Chat with us, powered by LiveChat Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health. Deep: Tweets to Reports Writing: school genre According to https - Wridemy Bestessaypapers

Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health. Deep: Tweets to Reports Writing: school genre According to https

 

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All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed 

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

 Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to

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__________________________________________________________________________________

Part 1: Writing and rhetoric

Topic: Deaths caused by school shootings clearly show the need to develop programs to improve students' mental health.

Deep: Tweets to Reports

Writing: school genre

According to

https://twitter.com/SomeMoreNews/status/1575606631894687744

Pick two claims (facts, statistics, arguments) made in the social media text and

1. What do you find online information (Journals, books…) about the claims selected? (One paragraph)

a. What say two reliable sources per each picked claim that either confirms or disproves that information? 

Following the checklist (Check the file attached)

2. Discuss at least one detail from your source that establishes each of the following:  (One paragraph)

a. Authority

b. Purpose

c. Accuracy and Verifiability

e. Currency and Relevance.  If you can't establish all four of these criteria, consider using a different source.  

4.  Following the Guiding Questions for Researching Rhetorically 2 file (Check the file attached) answer each question in a paragraph, that is, seven paragraphs

Question 1  (One paragraph)

Question 2  (One paragraph)

Question 3  (One paragraph)

Question 4  (One paragraph)

Question 5  (One paragraph)

Question 6  (One paragraph)

Question 7 (One paragraph)

Part 2: Writing and rhetoric

Topic:   Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have

Deep: Tweets to Reports

Writing: school genre

According to

https://twitter.com/aclu/status/1289212497531228160

Pick two claims (facts, statistics, arguments) made in the social media text and

1. What do you find online information (Journals, books…) about the claims selected? (One paragraph)

a. What say two reliable sources per each picked claim that either confirms or disproves that information? 

Following the checklist (Check the file attached)

2. Discuss at least one detail from your source that establishes each of the following:  (One paragraph)

a. Authority

b. Purpose

c. Accuracy and Verifiability

e. Currency and Relevance.  If you can't establish all four of these criteria, consider using a different source.  

4.  Following the Guiding Questions for Researching Rhetorically 2 file (Check the file attached) answer each question in a paragraph, that is, seven paragraphs

Question 1  (One paragraph)

Question 2  (One paragraph)

Question 3  (One paragraph)

Question 4  (One paragraph)

Question 5  (One paragraph)

Question 6  (One paragraph)

Question 7 (One paragraph)

Part 3: Nursing theory

Topic: Watson's theory 

1. Present an overview of the nursing theory (One paragraph)

2. Describe the conceptual model the theory would fall into. (Two paragraphs)

3.  Is it a practice theory, midrange theory, or grand theory? (One paragraph)

a. Explain

4. Explain how the nursing theory incorporates the four metaparadigm concepts.(Two paragraphs: One paragraph for a and b; One paragraph for c and d)

a. Person

b. Health

c. Environment

d. Nursing

Part 4: Pathophysiology

Topic: Schizoaffective Disorders

Disease: schizophrenia

1. According to DSM- 5 (ONLY) explain what Schizoaffective Disorders is (One paragraph)

2. Definition of the disease or disorder  (One paragraph)

3. Stadistic epidemiology of the disease or disorder (One paragraph)

a. Incidence

b. Prevalence

4. Pathogenesis (Four paragraphs)

a. Pathophysiology at the Cellular level (One paragraph)

b. Genetics/genomics (One paragraph)

c. Neurotransmitters (One paragraph)

d. Neurobiology (One paragraph)

5. Clinical features of the disease or disorder (Three paragraphs)

a. History of the patient's problems (One paragraph)

b. Physical findings (One paragraph)

c. Psychiatric findings (One paragraph)

6. Recommendations (Five paragraphs)

a. Treatment recommendations according to the US clinical guidelines. (One paragraph)

b. Patient education for management and anticipatory guidance.(One paragraph)

c. Non-pharmaceutical (One paragraph)

d. Cultural (One paragraph)

e. Spiritual considerations (One paragraph)

Part 5: Capstone project

Topic: Hyperlipidemia: lifestyle modifications combined with pharmacologic treatment

According to Part 5: Hyperlipidemia (Check file attached)

1. Create a MAP-IT (Check MAP-IT stands) (Five paragraphs)

a. M- Mobilize (One paragraph)

b. A- Asses (One paragraph)

c. P- Plan (One paragraph)

d. I- Implement (One paragraph)

e. T- Track (One paragraph)

2. Framework: Health Belief Model (HBM) (Three paragraphs)

a. Explain the Framework (One paragraph)

 b. Explain how HBM is the most appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal (Two paragraph)

3. Outcomes (Two paragraphs) 

a. Describe the intended outcomes concurrent with the SMART goal approach 

 4. Detailed Plan (Four paragraphs) 

a. Provide a detailed plan for the evaluation for each outcome. 

