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    – ## WrittenIntroductionParagraph2.docx – ## SweetStudy.pdf **## WrittenIntroductionParagraph2.docx** 2 **The Case for Paying College Athletes** **The Case for Paying College Athletes** **Introduction** College sports are not mere sideshow but a massive business that makes millions of dollars sellin…

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    Assignment Prompt & Instructions

    – ## WrittenIntroductionParagraph2.docx

    – ## SweetStudy.pdf

    **## WrittenIntroductionParagraph2.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    **Introduction**

    College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    ein.journals/bclr64&div=45&id=&page=

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## SweetStudy.pdf**

    Follow instructions

    The Introduction and first body Paragraph is already done

    Finish the Rough Draft of the Essay

    Its entry level freshman in college essay so same format as in
    the introduction paragraph and body paragraphs

    Atleast two sources per paragraph

    The outline of the essay Please follow the outline

    I. Introduction

    A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
    deals, yet the athletes themselves rarely see direct financial benefits.

    B. Background Info: The NCAA prevents college athletes from being directly paid,
    though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
    their sport, making it difficult to balance academics and work, while scholarships often
    fall short of covering living costs.

    C. Thesis Statement: Student-athletes should be paid because of the time and effort
    they dedicate, the financial struggles they face beyond scholarships, the unfair
    exploitation in the current system, and the health risks that come with competing.

    II. Body Paragraph 1: Time and Effort

    A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
    they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
    competing.

    C. Supporting: This is equal to a full-time job but without financial compensation.

    D. Supporting: Balancing sports and academics leaves little time for other income.

    III. Body Paragraph 2: Financial Struggles

    A. Topic Sentence (with transition): In addition to their time commitment, many
    student-athletes face serious financial struggles.

    B. Supporting: Scholarships often fail to cover the full cost of living.

    C. Supporting: Athletes still pay for food, housing, transportation, and personal
    expenses.

    D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.

    IV. Body Paragraph 3: Unfair System and Exploitation

    A. Topic Sentence (with transition): The current system is unfair because it allows
    universities, coaches, and networks to exploit athletes without compensating them.

    B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.

    C. Supporting: Coaches earn large salaries while players receive nothing beyond
    scholarships.

    D. Supporting: The system prioritizes money for institutions over fairness to athletes.

    V. Body Paragraph 4: Health Risks

    A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
    significant health risks every time they step onto the field.

    B. Supporting: Injuries can end sports careers instantly.

    C. Supporting: Some injuries affect long-term physical and mental health.

    D. Supporting: Payment would acknowledge the sacrifices athletes make with their
    bodies.

    VI. Conclusion

    A. Restated Thesis: Student-athletes should be paid because of the hours they
    dedicate, their financial struggles, the unfair system that exploits them, and the health
    risks they face.

    B. So What?: Paying athletes would make college sports more fair and ethical, while
    giving recognition and respect to the players who make the industry possible.

    Instruction for the Rough Draft

    For this assignment, you will create the first draft of your essay. Begin with the outline,
    introduction, and first body paragraphs that you previously developed, then add the
    remaining three body paragraphs and the conclusion. Make sure to apply the feedback
    you received on all previous assignments.

    To earn full credit, the following components must be present:

    ● An introduction with a thesis statement
    ● At least four body paragraphs with topic sentences
    ● Smooth transitions between paragraphs
    ● A conclusion paragraph
    ● A reference page with a minimum of five outside sources
    ● In-text citations for the sources cited on the reference page

    Below are a few tips to consider as you draft your essay:

    ● Your paper should be making an argument rather than simply stating facts.
    ● Each paragraph should further the argument and directly relate to your thesis

    statement.
    ● Your argument should be founded on logical thinking and solid evidence, not

    on anecdotal evidence, hearsay, or personal beliefs.
    ● Do not write in first or second person (avoid the use of pronouns such as I,

    me, mine, we, us, ours, you, yours, etc.).
    ● Your outline should be a starting point, but you may find you need to make

    some adjustments as well.
    ● You paper must follow APA guidelines for formatting, references, and

    citations.
    ● See the Signature Assignment: Argumentative Essay (Full Instructions)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    ● Download Argumentative Essay (Full Instructions)
    ●

    Type your work into the APA template: APA Template

    Download APA Template

    Also, carefully review this sample paper, which includes instructor comments meant to
    demonstrate what the student did well on the paper. You can use it as a guide for your
    own: Sample Argumentative Paper

    Download Sample Argumentative Paper

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Make sure for one of the sources on each
    paragraph to use google scholar

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    **## SweetStudy.pdf**

    Follow instructions

    The Introduction and first body Paragraph is already done

    Finish the Rough Draft of the Essay

    Its entry level freshman in college essay so same format as in
    the introduction paragraph and body paragraphs

    Atleast two sources per paragraph

    The outline of the essay Please follow the outline

    I. Introduction

    A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
    deals, yet the athletes themselves rarely see direct financial benefits.

    B. Background Info: The NCAA prevents college athletes from being directly paid,
    though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
    their sport, making it difficult to balance academics and work, while scholarships often
    fall short of covering living costs.

    C. Thesis Statement: Student-athletes should be paid because of the time and effort
    they dedicate, the financial struggles they face beyond scholarships, the unfair
    exploitation in the current system, and the health risks that come with competing.

    II. Body Paragraph 1: Time and Effort

    A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
    they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
    competing.

    C. Supporting: This is equal to a full-time job but without financial compensation.

    D. Supporting: Balancing sports and academics leaves little time for other income.

    III. Body Paragraph 2: Financial Struggles

    A. Topic Sentence (with transition): In addition to their time commitment, many
    student-athletes face serious financial struggles.

    B. Supporting: Scholarships often fail to cover the full cost of living.

    C. Supporting: Athletes still pay for food, housing, transportation, and personal
    expenses.

    D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.

