Parts 1 and 2 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 5 and 6 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 7 and 8 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 9 and 10 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
APA format
1) Minimum 29 pages (No word count per page)- Follow the 3 x 3 rule: minimum of three paragraphs per page
You must strictly comply with the number of paragraphs requested per page.
The number of words in each paragraph should be similar
Part 1: minimum 3 pages (70 hours)
Part 2: minimum 3 pages (70 hours)
Part 3: minimum 2 pages (70 hours)
Part 4: minimum 2 pages (70 hours)
Part 5: minimum 2 pages (44 hours)
Part 6: minimum 2 pages (44 hours)
Part 7: minimum 2 pages (44 hours)
Part 8: minimum 2 pages (44 hours)
Part 9: minimum 1 page (92 hours)
Part 10: minimum 1 page (92 hours)
Part 11: minimum 3 pages (92 hours)
Part 12: minimum 3 pages (92 hours)
Extra Part 13: minimum 3 pages (70 hours)
Submit 1 document per part
2)¨******APA norms
The number of words in each paragraph should be similar
Must be written in the third person
All paragraphs must be narrative and cited in the text- each paragraph
The writing must be coherent, using connectors or conjunctive to extend, add information, or contrast information.
Bulleted responses are not accepted
Don’t write in the first person
Do not use subtitles or titles
Don’t copy and paste the questions.
Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph
Submit 1 document per part
3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks)
********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)
4) Minimum 3 references (APA format) per part not older than 5 years (Journals, books) (No websites)
Extra PArt 13: Minimum 4references (APA format) per part not older than 5 years (Journals, books) (No websites)
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
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
Parts 1 and 2 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Parts 3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 1: Writing and rhetoric (Write in the first person)
After reading “Reflection Writing and the Revision Process: What Were You Thinking?” (Check the file attached)
Giles explains the ways in which her understanding of reflective writing shifted as a result of having “to write those darned process notes” (193).
1. Describe her original approach to reflective writing also, (One paragraph)
a. Describe the specific ways in which her perspective and actions changed.
According to the section of the reading titled “How It Works,”
2. What are 2 specific benefits of engaging in reflective writing? also, (One paragraph)
a. How can reflection help us become stronger and more effective writers and communicators?
Consider which of the benefits from your response to question 2 connects the most to you and your experiences as a writer.
3. Explain which one(s) you feel like you’ve experienced in your own writing journey or which one(s) you feel like you could benefit the most from and why.(One paragraph)
On page 200, Giles writes, “My students often resist writing about their composing processes, but it’s good for them to see and analyze how they did what they did, and it also helps me know what they were thinking when they made composing decisions.” She then goes on to explain the specific ways in which reflective writing can help not only the student, but also the instructor. According to Giles
4. What are at least 3 specific ways in which reflective writing can help the instructor more effectively respond to and understand student writing? (One paragraph)
5. Is this recognition that reflective writing can help the instructor more effectively respond to their students a new idea for you, or is this an idea you had previously considered/experienced? (One paragraph)
a. Explain
On page 202, Giles writes, “Teachers don’t want you to say certain things, we want you to think in certain ways.”
6. How do you understand what she means here also (One paragraph)
a. What are some specific ways that reflective writing can help us to get into the productive “habit of thinking reflectively?” (202)
Think about your own experiences with reflective writing. These might be experiences you’ve had in school on an assignment, writing in a personal journal/diary, at your job, or somewhere else.
7. Describe one specific experience you’ve had with reflective writing (One paragraph)
Make at least one specific connection to something Giles writes in this article. Here, you might respond to one of the following questions:
8. Do your personal experiences with reflective writing agree with something Giles says? (One paragraph)
a. If so, what is the agreement?
9. Do your personal experiences with reflective writing contradict something Giles says? (One paragraph)
a. If so, what is the contradiction?
Part 2: Writing and rhetoric (Write in the first person)
After reading “Reflection Writing and the Revision Process: What Were You Thinking?” (Check the file attached)
Giles explains the ways in which her understanding of reflective writing shifted as a result of having “to write those darned process notes” (193).
1. Describe her original approach to reflective writing also, (One paragraph)
a. Describe the specific ways in which her perspective and actions changed.
According to the section of the reading titled “How It Works,”
2. What are 2 specific benefits of engaging in reflective writing? also, (One paragraph)
a. How can reflection help us become stronger and more effective writers and communicators?
Consider which of the benefits from your response to question 2 connects the most to you and your experiences as a writer.