5. Barriers / Challenges (Two paragraphs) 

a. Describe possible barriers/challenges to implementing the proposed project (One paragraph)

b. Describe the strategies to address these barriers/challenges(One paragraph) 

6.  Conclusion (Two paragraphs) 

a. Share your insights about this strategy and your expectations regarding achieving your goals.  (One paragraph)

b. Make a comprehensive conclusion summarizing the pap3r and providing a call to action for the nurses. (One paragraph)

4

Deaths caused by school shootings clearly show the need to develop programs to improve students' mental health.

First article: https://www.nea.org/advocating-for-change/new-from-nea/uvalde-school-shooting-underscores-urgent-need-mental-health-resources#:~:text=Press%20Releases-,Uvalde%20School%20Shooting%20Underscores%20Urgent%20Need%20for%20Mental%20Health%20Resources,wake%20of%20shootings%20and%20pandemic .

Second article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7803479/

The first article, "Uvalde School Shooting Underscores Urgent Need for Mental Health Resources," is directed towards a general audience of educators and advocates for change (Long, 2022). The second article, "Mental Illness, Mass Shootings, and the Future of Psychiatric Research into American Gun Violence," is directed toward a scholarly audience of mental health professionals and researchers (Metzl et al., 2021). The purpose of the first article is to raise awareness and advocate for increased mental health resources in schools (Long, 2022), while the second article's purpose is to provide a review of the literature on the relationship between mental illness and mass shootings and to provide an understanding of gun violence (Metzl et al., 2021). The first article is in the genre of advocacy literature, while the second one is in the genre of research literature.

Summary

Long, C. (2022, May 26). Uvalde school shooting underscores urgent need for mental health resources. NEA News.

The first article discusses the recent school shooting in Uvalde, Texas, and argues that the shooting highlights the urgent need for increased mental health resources in schools (Long, 2022). The article identifies the extended risks that people of color face by being the target of shootings and the protection they need. Anxiety and sadness are filling students and community members because of the shooting that happened back-to-back (Long, 2022). The article cites statistics on the prevalence of mental health problems among students, the lack of access to mental health services, and the need for increased funding to support mental health programs.

Metzl, J. M., Piemonte, J., & McKay, T. (2021). Mental illness, mass shootings, and the future of psychiatric research into American gun violence.  Harvard Review of Psychiatry29(1), 81.

The second article, "Mental Illness, Mass Shootings, and the Future of Psychiatric Research into American Gun Violence, " reviews the literature on the relationship between mental illness and mass shootings (Metzl et al., 2021). The article argues that there is a complex relationship that exists between mass shootings and mental health problems, and that mental health problems alone cannot be a significant predictor of mass shootings. Researchers should not assume that a diagnosed mental health condition is enough for mass shootings but also focus on social and cultural aspects (Metzl et al., 2021). The article also provides information about the legality and psychological elements of private gun owners and their usage. Additionally, policies to minimize incidences of gun violence should be researched thoroughly.

Both articles show that mental health is a significant issue related to school shootings and that schools need to improve access to mental health resources. The first article builds on the second article's argument that mental health is a complex issue related to school shootings by providing a specific example of a recent school shooting and highlighting the need for increased mental health resources in schools (Long, 2022). The second article builds on the first article's argument that even though mental health diagnosis is not enough to result in mass shootings, mental health resources and policies are required to minimize violent events (Metzl et al., 2021).

The first article reveals the increased risk that students' educators, and community members have toward being victims of mass shootings and how it highlights the urgent need for increased mental health resources in schools (Long, 2022). The second article to be more helpful in helping me understand the topic because it provided a more nuanced understanding of the relationship between mental health and school shootings and was based on proper research resources (Metzl et al., 2021). It was related to how the information was packaged relating mental health, mass shootings, and gun violence and research implications.

The two texts differ in their rhetorical choices based on their audience, purpose, and genre differences. The first article appeals emotionally to its audience by providing testimonials from educators and advocates who have witnessed the impact of the lack of mental health resources in schools. The second article, on the other hand, makes logical appeals to its scholarly audience by providing a review of the literature and recommendations for future research and violence prevention.