    IV. Body Paragraph 3: Unfair System and Exploitation

    A. Topic Sentence (with transition): The current system is unfair because it allows
    universities, coaches, and networks to exploit athletes without compensating them.

    B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.

    C. Supporting: Coaches earn large salaries while players receive nothing beyond
    scholarships.

    D. Supporting: The system prioritizes money for institutions over fairness to athletes.

    V. Body Paragraph 4: Health Risks

    A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
    significant health risks every time they step onto the field.

    B. Supporting: Injuries can end sports careers instantly.

    C. Supporting: Some injuries affect long-term physical and mental health.

    D. Supporting: Payment would acknowledge the sacrifices athletes make with their
    bodies.

    VI. Conclusion

    A. Restated Thesis: Student-athletes should be paid because of the hours they
    dedicate, their financial struggles, the unfair system that exploits them, and the health
    risks they face.

    B. So What?: Paying athletes would make college sports more fair and ethical, while
    giving recognition and respect to the players who make the industry possible.

    Instruction for the Rough Draft

    For this assignment, you will create the first draft of your essay. Begin with the outline,
    introduction, and first body paragraphs that you previously developed, then add the
    remaining three body paragraphs and the conclusion. Make sure to apply the feedback
    you received on all previous assignments.

    To earn full credit, the following components must be present:

    ● An introduction with a thesis statement
    ● At least four body paragraphs with topic sentences
    ● Smooth transitions between paragraphs
    ● A conclusion paragraph
    ● A reference page with a minimum of five outside sources
    ● In-text citations for the sources cited on the reference page

    Below are a few tips to consider as you draft your essay:

    ● Your paper should be making an argument rather than simply stating facts.
    ● Each paragraph should further the argument and directly relate to your thesis

    statement.
    ● Your argument should be founded on logical thinking and solid evidence, not

    on anecdotal evidence, hearsay, or personal beliefs.
    ● Do not write in first or second person (avoid the use of pronouns such as I,

    me, mine, we, us, ours, you, yours, etc.).
    ● Your outline should be a starting point, but you may find you need to make

    some adjustments as well.
    ● You paper must follow APA guidelines for formatting, references, and

    citations.
    ● See the Signature Assignment: Argumentative Essay (Full Instructions)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    ● Download Argumentative Essay (Full Instructions)
    ●

    Type your work into the APA template: APA Template

    Download APA Template

    Also, carefully review this sample paper, which includes instructor comments meant to
    demonstrate what the student did well on the paper. You can use it as a guide for your
    own: Sample Argumentative Paper

    Download Sample Argumentative Paper

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Make sure for one of the sources on each
    paragraph to use google scholar

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    **## WrittenIntroductionParagraph2.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    **Introduction**

    College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    ein.journals/bclr64&div=45&id=&page=

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## SweetStudy.pdf**

    Follow instructions

    The Introduction and first body Paragraph is already done

    Finish the Rough Draft of the Essay

    Its entry level freshman in college essay so same format as in
    the introduction paragraph and body paragraphs

    Atleast two sources per paragraph

    The outline of the essay Please follow the outline

    I. Introduction

    A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
    deals, yet the athletes themselves rarely see direct financial benefits.

    B. Background Info: The NCAA prevents college athletes from being directly paid,
    though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
    their sport, making it difficult to balance academics and work, while scholarships often
    fall short of covering living costs.

    C. Thesis Statement: Student-athletes should be paid because of the time and effort
    they dedicate, the financial struggles they face beyond scholarships, the unfair
    exploitation in the current system, and the health risks that come with competing.

    II. Body Paragraph 1: Time and Effort

    A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
    they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
    competing.

    C. Supporting: This is equal to a full-time job but without financial compensation.

    D. Supporting: Balancing sports and academics leaves little time for other income.

    III. Body Paragraph 2: Financial Struggles

    A. Topic Sentence (with transition): In addition to their time commitment, many
    student-athletes face serious financial struggles.

    B. Supporting: Scholarships often fail to cover the full cost of living.

    C. Supporting: Athletes still pay for food, housing, transportation, and personal
    expenses.

    D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.

    IV. Body Paragraph 3: Unfair System and Exploitation

    A. Topic Sentence (with transition): The current system is unfair because it allows
    universities, coaches, and networks to exploit athletes without compensating them.

    B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.

    C. Supporting: Coaches earn large salaries while players receive nothing beyond
    scholarships.

    D. Supporting: The system prioritizes money for institutions over fairness to athletes.

    V. Body Paragraph 4: Health Risks

    A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
    significant health risks every time they step onto the field.

    B. Supporting: Injuries can end sports careers instantly.

    C. Supporting: Some injuries affect long-term physical and mental health.

    D. Supporting: Payment would acknowledge the sacrifices athletes make with their
    bodies.

    VI. Conclusion

    A. Restated Thesis: Student-athletes should be paid because of the hours they
    dedicate, their financial struggles, the unfair system that exploits them, and the health
    risks they face.

    B. So What?: Paying athletes would make college sports more fair and ethical, while
    giving recognition and respect to the players who make the industry possible.

    Instruction for the Rough Draft

    For this assignment, you will create the first draft of your essay. Begin with the outline,
    introduction, and first body paragraphs that you previously developed, then add the
    remaining three body paragraphs and the conclusion. Make sure to apply the feedback
    you received on all previous assignments.