3. Explain which one(s) you feel like you’ve experienced in your own writing journey or which one(s) you feel like you could benefit the most from and why.(One paragraph)
On page 200, Giles writes, “My students often resist writing about their composing processes, but it’s good for them to see and analyze how they did what they did, and it also helps me know what they were thinking when they made composing decisions.” She then goes on to explain the specific ways in which reflective writing can help not only the student, but also the instructor. According to Giles
4. What are at least 3 specific ways in which reflective writing can help the instructor more effectively respond to and understand student writing? (One paragraph)
5. Is this recognition that reflective writing can help the instructor more effectively respond to their students a new idea for you, or is this an idea you had previously considered/experienced? (One paragraph)
a. Explain
On page 202, Giles writes, “Teachers don’t want you to say certain things, we want you to think in certain ways.”
6. How do you understand what she means here also (One paragraph)
a. What are some specific ways that reflective writing can help us to get into the productive “habit of thinking reflectively?” (202)
Think about your own experiences with reflective writing. These might be experiences you’ve had in school on an assignment, writing in a personal journal/diary, at your job, or somewhere else.
7. Describe one specific experience you’ve had with reflective writing (One paragraph)
Make at least one specific connection to something Giles writes in this article. Here, you might respond to one of the following questions:
8. Do your personal experiences with reflective writing agree with something Giles says? (One paragraph)
a. If so, what is the agreement?
9. Do your personal experiences with reflective writing contradict something Giles says? (One paragraph)
a. If so, what is the contradiction?
Parts 3 and 4 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 3: Writing and rhetoric
Audience: Your classmates.
Purpose: Explain to your classmates what you have learned about information literacy and about researching rhetorically and responsibly in the 21st.
Genre: Assume that your audience has read/viewed all of the course information we’ve covered together until this point in the semester.
1. Describe four specific observations related to information literacy and/or researching rhetorically and responsibly in the 21st century (One paragraph)
2. How has what you learned in Researching Rhetorically shaped impacted your ideas about information literacy and researching rhetorically and responsibly in the 21st century according to your topic ( Deaths caused by school shootings clearly show the need to develop programs to improve students’ mental health. ) (Two paragraphs)
3. Discuss the importance of fact-checking sources.(Two paragraphs)
a. Explain one of the sources you fact-checked
4. What information or insight you gained about your research topic due to this fact-checking process? (One paragraph)
Part 4: Writing and rhetoric
Audience: Your classmates.
Purpose: Explain to your classmates what you have learned about information literacy and about researching rhetorically and responsibly in the 21st.
Genre: Assume that your audience has read/viewed all of the course information we’ve covered together until this point in the semester.
1. Describe four specific observations related to information literacy and/or researching rhetorically and responsibly in the 21st century (One paragraph)
2. How has what you learned in Researching Rhetorically shaped impacted your ideas about information literacy and researching rhetorically and responsibly in the 21st century according to your topic (Recognizing sex work would allow women in this industry to unionize and access benefits that workers in other industries have.) (Two paragraphs)
3. Discuss the importance of fact-checking sources.(Two paragraphs)
a. Explain one of the sources you fact-checked
4. What information or insight you gained about your research topic due to this fact-checking process? (One paragraph)
Parts 5 and 6 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 5: Conditions and diagnosis in recreation
Check:
1. Describe your experience. (did you enjoy it? Did you find it relaxing? What would you change about it?) also, (Two paragraphs)
a. Would you recommend it to anyone or ever use it in a therapeutic context? (One paragraph)
Suppose you find OR write a script for a pain management meditation or guided imagery session, and lead at least one person (or group of people) through the full script (should be a minimum of 15 minutes long).
2. Describe your experience being the facilitator and the reaction/experience of the people who participated. (Two paragraphs)
a. What your process was for choosing the script.
3. If you had to choose an album to play in the background during a pain management session with a client (One paragraph)
a. What album would you choose and why?
Part 6: Conditions and diagnosis in recreation
Check:
1. Describe your experience. (did you enjoy it? Did you find it relaxing? What would you change about it?) also, (Two paragraphs)
a. Would you recommend it to anyone or ever use it in a therapeutic context? (One paragraph)
Suppose you find OR write a script for a pain management meditation or guided imagery session, and lead at least one person (or group of people) through the full script (should be a minimum of 15 minutes long).
2. Describe your experience being the facilitator and the reaction/experience of the people who participated. (Two paragraphs)
a. What your process was for choosing the script.