Rhetorical choice

The stylistic choices of the first article, such as the use of personal anecdotes, are more effective in raising awareness and advocacy, while the second article's use of research and statistics is more effective in providing a scholarly analysis of the topic (Khany et al., 2019). These differences shape how these texts can participate in the conversation by appealing to different audiences and serving different purposes. The first article can be used to raise awareness and advocate for increased mental health resources in schools, while the second article can be used to inform future research and violence prevention efforts in the field of mental health.

References

Khany, R., Aliakbari, M., & Mohammadi, S. (2019). A model of rhetorical markers competence in writing academic research articles: a qualitative meta-synthesis.  Asian-Pacific Journal of Second and Foreign Language Education4(1), 1-19. https://doi.org/10.1186/s40862-018-0064-0

Long, C. (2022, May 26). Uvalde school shooting underscores urgent need for mental health resources. NEA News.

Metzl, J. M., Piemonte, J., & McKay, T. (2021). Mental illness, mass shootings, and the future of psychiatric research into American gun violence.  Harvard Review of Psychiatry29(1), 81.

,

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Responding to Disability: A Question of Attitude

This questionnaire is designed to stimulate thinking and dialogue. It is not intended to test knowledge of disability or

attitudes toward people with disabilities. As people increasingly find themselves in situations involving people who are

disabled they need to make quick decisions on how to respond. This questionnaire provides an opportunity to think

about situations involving people with disabilities, to respond, and then to consider the various responses more

carefully.

Responding to Disability: A Question of Attitude

Written by Patricia Hague

produced by

Minnesota State Council on Disabilities

208 Metro Square Building

St. Paul, MN 55101

612/296-6785 or

1-800/652-9747

Toll Free Voice and TDD

edited by

Indiana Governors Planning Council for People With Disabilities

Note: I would like to take this opportunity to extend my gratitude to the Center for Education for Non-Traditional

Students for their support during much of the time I was writing this questionnaire. Their encouragement and

thoughtful feedback were valuable in the development of these questions and answers. In particular, I would like to

thank Sandra Gish for her assistance with the development of question number ten. I would especially like to thank

Jerry Bergdahl, Gary TeGrootenhuis, Jeanne-Marie Moore, Kay Stoll and Alice Nelson for teaching me most of what I

know about disabilities and for giving me plenty of opportunities to improve my awareness of and attitudes toward

disabilities. – Patricia Hague

Copyright 1982

Minnesota Council on Disabilities

If interested in reproducing all or part of this booklet, contact the Minnesota State Council on Disabilities, 208

Metro Square, St. Paul, MN 55101, for permission.

(Editors note: With permission, this document has been edited to ensure that it reflects people first language.

Permission has been granted to reproduce this document or any portion thereof so long as proper credit is

given to the author.)

INTRODUCTION

With the recent changes in laws, opportunities, and attitudes, more people with disabilities are moving into the

mainstream, pursuing education, employment, and leisure activities. Yet few of us have had extensive

exposure to people with disabilities. Despite our desires to respond appropriately when we interact with a

person who has a disability, sometimes there is confusion, hesitancy or miscommunication.

This questionnaire is designed to stimulate thinking and dialogue. It is not intended to test your knowledge of

disability or your attitudes toward people with disabilities. Increasingly we find ourselves in situations

involving people who are disabled and we need to make quick decisions on how to respond. We're not always

sure what response is best. This questionnaire will give you an opportunity to think about situations involving

disabilities, to respond, and then to consider the various responses more carefully.

For each question, pick the answer that you feel is best. When you have answered all 14 questions, turn to the

answer section that follows. In the answer section you will find discussion regarding each of the various

responses. When you are done, discuss this questionnaire with others. Ultimately in any human interaction

there are not "right" or "wrong" answers.

This document was taken from the link http://www.in.gov/gpcpd/2349.htm for better viewing purposes.

RESPONDING TO DISABILITY:

A QUESTION OF ATTITUDE

Question Section

1. You are in a grocery store with your children when a man in an electric wheelchair enters. Your

children ask in loud voices: "Why is that man sitting down?" Then they go over to him and ask:

"What's wrong with you?" Your response should be:

a) try as discreetly as possible to get your children away from the man and to tell them

it's not polite to talk like that.

b) explain to your children that the man has a disability and, if they want to know

more, ask if he would mind briefly telling your children what that means.

c) go to the man and apologize for your children's behavior while encouraging the

children to come with you and to leave the man alone.