    To earn full credit, the following components must be present:

    ● An introduction with a thesis statement
    ● At least four body paragraphs with topic sentences
    ● Smooth transitions between paragraphs
    ● A conclusion paragraph
    ● A reference page with a minimum of five outside sources
    ● In-text citations for the sources cited on the reference page

    Below are a few tips to consider as you draft your essay:

    ● Your paper should be making an argument rather than simply stating facts.
    ● Each paragraph should further the argument and directly relate to your thesis

    statement.
    ● Your argument should be founded on logical thinking and solid evidence, not

    on anecdotal evidence, hearsay, or personal beliefs.
    ● Do not write in first or second person (avoid the use of pronouns such as I,

    me, mine, we, us, ours, you, yours, etc.).
    ● Your outline should be a starting point, but you may find you need to make

    some adjustments as well.
    ● You paper must follow APA guidelines for formatting, references, and

    citations.
    ● See the Signature Assignment: Argumentative Essay (Full Instructions)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    ● Download Argumentative Essay (Full Instructions)
    ●

    Type your work into the APA template: APA Template

    Download APA Template

    Also, carefully review this sample paper, which includes instructor comments meant to
    demonstrate what the student did well on the paper. You can use it as a guide for your
    own: Sample Argumentative Paper

    Download Sample Argumentative Paper

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Make sure for one of the sources on each
    paragraph to use google scholar

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    **## WrittenIntroductionParagraph2.docx**

    2

    **The Case for Paying College Athletes**

    **The Case for Paying College Athletes**

    **Introduction**

    College sports are not mere sideshow but a massive business that makes millions of dollars selling tickets, merchandise, as well as TV contracts. Each season, millions of fans who watch their favorite teams on TV fill stadiums. This leads to earning of massive profits by colleges, coaches, and sponsors. However, beneath all the glamour and excitement lies a less glamorous reality: student-athletes, whose abilities and diligence enable all of this, seldom receive substantial financial compensation. Scholarships are given to the majority of student-athletes, but they frequently fall short of covering the actual cost of living and the sacrifices that athletes must make for their sport. Since a long time, the NCAA has maintained strict rules against directly paying athletes. They assert that college sports will go ‘amateur’ once players do start getting paid. In fact, it is the schools, networks, and sponsors that benefit and not the players themselves (Haile, 2023). To add to this, many college athletes put in about 30-40 hours a week into training, travelling and competing. Due to this heavy schedule of events and competitions, many athletes cannot take outside jobs anymore and are struggling financially (Haile, 2023). On top of this, athletes put their bodies on the line every game, facing injuries that can not only end their sports careers but also affect their long-term health. Because of their time commitment, the unfair system, the fact that they are the ones driving the money, and the risks they take with their health, student-athletes deserve to be paid fairly.

    It is not unjust to pay student-athletes due to the equal amount of time they give their sport on full-time basis. College athletes have between 30 and 40 hours per week in practice, training, traveling and competing. It is this amount of time the majority of the adults spend at a full-time job (Pacenta et al., 2024). In the case of athletes, this period is physically demanding besides being highly psychologically straining as they combine sport with academics. These long hours leave them with small time or energy to pursue outside employment hence cannot earn additional money to sustain their personal bills. Some of them are awarded scholarships, however, these are not always reflective of the actual expensive cost of living. Most of the athletes are yet asked to finance food and accommodation, clothing and transportation costs out of their own purse which may be hard to do without a stable income generating process. This puts an unjust state of affairs where sportspeople are dedicating their time, met, and efforts to a billion-dollar business and still failing to have the ministry needs (Delventhal, 2021). Due to the high demands of the schedules along with the nature and lapses of the financial sharing, it is but natural to expect that student-athletes deserve to be rewarded by their devotion.

    **References**

    Delventhal, M. L. (2021).
    _A Latent Class Analysis Predictive Modeling Approach to Profile Division I Collegiate Athletes for Nutrition and Relative Energy Deficiency in Sport (RED-S) Concern_. The University of Mississippi.https://www.proquest.com/openview/4e90b7577eaa02be870947121e398896/1?pq-origsite=gscholar&cbl=18750&diss=y

    Haile, A. J. (2023). Equity implications of paying college athletes: A title IX analysis.
    _BCL Rev._,
    _64_, 1449. https://heinonline.org/HOL/LandingPage?handle=h

    ein.journals/bclr64&div=45&id=&page=

    Pacenta, J., Starkoff, B. E., Lenz, E. K., & Shearer, A. (2024). Prevalence of and contributors to food insecurity among college athletes: a scoping review.
    _Nutrients_,
    _16_(9), 1346. https://doi.org/10.3390/nu16091346

    **## SweetStudy.pdf**

    Follow instructions

    The Introduction and first body Paragraph is already done

    Finish the Rough Draft of the Essay

    Its entry level freshman in college essay so same format as in
    the introduction paragraph and body paragraphs

    Atleast two sources per paragraph

    The outline of the essay Please follow the outline

    I. Introduction

    A. Hook: College sports bring in billions through ticket sales, merchandise, and TV
    deals, yet the athletes themselves rarely see direct financial benefits.

    B. Background Info: The NCAA prevents college athletes from being directly paid,
    though schools and networks profit heavily. Athletes dedicate 30–40 hours weekly to
    their sport, making it difficult to balance academics and work, while scholarships often
    fall short of covering living costs.

    C. Thesis Statement: Student-athletes should be paid because of the time and effort
    they dedicate, the financial struggles they face beyond scholarships, the unfair
    exploitation in the current system, and the health risks that come with competing.

    II. Body Paragraph 1: Time and Effort

    A. Topic Sentence: Paying student-athletes is fair because of the full-time commitment
    they dedicate to their sport.

    B. Supporting: Athletes spend 30–40 hours weekly on training, traveling, and
    competing.

    C. Supporting: This is equal to a full-time job but without financial compensation.

    D. Supporting: Balancing sports and academics leaves little time for other income.

    III. Body Paragraph 2: Financial Struggles

    A. Topic Sentence (with transition): In addition to their time commitment, many
    student-athletes face serious financial struggles.

    B. Supporting: Scholarships often fail to cover the full cost of living.

    C. Supporting: Athletes still pay for food, housing, transportation, and personal
    expenses.

    D. Supporting: Without the ability to work, many athletes struggle to sustain themselves.

    IV. Body Paragraph 3: Unfair System and Exploitation

    A. Topic Sentence (with transition): The current system is unfair because it allows
    universities, coaches, and networks to exploit athletes without compensating them.