3. If you had to choose an album to play in the background during a pain management session with a client (One paragraph)
a. What album would you choose and why?
Parts 7 and 8, have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 7: Inclusive recreation
Check:
Check:
https://www.nytimes.com/interactive/2020/us/disability-ADA-30-anniversary.html?campaign_id=9&emc=edit_nn_20200724&instance_id=20585&nl=the-morning®i_id=126942757&segment_id=34251&te=1&user_id=c15461edca860849af3878373d1eadd5
1. Who are current influential individuals making an impact for individuals with disabilities?
a. And what are they doing?
2. How do human rights, disability rights, and civil rights relate to each other locally, nationally (in our country) and internationally (across the globe)?
3. In the podcast, Judy mentions the IDEA and 504.
a. What are these and who do they apply to?
4. What did you find most interesting from listening to the Podcast?
5. According to File 7 and 8
a. What did you find interesting?
b. What shocked you?
Part 8: Inclusive recreation
Check:
Check:
https://www.nytimes.com/interactive/2020/us/disability-ADA-30-anniversary.html?campaign_id=9&emc=edit_nn_20200724&instance_id=20585&nl=the-morning®i_id=126942757&segment_id=34251&te=1&user_id=c15461edca860849af3878373d1eadd5
1. Who are current influential individuals making an impact for individuals with disabilities?
a. And what are they doing?
2. How do human rights, disability rights, and civil rights relate to each other locally, nationally (in our country) and internationally (across the globe)?
3. In the podcast, Judy mentions the IDEA and 504.
a. What are these and who do they apply to?
4. What did you find most interesting from listening to the Podcast?
5. According to File 7 and 8
a. What did you find interesting?
b. What shocked you?
Parts 9 and 10 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
Part 9: Inclusive recreation
Topic: Implement Universal Design; Videos: Disability Rights
1. Have you ever given thought to any of those environmental designs? for disabled people?
2. Describes the ways ISA should be properly displayed.
Search guideline provisions for playgrounds including ground-level play components, elevated play components, accessible routes, transfer systems, ground systems, and self-contained play structures. I am curious
3. Do you think these guidelines are too extreme? Or too lenient?
Part 10: Inclusive recreation
Topic: Implement Universal Design; Videos: Disability Rights
1. Have you ever given thought to any of those environmental designs? for disabled people?
2. Describes the ways ISA should be properly displayed.
Search guideline provisions for playgrounds including ground-level play components, elevated play components, accessible routes, transfer systems, ground systems, and self-contained play structures. I am curious
3. Do you think these guidelines are too extreme? Or too lenient?
Part 11: Psychopathology
Topic Schizophrenia Spectrum and Other Psychotic Disorders
Disorder: Schizotypal (Personality) Disorder
According to DSM-5 primarily:
1. Explain what is Schizophrenia Spectrum and Other Psychotic Disorders (One paragraph)
2. Briefly explains the subcategories (Tree paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. Schizotypal (Personality) Disorder
b. Delusional Disorder
c. Brief Psychotic Disorder
d. Schizophreniform Disorder
e. Schizophrenia
f. Schizoaffective Disorder
3. For the disorder, explain ( Four paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f; One paragraph for g and h)
a. Diagnostic Features
b. Age-related factors
c. Symptoms
d. Describes rule-out three differential diagnoses
e. Risk factors
f. Prognostic Factors
g. Prevalence
h. Management
4. Reflection (One paragraph)
Part 12: Psychopathology
Topic: Trauma- and Stressor-Related Disorders
Disorder: Posttraumatic Stress Disorder
According to DSM-5 primarily:
1. Explain what is Schizophrenia Spectrum and Other Psychotic Disorders (One paragraph)
2. Briefly explains the subcategories (Tree paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f)
a. Posttraumatic Stress Disorder
b. Reactive Attachment Disorder
c. Disinhibited Social Engagement Disorder
d. Acute Stress Disorder
e. Adjustment Disorders
f. Other Specified Trauma- and Stressor-Related Disorder
3. For the disorder, explain ( Four paragraphs: One paragraph for a and b; One paragraph for c and d; One paragraph for e and f; One paragraph for g and h)
a. Diagnostic Features
b. Age-related factors
c. Symptoms
d. Describes rule-out three differential diagnoses
e. Risk factors
f. Prognostic Factors
g. Prevalence
h. Management
4. Reflection (One paragraph)
Extra Part 12: Professional Dynamics
Check the File extra part
Review the recommendations of The National Academy of Medicine 2021 report
1. Explain why health equity is significant in this report (One paragraph)
2. Define social determinants of health (One paragraph)
3. Discuss one of the determinants and (One paragraph)
a. Explain how this impacts health equity.(One paragraph)
4. Describe the role nurses have in improving health equity and impacting social needs. (Two paragraphs)
5. Discuss the significance of self-care to decrease nursing burnout. (Two paragraphs)
6. What self-care and evidence-based strategies are available for nurses to maintain personal and spiritual health? (One paragraph)
Reflective Writing and the Revision Process:
What Were You Thinking?