2. You see a woman with a disability struggling to get a package off of the floor and into her lap. You

approach her and ask if she would like some assistance. She snaps angrily at you, saying that she can

get it herself without your help. You conclude that:

a) you should not have offered to help her.

b) people who are disabled do not want assistance unless they ask for it.

c) you have just met a person in a bad mood.

d) all of the above.

3. Which of the following positions has not been filled by a person who is legally blind?

a) photographer

b) airplane pilot

c) chemistry professor

d) all of the above

4. You are talking to a woman with a severe speech impairment. You have asked the woman to repeat

herself in order to understand what she is saying. The person has repeated one phrase five times and

you still don't understand it. You should:

a) give up and go on, assuming you will get the meaning from the context of the rest

of the conversation.

b) ask again and again to have the sentence repeated, until you do understand it.

c) ask the woman to spell the word, or use an alternate word or phrase.

d) get someone else who understands the woman better to serve as an interpreter.

e) make a joke about the situation and laugh at your inability to understand the

woman.

5. Because of your background with organizing church events, you are asked to serve on a committee

that will be organizing a local telethon fund raiser similar to the Jerry Lewis telethon for the Muscular

Dystrophy Association. The proceeds of your local telethon will be donated to the local Association

for Retarded Citizens. After agreeing to serve on the committee, you remember that you have a

neighbor who has been treated for mental illness and who occasionally gives talks about mental

illness. You should:

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a) ask your neighbor if he would be interested in helping with the telethon so that you

have consumers involved in raising the money for an organization that benefits them.

b) ask your neighbor if he would share some of his experiences with mental illness

with you so that you will be more knowledgeable and sensitive when dealing with the

people affiliated with the Association for Retarded Citizens.

c) neither of the above.

d) both a and b above.

6. You are talking to a person who is deaf through a sign language interpreter. At the end of the

conversation, you decide to talk to the interpreter. As you begin talking, the interpreter continues to

sign. You stop him, saying, "You don't have to sign this." However, the interpreter continues to sign

everything you say. At this point you should:

a) tell the person who is deaf you are having a private conversation with the interpreter

and that you have asked him not to sign.

b) ask the person who is deaf for permission to ask a question of the interpreter; then

ask the interpreter if he will have free time to talk to you later.

c) continue talking, but position yourself so that you block the person who is deaf's

view of the interpreter.

d) politely draw the interpreter away from the person and explain that you meant your

conversation to be private.

e) lightly touch or hold the interpreter's hand so that he will realize that you don't want

the conversation interpreted.

7. A person with a hearing impairment who is a good lip reader will be able to see the following

percentage of spoken sounds by watching the lips of a speaker.

a) 80% – 90%

b) 40% – 50%

c) 35% or less

8. You are teaching a freshman college class in which there is one student with a disability. This

student is working very hard and doing the best she can. However, even her best work is only "D"

quality. She is very eager to do well. You are afraid that if you give her a "D" she will get

discouraged and give up. It is time for mid-term grades; you should:

a) give her a "D" and ask her if she would like to make an appointment to discuss

ways of improving.

b) give her a "C" because she is doing well if you take into account the educational

barriers she is facing.

c) talk to her and encourage her to drop the class and enroll in an easier program of

study.

9. Which of the following has not been heard of?

a) a clinical psychologist who is totally deaf.

b) a medical doctor who is quadriplegic.

c) a person with no arms who is a barber.

d) a biomedical engineer who can barely read or write due to severe dyslexia.

e) all of the above.

f) none of the above.

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10. You are in a restaurant and you notice two people who are deaf communicating silently in sign

language. When a waitress goes to their table, one person gives his order out loud, but his voice is

strange, hard to understand, and too loud for the quiet restaurant. The second person does not speak,

but points to items on the menu. You conclude that:

a) the first person is only deaf while the second person is deaf-mute.

b) the first person is mentally retarded as well as deaf.

c) the first person has better speech than the second and speaks for both of them.

d) some people who are deaf like to use their voices, others can speak, but prefer to

communicate silently.