    B. Supporting: Schools, networks, and sponsors profit from the athletes’ abilities.

    C. Supporting: Coaches earn large salaries while players receive nothing beyond
    scholarships.

    D. Supporting: The system prioritizes money for institutions over fairness to athletes.

    V. Body Paragraph 4: Health Risks

    A. Topic Sentence (with transition): Finally, athletes deserve pay because they take
    significant health risks every time they step onto the field.

    B. Supporting: Injuries can end sports careers instantly.

    C. Supporting: Some injuries affect long-term physical and mental health.

    D. Supporting: Payment would acknowledge the sacrifices athletes make with their
    bodies.

    VI. Conclusion

    A. Restated Thesis: Student-athletes should be paid because of the hours they
    dedicate, their financial struggles, the unfair system that exploits them, and the health
    risks they face.

    B. So What?: Paying athletes would make college sports more fair and ethical, while
    giving recognition and respect to the players who make the industry possible.

    Instruction for the Rough Draft

    For this assignment, you will create the first draft of your essay. Begin with the outline,
    introduction, and first body paragraphs that you previously developed, then add the
    remaining three body paragraphs and the conclusion. Make sure to apply the feedback
    you received on all previous assignments.

    To earn full credit, the following components must be present:

    ● An introduction with a thesis statement
    ● At least four body paragraphs with topic sentences
    ● Smooth transitions between paragraphs
    ● A conclusion paragraph
    ● A reference page with a minimum of five outside sources
    ● In-text citations for the sources cited on the reference page

    Below are a few tips to consider as you draft your essay:

    ● Your paper should be making an argument rather than simply stating facts.
    ● Each paragraph should further the argument and directly relate to your thesis

    statement.
    ● Your argument should be founded on logical thinking and solid evidence, not

    on anecdotal evidence, hearsay, or personal beliefs.
    ● Do not write in first or second person (avoid the use of pronouns such as I,

    me, mine, we, us, ours, you, yours, etc.).
    ● Your outline should be a starting point, but you may find you need to make

    some adjustments as well.
    ● You paper must follow APA guidelines for formatting, references, and

    citations.
    ● See the Signature Assignment: Argumentative Essay (Full Instructions)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    ● Download Argumentative Essay (Full Instructions)
    ●

    Type your work into the APA template: APA Template

    Download APA Template

    Also, carefully review this sample paper, which includes instructor comments meant to
    demonstrate what the student did well on the paper. You can use it as a guide for your
    own: Sample Argumentative Paper

    Download Sample Argumentative Paper

    See the rubric for specific grading criteria.

    Resource: Use the Grammarly tool to catch and correct mistakes in your writing
    assignments.

    Make sure for one of the sources on each
    paragraph to use google scholar

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265808/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265641/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?wrap=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1](https://canvas.westcoastuniversity.edu/courses/65707/files/28265795/download?download_frd=1)

    [https://guides.westcoastuniversity.edu/grammarly](https://guides.westcoastuniversity.edu/grammarly)

    – 1
    – 2

  • [Solved] Discussion

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    Executive Solution Overview

    Write a paper on non-verbal communication and what we can learn from it. You are to write a 3-page paper (not including title and reference pages, so a total of 5 pages) in proper APA 7th Edition format. For your paper, please look at the videos and article linked below. Pay particular attention to …

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    Assignment Prompt & Instructions

    Write a paper on non-verbal communication and what we can learn from it. You are to write a 3-page paper (not including title and reference pages, so a total of 5 pages) in proper APA 7th Edition format. For your paper, please look at the videos and article linked below. Pay particular attention to the video and article; as you watch/read, note some topics that interest you. This is a short paper; consider it a warm-up for your longer paper due in Week 7.
    \
    A.docx](https://www.sweetstudy.com/files/a-docx-10408335 "A.docx")

  • [Solved] C7-ASS2

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    Executive Solution Overview

    – ## c72_assessment_2_supplement_a.pdf – ## c7-ass2.docx **## c72_assessment_2_supplement_a.pdf** 1 Assessment 2 – Community Resources For this assessment, you will research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to p…

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    Assignment Prompt & Instructions

    – ## c72_assessment_2_supplement_a.pdf

    – ## c7-ass2.docx

    **## c72_assessment_2_supplement_a.pdf**

    1

    Assessment 2 – Community Resources

    For this assessment, you will research a selected local, national, or global nonprofit organization
    or government agency to determine how it contributes to public health and safety
    improvements, promotes equal opportunity, and improves the quality of life within the
    community and submit your findings in a 3–5 page report.

    Before you complete the detailed instructions in the courseroom, first review the local, national,
    and global nonprofit organizations and government agencies in the list below and select one to
    be the focus of your assessment.

    • Doctors without Borders (Medecins Sans Frontieres): Doctors Without Borders
    provides medical care to people affected by conflict, epidemics, disasters, or exclusion
    from healthcare, operating in over 70 countries to deliver emergency medical aid

    • Federal Emergency Management Agency (FEMA): An agency of the United States
    Department of Homeland Security, its primary purpose is to coordinate the response to
    disasters that occur within the U.S. and that overwhelm local and state resources.

    • National Alliance on Mental Health (NAMI): NAMI provides advocacy, education,
    support, and public awareness to improve the lives of individuals and families affected by
    mental illness.

    • National Center for Transgender Equality: Advocates to change policies and society
    to increase understanding and acceptance of transgender people.

    • National Resource Center on LGBTQ+ Aging: Provides training, technical assistance,
    and educational resources to aging providers, LGBTQ+ organizations, and LGBTQ+
    older adults.

    **## c7-ass2.docx**

    **Assessment 2**

    **Community Resources**

    [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-2-instructions?module_item_id=2467412&content_id=884924) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-2-resources?module_item_id=2467482&content_id=884924) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467495) [Attempt 1\
    _available_](https://courseroom.capella.edu/courses/49183/pages/assessment-2-attempts?module_item_id=2467507&content_id=884924&attempt_no=1)Attempt 2Attempt 3

    InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

    Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    Collapse All

    **Introduction**

    Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

    This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

    **Preparation**

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    You
    **may** find the organization's website in the
    [Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    **Scenario**

    You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

    **Instructions**

    Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Consider the effects of social, cultural, economic, and physical barriers.

    · Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

    · Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Consider how nurses might become involved with the organization.

    · How are nurses involved within this organization?

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Additional Requirements**

    **Document Format and Length**

    Format your research article using current APA style.

    · Refer to the
    [APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

    · A title page and references page. An abstract is not required.

    · Appropriate section headings.

    · Your paper should comprise 3–5 pages of content plus title and references pages.

    **Supporting Evidence**

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Collapse All

    **Criterion 1**

    **Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.**

    **Distinguished**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local or global initiative supports the organization’s mission and vision and promotes public health and safety.

    **Proficient**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Basic**

    Describes an organization’s mission and vision, though it's not clear how these enable it to contribute to public health and safety improvements.

    **Non Performance**

    Does not explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Criterion 2**

    **Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.**

    **Distinguished**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.

    **Proficient**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Basic**

    Describes how an organization promotes equal opportunity and improves the quality of life in a community without evaluating the organization's impact or ability.

    **Non Performance**

    Does not evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Criterion 3**

    **Assess the impact of funding sources, policy, and legislation on an organization's service delivery.**

    **Distinguished**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.

    **Proficient**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.

    **Basic**

    Identifies funding sources, policy, and legislation related to an organization’s service delivery.

    **Non Performance**

    Does not assess funding sources, policy, and legislation related to on an organization’s service delivery.

    **Criterion 4**

    **Explain how an organization’s work impacts the health and/or safety needs of a local community.**

    **Distinguished**

    Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about how nurses might become involved with the organization.

    **Proficient**

    Explains how an organization’s work impacts the health and/or safety needs of a local community.

    **Basic**

    Describes an organization’s work in community health and safety.

    **Non Performance**

    Does not explain how an organization’s work impacts the health and/or safety needs of a local community.

    **Criterion 5**

    **Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

    **Distinguished**

    Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

    **Proficient**

    Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **Basic**

    Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

    **Non Performance**

    Does not organize content for ideas. Lacks logical flow and smooth transitions.

    **Criterion 6**

    **Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

    **Proficient**

    Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Basic**

    Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

    **Non Performance**

    Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

    **## c7-ass2.docx**

    **Assessment 2**

    **Community Resources**

    [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-2-instructions?module_item_id=2467412&content_id=884924) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-2-resources?module_item_id=2467482&content_id=884924) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467495) [Attempt 1\
    _available_](https://courseroom.capella.edu/courses/49183/pages/assessment-2-attempts?module_item_id=2467507&content_id=884924&attempt_no=1)Attempt 2Attempt 3

    InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

    Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    Collapse All

    **Introduction**

    Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

    This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

    **Preparation**

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    You
    **may** find the organization's website in the
    [Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    **Scenario**

    You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

    **Instructions**

    Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Consider the effects of social, cultural, economic, and physical barriers.

    · Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

    · Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Consider how nurses might become involved with the organization.

    · How are nurses involved within this organization?

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Additional Requirements**

    **Document Format and Length**

    Format your research article using current APA style.

    · Refer to the
    [APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

    · A title page and references page. An abstract is not required.

    · Appropriate section headings.

    · Your paper should comprise 3–5 pages of content plus title and references pages.

    **Supporting Evidence**

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Collapse All

    **Criterion 1**

    **Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.**

    **Distinguished**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local or global initiative supports the organization’s mission and vision and promotes public health and safety.

    **Proficient**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Basic**

    Describes an organization’s mission and vision, though it's not clear how these enable it to contribute to public health and safety improvements.

    **Non Performance**

    Does not explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Criterion 2**

    **Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.**

    **Distinguished**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.

    **Proficient**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Basic**

    Describes how an organization promotes equal opportunity and improves the quality of life in a community without evaluating the organization's impact or ability.

    **Non Performance**

    Does not evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Criterion 3**

    **Assess the impact of funding sources, policy, and legislation on an organization's service delivery.**

    **Distinguished**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.

    **Proficient**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.

    **Basic**

    Identifies funding sources, policy, and legislation related to an organization’s service delivery.

    **Non Performance**

    Does not assess funding sources, policy, and legislation related to on an organization’s service delivery.

    **Criterion 4**

    **Explain how an organization’s work impacts the health and/or safety needs of a local community.**

    **Distinguished**

    Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about how nurses might become involved with the organization.

    **Proficient**

    Explains how an organization’s work impacts the health and/or safety needs of a local community.

    **Basic**

    Describes an organization’s work in community health and safety.

    **Non Performance**

    Does not explain how an organization’s work impacts the health and/or safety needs of a local community.

    **Criterion 5**

    **Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

    **Distinguished**

    Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

    **Proficient**

    Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **Basic**

    Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

    **Non Performance**

    Does not organize content for ideas. Lacks logical flow and smooth transitions.

    **Criterion 6**

    **Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

    **Proficient**

    Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Basic**

    Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

    **Non Performance**

    Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

    **## c72_assessment_2_supplement_a.pdf**

    1

    Assessment 2 – Community Resources

    For this assessment, you will research a selected local, national, or global nonprofit organization
    or government agency to determine how it contributes to public health and safety
    improvements, promotes equal opportunity, and improves the quality of life within the
    community and submit your findings in a 3–5 page report.

    Before you complete the detailed instructions in the courseroom, first review the local, national,
    and global nonprofit organizations and government agencies in the list below and select one to
    be the focus of your assessment.

    • Doctors without Borders (Medecins Sans Frontieres): Doctors Without Borders
    provides medical care to people affected by conflict, epidemics, disasters, or exclusion
    from healthcare, operating in over 70 countries to deliver emergency medical aid

    • Federal Emergency Management Agency (FEMA): An agency of the United States
    Department of Homeland Security, its primary purpose is to coordinate the response to
    disasters that occur within the U.S. and that overwhelm local and state resources.

