impact on severe psychological
outcomes, suggesting that ADHD symptoms exacerbate risks associated with
depressed moods. The study included a sample of 1,056 undergraduate students
who provided self-reported ratings on mood, suicidal behavior, and current ADHD
symptoms. It can help us to understand that ADHD symptoms can magnify the risks
of severe psychological outcomes, such as increased susceptibility to
depression and suicidal ideation, highlighting the importance of early
identification and support within the educational framework. On the other hand, the popular source to be examined is a
blog post from the ADDA (Attention Deficit Disorder Association) website titled
“Recommended Accommodations for College Students With ADHD,” posted
by the ADDA Editorial Team published in 2022. It provides practical advice on
navigating college challenges. These sources aim to enhance understanding and
support for ADHD students in academic environments, advocating for targeted
strategies that address both academic and psychological needs.
Body Paragraphs:
This scholarly article by Connor H. G. Patros and colleagues
examines the complex relationship between ADHD symptoms and suicidal behaviors
in college students, emphasizing the moderating role of ADHD on the link
between depression and suicidal ideation and attempts. The study found that
ADHD symptoms, particularly when combined (hyperactive/impulsive and
inattentive), amplify the risk of suicidal behaviors in students experiencing
depressive moods, highlighting a significant interaction that suggests a need
for targeted interventions.
The intended audience for this scholarly article includes
clinical psychologists, psychiatrists, educational professionals, and
researchers interested in the intersections of mental health conditions such as
ADHD and depression, particularly as they relate to suicidal behaviors in young
adults. Additionally, it is relevant for policymakers and educators who develop
mental health strategies and support systems within college environments.
The
study utilizes a robust methodological framework that enhances its reliability
(ethos) and logical argumentation (logos). By employing a large sample size and
a detailed self-report measure to assess ADHD symptoms and suicidal behaviors,
the research provides a solid empirical basis for its conclusions. The use of
established diagnostic criteria and scales for measuring depression and ADHD
symptoms further underpins the scientific rigor of the study.
The
authors also ensure the study’s credibility through systematic data analysis
techniques, including moderation analyses that explore the interactions between
depressive mood, ADHD symptoms, and suicidal behaviors. The clear delineation
of these relationships through statistical methods lends significant weight to
the findings, offering a nuanced understanding of how ADHD symptoms potentially
exacerbate suicide risk.
Overall,
the article effectively uses reliable sources and methodological approaches to
address a complex issue, providing valuable insights into how ADHD symptoms
influence the severity of suicidal thoughts and behaviors in college students
experiencing depression. The thoroughness of the research design and the
careful analysis of the data contribute to a persuasive and scientifically
sound exploration of the topic.
The ADDA blog post discusses practical accommodations that
can support ADHD students in navigating college challenges. It advocates for
comprehensive support systems including extended time for tests, separate
testing locations, permission to record lectures, and priority registration.
This guidance is aimed at empowering students to manage their symptoms
effectively and succeed academically.
The article is logically structured, listing specific
accommodations that can help ADHD students manage their educational challenges.
This structured approach makes it easy for readers to understand and apply the
recommendations in their academic pursuits.
The article is logically structured, listing specific
accommodations that can help ADHD students manage their educational challenges.
This structured approach makes it easy for readers to understand and apply the
recommendations in their academic pursuits.
The author effectively appeals to the readers’ emotions by
addressing the common struggles faced by ADHD students and providing practical
solutions that resonate with their needs for support and understanding. This
empathetic approach helps to validate their experiences and encourages a
proactive stance towards academic and personal development.
Both sources contribute valuable insights into the
overarching need for specialized courses in public colleges that cater
specifically to students with ADHD. The scholarly article’s findings on the
severe psychological outcomes associated with ADHD underscore the necessity of
academic and psychological support embedded within the college curriculum. This
academic support would not only address learning challenges but also
incorporate strategies to manage emotional and psychological stress,
potentially reducing the incidence of severe outcomes like suicidal behavior.
The popular source complements this by offering practical
measures that could be integrated into specialized ADHD courses, ensuring that
the courses are tailored to address both academic and life skills, ultimately
fostering a safer and more supportive environment for these students. Together,
these sources contextualize and emphasize the significance of the research
question regarding the establishment of ADHD-specific courses in public
colleges, highlighting both the immediate benefits for student well-being and
the long-term advantages for academic and social integration.
Conclusion
In developing an evaluative thesis on the necessity for specialized courses for
ADHD students in public colleges, the synthesis of ideas across both scholarly
and popular sources provides a comprehensive understanding of why these courses
are essential. The scholarly article by Patros et al. provides critical data
linking ADHD symptoms with heightened risks of suicidal behaviors in college
students, emphasizing the need for mental health strategies within the academic
framework. This establishes a crucial foundation for the argument that
ADHD-specific courses could serve as a preventive measure, not only enhancing
academic outcomes but also addressing significant mental health risks.
The popular source from the ADDA Editorial Team complements
this by outlining practical accommodations and supports that could be
integrated into these specialized courses, such as extended testing times and
tailored instructional strategies. This guidance on accommodations underscores
the feasibility and direct benefits of such courses, demonstrating how they can
be implemented to meet the specific needs of ADHD students effectively.
Together, these sources link by demonstrating both the
critical need for specialized courses and the practical ways these needs can be
addressed. This integration of theoretical data with practical applications
creates a compelling argument for the implementation of specialized ADHD
courses in public colleges, aiming to foster a supportive educational
environment that not only acknowledges but actively accommodates the unique
challenges faced by students with ADHD. This comprehensive approach not only
supports academic success but also contributes significantly to the overall
well-being and safety of these students.
Cited:
Kelliny, M. (2024, April 4). Recommended
Accommodations for College Students with ADHD. ADDA – Attention Deficit
Disorder Association. https://add.org/recommended-accommodations-college-students-adhd/
Patros, C. H. G., Hudec, K. L., Alderson, R. M., Kasper, L.
J., Davidson, C., & Wingate, L. R. (2013). Symptoms of
Attention-Deficit/Hyperactivity Disorder (ADHD) Moderate Suicidal Behaviors in
College Students With Depressed Mood. Journal of Clinical Psychology, 69(9),
980–993. https://doi.org/10.1002/jclp.21994

c. Case scenario
Mr GOSOLO is an adult male who presented himself at the clinic complaining of headache, fever and chills,
joint pains, loss of appetite, and nausea and vomiting.
You took the vital observations as follows:
– Temperature = 40 degrees Celsius
– Resp = 20 breaths /per minute
– BP = 100/60 mm Hg
– Pulse = 85 /minute
Physical assessment showed the following:
– Chest = clear
– Ears = clean and no inflammation or discharge.
– GIT = passes loose stool 4 times the last 24 hours.
Diagnostic Test:
Malaria Parasite Slide (MPS) showed positive PV malaria.
The treatment includes:
– Coartem 20/120mg BDx3/7 (twice daily for 3 days).
– Primaquine 15mg daily x 2 weeks.
– Paracetamol 1g stat, PRN 
Make a essay 
Introduction
Patient’s background 
The Chain of Infection
Causative organism 
Reservoir 
Portal of exist 
Mode of Transmission 
Portal of entry 
Susceptible host 
How to breaking the chain 
Pharmacology 
Pharmacokinetics of drug given
Pharmacodynamics of drugs given 
Nutritional Requirements and Rationales 
Conclusion 
Reference