11. Your child watches an old movie on TV. At the end of the movie a couple who are in love and

have been engaged to be married tearfully break their engagement because the man has had an

accident and is now quadriplegic. Your child doesn't fully understand why the couple had to break

the engagement. You explain that:

a) because of the accident the man would not be able to be a father and would not be

able to be a husband to the woman.

b) because of the accident the man won't be able to lead a normal life and will need to

live in an institution where he can be taken care of.

c) you're not sure why the movie ended that way; you think they could have gotten

married and had a fine life.

d) some movies are old and reflect inaccurate information and assumptions, i.e., that a

man with a disability couldn't support a wife; that a wife needs to be supported; and

that people with disabilities don't have sexual needs.

e) both a and b above.

f) both c and d above.

12. The DuPont company has conducted studies of its employees with disabilities over a period of 25

years. Which of the following statements do you think most accurately reflects the results of these

studies?

a) employees with disabilities ranked higher than others in safety, job duties and

attendance.

b) employees with disabilities ranked the same as other employees in areas of safety,

job duties and attendance.

c) in comparison to other employees, employees with disabilities ranked slightly

higher on safety, the same on job duties, and slightly lower on attendance.

d) in comparison to other employees, employees with disabilities ranked slightly

lower on safety and job duties but higher on attendance.

e) employees with disabilities ranked almost as high as other employees in the areas of

safety, job duties and attendance.

13. Which of the following disabilities prevent a person from getting a driver's license?

a) deafness

b) learning disability

c) quadriplegia

d) blindness

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e) epilepsy.

f) a and d above

g) all of the above

14. After explaining a complex point, you turn to your coworkers and say, "Do you see what I

mean?" As soon as the words are out of your mouth, you wonder if it was inappropriate to use that

phrase since one of the people you are talking to is blind. At this point you should:

a) apologize for choosing an inappropriate phrase and continue with the conversation,

avoiding all future use of such phrases.

b) continue with the conversation without commenting on having used the word "see"

so as not to embarrass your coworker, but make a note to yourself to avoid using the

word "see" around a person who is blind again.

c) continue talking as you always do, not worrying about whether or not you use

words like "see", "walk" or "hear" around people with disabilities.

d) ask your coworker who is blind if you should avoid using the word "see" when you

are in conversations with him in the future.

Scroll Down for Answers and Discussion

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RESPONDING TO DISABILITY:

A QUESTION OF ATTITUDE

Answer Section

1. b) explain to your children that the man has a disability and, if they want to know more, ask him if

he would mind briefly telling your children what that means.

The curiosity of children about disability is natural and should not be discouraged or

apologized for. Much of our discomfort with disabilities as adults is a result of having been

trained as children to avoid people with disabilities, not to look at them and not to talk to

them. The only way for children to learn to interact naturally and comfortably with people

who are disabled is for them to ask honest questions and receive honest answers.

However, you should also be sensitive to the desires of the person who is disabled. Many

people would be quite willing to talk with your children briefly. In fact, many would be

especially pleased to see a parent who encourages children to interact with them naturally.

However, not all people with disabilities would be willing to talk with your children and even

those who are willing will not always have the time or inclination. Therefore, you should not

be surprised if you are rebuffed upon occasion when choosing this response.

You may consider contacting local organizations of people with disabilities to ask if there are

awareness programs that you and/or your children could attend in order to increase your

exposure to and knowledge of disabilities. This would decrease the likelihood that your

children would be so surprised and curious when they encounter a person with a disability.

2. c) you have just met a person in a bad mood. People with disabilities are as varied in personality, mood and temperament as other people.

You cannot learn a set of rules "for dealing with people with disabilities," follow them

faithfully, and expect never to offend a person with a disability. In this case, you just met

someone who either does not like to be offered assistance or someone who happened to be in

a bad mood for receiving assistance at that particular moment. However, that does not mean

that you were in error by offering assistance. Do not assume from one experience that all

people with disabilities would prefer that you not offer assistance. Many would be grateful for

the offer. Some would think that you are rude or insensitive if you don't offer to help. You

won't know until you ask.

Although there are no rules to follow to ensure that you won't offend, there are some

guidelines that will decrease the chances of offending. First, when you see a person who looks

like they could use assistance, ask them if they would like assistance. Don't assume from one

experience that all people with disabilities would refuse help. If they do indicate that they

would like assistance, ask them what you can do for them and how they would like it done.

Again, don't assume you know what they want done, or the best way of doing it. This is

particularly true of any personal assistance you may offer (e.g., help with putting on a coat).

When you think a person with a disability needs assistance, offer it as you would offer

assistance to anyone. Ther

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