    • National Alliance on Mental Health (NAMI): NAMI provides advocacy, education,
    support, and public awareness to improve the lives of individuals and families affected by
    mental illness.

    • National Center for Transgender Equality: Advocates to change policies and society
    to increase understanding and acceptance of transgender people.

    • National Resource Center on LGBTQ+ Aging: Provides training, technical assistance,
    and educational resources to aging providers, LGBTQ+ organizations, and LGBTQ+
    older adults.

    **## c7-ass2.docx**

    **Assessment 2**

    **Community Resources**

    [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-2-instructions?module_item_id=2467412&content_id=884924) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-2-resources?module_item_id=2467482&content_id=884924) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467495) [Attempt 1\
    _available_](https://courseroom.capella.edu/courses/49183/pages/assessment-2-attempts?module_item_id=2467507&content_id=884924&attempt_no=1)Attempt 2Attempt 3

    InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

    Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    Collapse All

    **Introduction**

    Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

    This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

    **Preparation**

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    You
    **may** find the organization's website in the
    [Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    **Scenario**

    You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

    **Instructions**

    Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Consider the effects of social, cultural, economic, and physical barriers.

    · Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

    · Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Consider how nurses might become involved with the organization.

    · How are nurses involved within this organization?

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Additional Requirements**

    **Document Format and Length**

    Format your research article using current APA style.

    · Refer to the
    [APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

    · A title page and references page. An abstract is not required.

    · Appropriate section headings.

    · Your paper should comprise 3–5 pages of content plus title and references pages.

    **Supporting Evidence**

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Collapse All

    **Criterion 1**

    **Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.**

    **Distinguished**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local or global initiative supports the organization’s mission and vision and promotes public health and safety.

    **Proficient**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Basic**

    Describes an organization’s mission and vision, though it's not clear how these enable it to contribute to public health and safety improvements.

    **Non Performance**

    Does not explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Criterion 2**

    **Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.**

    **Distinguished**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.

    **Proficient**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Basic**

    Describes how an organization promotes equal opportunity and improves the quality of life in a community without evaluating the organization's impact or ability.

    **Non Performance**

    Does not evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Criterion 3**

    **Assess the impact of funding sources, policy, and legislation on an organization's service delivery.**

    **Distinguished**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.

    **Proficient**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.

    **Basic**

    Identifies funding sources, policy, and legislation related to an organization’s service delivery.

    **Non Performance**

    Does not assess funding sources, policy, and legislation related to on an organization’s service delivery.

    **Criterion 4**

    **Explain how an organization’s work impacts the health and/or safety needs of a local community.**

    **Distinguished**

    Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about how nurses might become involved with the organization.

    **Proficient**

    Explains how an organization’s work impacts the health and/or safety needs of a local community.

    **Basic**

    Describes an organization’s work in community health and safety.

    **Non Performance**

    Does not explain how an organization’s work impacts the health and/or safety needs of a local community.

    **Criterion 5**

    **Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

    **Distinguished**

    Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

    **Proficient**

    Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **Basic**

    Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

    **Non Performance**

    Does not organize content for ideas. Lacks logical flow and smooth transitions.

    **Criterion 6**

    **Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

    **Proficient**

    Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Basic**

    Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

    **Non Performance**

    Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

    **## c72_assessment_2_supplement_a.pdf**

    1

    Assessment 2 – Community Resources

    For this assessment, you will research a selected local, national, or global nonprofit organization
    or government agency to determine how it contributes to public health and safety
    improvements, promotes equal opportunity, and improves the quality of life within the
    community and submit your findings in a 3–5 page report.

    Before you complete the detailed instructions in the courseroom, first review the local, national,
    and global nonprofit organizations and government agencies in the list below and select one to
    be the focus of your assessment.

    • Doctors without Borders (Medecins Sans Frontieres): Doctors Without Borders
    provides medical care to people affected by conflict, epidemics, disasters, or exclusion
    from healthcare, operating in over 70 countries to deliver emergency medical aid

    • Federal Emergency Management Agency (FEMA): An agency of the United States
    Department of Homeland Security, its primary purpose is to coordinate the response to
    disasters that occur within the U.S. and that overwhelm local and state resources.

    • National Alliance on Mental Health (NAMI): NAMI provides advocacy, education,
    support, and public awareness to improve the lives of individuals and families affected by
    mental illness.

    • National Center for Transgender Equality: Advocates to change policies and society
    to increase understanding and acceptance of transgender people.

    • National Resource Center on LGBTQ+ Aging: Provides training, technical assistance,
    and educational resources to aging providers, LGBTQ+ organizations, and LGBTQ+
    older adults.

    **## c7-ass2.docx**

    **Assessment 2**

    **Community Resources**

    [**Instructions**](https://courseroom.capella.edu/courses/49183/pages/assessment-2-instructions?module_item_id=2467412&content_id=884924) [Resources](https://courseroom.capella.edu/courses/49183/pages/assessment-2-resources?module_item_id=2467482&content_id=884924) [Activity](https://courseroom.capella.edu/courses/49183/modules/items/2467495) [Attempt 1\
    _available_](https://courseroom.capella.edu/courses/49183/pages/assessment-2-attempts?module_item_id=2467507&content_id=884924&attempt_no=1)Attempt 2Attempt 3

    InstructionsResourcesActivityAttempt 1 availableAttempt 2Attempt 3

    Research a selected local, national, or global nonprofit organization or government agency to determine how it contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    Collapse All

    **Introduction**

    Many organizations work to better local and global communities' quality of life and promote health and safety in times of crisis. As public health and safety advocates, nurses must be cognizant of how such organizations help certain populations. As change agents, nurses must be aware of factors that impact the organization and the services that it offers. Familiarity with these organizations enables the nurse to offer assistance as a volunteer and source of referral.

    This assessment provides an opportunity for you gain insight into the mission, vision, and operations of a community or public health resources organization from the list provided.

    **Preparation**

    As you begin to prepare this assessment, it would be an excellent choice to complete the Nonprofit Organizations and Community Health activity to gain insight into promoting equal opportunity and improving the quality of life in a community. The information gained from completing this activity will help you succeed with the assessment.

    After completing this activity, select one of the local, national, or global nonprofit organizations or government agencies presented in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    You
    **may** find the organization's website in the
    [Community Organizations](https://capella.alma.exlibrisgroup.com/leganto/public/01CAPELLA_INST/lists/3579298080006731?auth=SAML&section=4012061120006731) reading list or in the
    [Assessment 2 Supplement: Community Resources [PDF]](https://courseroom.capella.edu/courses/49183/files/8790137/download).

    **Scenario**

    You are interested in expanding your role as a nurse and are considering working in an area where you can promote equal opportunity and improve the quality of life in your local or global community. You are aware of several nonprofit organizations and government agencies whose work contributes to this effort in some way. You are particularly interested in one of these organizations but would like to know more about its contribution to public health and safety improvement. You would also like to report the results of your research in a scholarly paper that you could submit for publication.

    **Instructions**

    Research a selected local, national, or global nonprofit organization or government agency from the document provided. Determine how the organization or agency contributes to public health and safety improvements, promotes equal opportunity, and improves the quality of life within the community. Submit your findings in a 3–5 page report.

    The requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each point. Read the performance-level descriptions in the scoring guide for each criterion to see how your work will be assessed.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Provide examples of ways a local and/or global initiative supports the mission and vision and promotes public health and safety.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Consider the effects of social, cultural, economic, and physical barriers.

    · Be sure to go beyond simply describing what the organization does in these areas but evaluating the impact.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Consider the potential implications of funding decisions, policy, and legislation for individuals, families, and aggregates within the community.

    · Remember to actually include the policies, legislation, and funding avenues for your chosen organization.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Consider how nurses might become involved with the organization.

    · How are nurses involved within this organization?

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references exhibiting nearly flawless adherence to APA format.

    · Write with a specific purpose and audience in mind.

    · Adhere to scholarly and disciplinary writing standards and APA formatting requirements.

    **Additional Requirements**

    **Document Format and Length**

    Format your research article using current APA style.

    · Refer to the
    [APA Style Paper Tutorial [DOCX]](https://lat.strategiced.com/redirect?linkid=4243) to help you in writing and formatting your paper. Be sure to include:

    · A title page and references page. An abstract is not required.

    · Appropriate section headings.

    · Your paper should comprise 3–5 pages of content plus title and references pages.

    **Supporting Evidence**

    Cite at least three credible sources from peer-reviewed journals or professional industry publications published within the past 5 years that support your research findings.

    Before submitting your paper, proofread it to minimize errors that could distract readers and make it difficult for them to focus on your research findings.

    **Competencies Measured**

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    · Competency 1: Analyze health risks and healthcare needs among distinct populations.

    · Explain how an organization’s work impacts the health and/or safety needs of a local community.

    · Competency 2: Propose health promotion strategies to improve the health of populations.

    · Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    · Competency 3: Evaluate health policies, based on their ability to achieve desired outcomes.

    · Assess the impact of funding sources, policy, and legislation on an organization's service delivery.

    · Competency 4: Integrate principles of social justice in community health interventions.

    · Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    · Competency 5: Apply professional, scholarly communication strategies to lead health promotion and improve population health.

    · Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    · Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Scoring Guide**

    Use the scoring guide to understand how your assessment will be evaluated.

    Collapse All

    **Criterion 1**

    **Explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.**

    **Distinguished**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements. Draws well-reasoned, logical conclusions about the organization’s work and provides a specific, relevant example of how a local or global initiative supports the organization’s mission and vision and promotes public health and safety.

    **Proficient**

    Explains how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Basic**

    Describes an organization’s mission and vision, though it's not clear how these enable it to contribute to public health and safety improvements.

    **Non Performance**

    Does not explain how an organization’s mission and vision enable it to contribute to public health and safety improvements.

    **Criterion 2**

    **Evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.**

    **Distinguished**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community, with regard to the effects of social, cultural, economic, and physical barriers and their implications for the organization and community.

    **Proficient**

    Evaluates an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Basic**

    Describes how an organization promotes equal opportunity and improves the quality of life in a community without evaluating the organization's impact or ability.

    **Non Performance**

    Does not evaluate an organization’s ability to promote equal opportunity and improve the quality of life in a community.

    **Criterion 3**

    **Assess the impact of funding sources, policy, and legislation on an organization's service delivery.**

    **Distinguished**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery. Provides clear insight into the potential implications of funding decisions, policy, and legislation for community members.

    **Proficient**

    Assesses the impact of funding sources, policy, and legislation on an organization’s service delivery.

    **Basic**

    Identifies funding sources, policy, and legislation related to an organization’s service delivery.

    **Non Performance**

    Does not assess funding sources, policy, and legislation related to on an organization’s service delivery.

    **Criterion 4**

    **Explain how an organization’s work impacts the health and/or safety needs of a local community.**

    **Distinguished**

    Explain how an organization’s work impacts the health and/or safety needs of a local community, and offers creative or insightful ideas about how nurses might become involved with the organization.

    **Proficient**

    Explains how an organization’s work impacts the health and/or safety needs of a local community.

    **Basic**

    Describes an organization’s work in community health and safety.

    **Non Performance**

    Does not explain how an organization’s work impacts the health and/or safety needs of a local community.

    **Criterion 5**

    **Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.**

    **Distinguished**

    Organizes content with a clear purpose. Content flows logically with smooth transitions using coherent paragraphs, correct grammar/punctuation, word choice, and free of spelling errors.

    **Proficient**

    Organizes content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.

    **Basic**

    Organizes content with some logical flow and smooth transitions. Contains errors in grammar/punctuation, word choice, and spelling.

    **Non Performance**

    Does not organize content for ideas. Lacks logical flow and smooth transitions.

    **Criterion 6**

    **Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.**

    **Distinguished**

    Exhibits strict and flawless adherence to APA formatting of headings, in-text citations, and references. Quotes and paraphrases correctly.

    **Proficient**

    Applies APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.

    **Basic**

    Applies APA formatting to in-text citations, headings and references incorrectly and/or inconsistently, detracting noticeably from the content. Inconsistently uses headings, quotes and/or paraphrasing.

    **Non Performance**

    Does not apply APA formatting to headings, in-text citations, and references. Does not use quotes or paraphrase correctly.

    – 1
    – 2

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    Soap note – ## AGPCSOAPNoteAssignmentInstructions.pdf – ## AGPCSOAPNoteAssignmentInstructions.pdf **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use t…

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    Assignment Prompt & Instructions

    Soap note

    – ## AGPCSOAPNoteAssignmentInstructions.pdf

    – ## AGPCSOAPNoteAssignmentInstructions.pdf

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    – 1
    – 2

  • [Solved] Topic – Active Directory GPO and MBSA

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    I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up messages** to your professor's or c…

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    I appreciate your participation in this discussion. For this assignment, create an original post addressing the topic below prior to midnight ET on Wednesday. Continue to follow your classmates' posts for the remainder of the week and post **at least two follow-up messages** to your professor's or classmates' posts prior to midnight ET on Sunday. Your follow-up posts can add additional insight to a classmate's opinions or can challenge their opinions. **Use examples from your experiences, readings, or from your own research, to support your views, as appropriate.** Be sure to read the follow-up posts to your own posts and reply to any questions or requests for clarification.  Thanks!
    **Instructions:**
    1. Using Active Directory Group Policy Objects (GPO) or Microsoft Baseline Security Analyzer (MBSA) discuss how one would use them to secure the network.
    2. Describe the importance of having privileged and non-privileged states within an organization.
    3. List any observations, tips or questions about this lab that would prove helpful to fellow students prior to midnight on Wednesday and comment on other student posts with value added comments (not simply agreeing) by midnight Sunday for full credit consideration.

  • [Solved] Applied Sciences Health Science Homework APA Format

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    Please see attachment – ## DISCUSSIONDIRECTIONS.docx **## DISCUSSIONDIRECTIONS.docx** Apa Format AI Detector will be used No Plagiarism Watch the three videos provided below. After viewing, write a **minimum of 100 words** for all topics listed. In your response, summarize your understanding of the …

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    Please see attachment

    – ## DISCUSSIONDIRECTIONS.docx

    **## DISCUSSIONDIRECTIONS.docx**

    Apa Format

    AI Detector will be used

    No Plagiarism

    Watch the three videos provided below. After viewing, write a
    **minimum of 100 words** for all topics listed. In your response, summarize your understanding of the key concepts and issues, and make recommendations for improving the United States' healthcare as presented in the videos.

    1.
    **Health Care Reform** _)_ – Describe what health care reform means, its goals, and the main changes or proposals discussed in the video.

    2.
    **U.S. Health Care System**– Explain how the U.S. health care system is structured, including its strengths, weaknesses, and unique features.

    3.
    **Health Care Divide**– Discuss what is meant by the “health care divide,” including factors that contribute to it and its impact on different populations.

    **Requirements:**

    ·
    **Citation:** If you reference specific facts or statistics from the videos, cite them in APA format. (Only use videos as a source)

    [https://www.youtube.com/watch?v=0_W5gus11Co](https://www.youtube.com/watch?v=0_W5gus11Co)

    [https://www.youtube.com/watch?v=UVvEkeH4O8o](https://www.youtube.com/watch?v=UVvEkeH4O8o)

    [https://www.youtube.com/watch?v=mTXVcwVVjoQ](https://www.youtube.com/watch?v=mTXVcwVVjoQ)

    **## DISCUSSIONDIRECTIONS.docx**

    Apa Format

    AI Detector will be used

    No Plagiarism

    Watch the three videos provided below. After viewing, write a
    **minimum of 100 words** for all topics listed. In your response, summarize your understanding of the key concepts and issues, and make recommendations for improving the United States' healthcare as presented in the videos.

    1.
    **Health Care Reform** _)_ – Describe what health care reform means, its goals, and the main changes or proposals discussed in the video.

    2.
    **U.S. Health Care System**– Explain how the U.S. health care system is structured, including its strengths, weaknesses, and unique features.

    3.
    **Health Care Divide**– Discuss what is meant by the “health care divide,” including factors that contribute to it and its impact on different populations.

    **Requirements:**

    ·
    **Citation:** If you reference specific facts or statistics from the videos, cite them in APA format. (Only use videos as a source)

    [https://www.youtube.com/watch?v=0_W5gus11Co](https://www.youtube.com/watch?v=0_W5gus11Co)

    [https://www.youtube.com/watch?v=UVvEkeH4O8o](https://www.youtube.com/watch?v=UVvEkeH4O8o)

    [https://www.youtube.com/watch?v=mTXVcwVVjoQ](https://www.youtube.com/watch?v=mTXVcwVVjoQ)

  • [Solved] Social Science – Sociology Homework help

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  • [Solved] Education Homework

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    Hello, is there anyone that can assist me with my homework. I will have the instruction and how it should be done in the upload below. \ Chapter12Lesson2TheLevantRegion.docx](https://www.sweetstudy.com/files/chapter12lesson2thelevantregion-docx "Chapter12Lesson2TheLevantRegion.docx")

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    Hello, is there anyone that can assist me with my homework.  I will have the instruction and how it should be done in the upload below.
    \
    Chapter12Lesson2TheLevantRegion.docx](https://www.sweetstudy.com/files/chapter12lesson2thelevantregion-docx "Chapter12Lesson2TheLevantRegion.docx")