by Sandra L. Giles
This essay is a chapter in Writing Spaces: Readings on Writing,
Volume 1, a peer-reviewed open textbook series for the writing
classroom, and is published through Parlor Press.
The full volume and individual chapter downloads are available for
free from the following sites:
• Writing Spaces: http://writingspaces.org/essays
• Parlor Press: http://parlorpress.com/writingspaces
• WAC Clearinghouse: http://wac.colostate.edu/books/
Print versions of the volume are available for purchase directly
from Parlor Press and through other booksellers.
To learn about participating in the Writing Spaces project, visit the
Writing Spaces website at http://writingspaces.org/.
This essay is available under a Creative Commons License subject to the Writing
Spaces Terms of Use. More information, such as the specific license being used,
is available at the bottom of the first page of the chapter.
© 2010 by the respective author(s). For reprint rights and other permissions,
contact the original author(s).
Library of Congress Cataloging-in-Publication Data
Writing spaces : readings on writing. Volume 1 / edited by Charles Lowe
and Pavel Zemliansky.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-60235-184-4 (pbk. : alk. paper) — ISBN 978-1-60235-185-1
(adobe ebook)
1. College readers. 2. English language–Rhetoric. I. Lowe, Charles,
1965- II. Zemliansky, Pavel.
PE1417.W735 2010
808’.0427–dc22
2010019487
191
Reflective Writing and the Revision
Process: What Were You Thinking?
Sandra L. Giles
“Reflection” and “reflective writing” are umbrella terms that refer
to any activity that asks you to think about your own thinking.* As
composition scholars Kathleen Blake Yancey and Jane Bowman Smith
explain, reflection records a “student’s process of thinking about what
she or he is doing while in the process of that doing” (170). In a writ-
ing class, you may be asked to think about your writing processes in
general or in relation to a particular essay, to think about your inten-
tions regarding rhetorical elements such as audience and purpose, or
to think about your choices regarding development strategies such as
comparison-contrast, exemplification, or definition. You may be asked
to describe your decisions rega
Millions of young people grew up knowing the landmark Americans With Disabilities Act as a birthright. They now demand its guarantees — and even more.
By Joseph Shapiro
Published July 17, 2020 Updated July 20, 2020 7 MIN READ
To hear more audio stories from publishers like The New York Times, download Audm for iPhone or Android.
To get to her job as the communications director of a legal office in Philadelphia, Imani Barbarin gets in her car — when the coronavirus pandemic doesn’t require working from home — and drives to a train station 20 minutes away.
There’s a station closer to her house, just a two-minute drive. But Ms. Barbarin, who has cerebral palsy, walks with crutches; the nearby station doesn’t have an elevator, and the steep steps are too hard to climb.
Ms. Barbarin was born four months before the landmark Americans With Disabilities Act became law in July 1990. She belongs to the A.D.A. generation — at least 20 million people with disabilities, according to the U.S. Census Bureau — that grew up knowing the transformative civil rights
law as a birthright. They expect the law to guarantee, not just promise, that they will get access to transportation, jobs, schools and other public places and to the same opportunities as anyone else.
Members of the A.D.A. generation are quicker than earlier ones to claim disability as a crucial part of identity — and with pride. The A.D.A., after all, erased some of the stigma. Now, it’s not just those with evident physical or sensory disabilities who say they are part of a disability civil
rights movement, but younger people and those with invisible disabilities, too. The A.D.A. generation is more likely to disclose a learning disability, a chronic condition such as lupus, or a psychiatric disability like bipolar disorder.
Ms. Barbarin, 30, finds daily reminders of how the A.D.A. makes her world easier: the fully accessible office buildings and restaurants, or simply the expectation that a woman with a disability will have the same chances to take part in everyday life.
There are also the markers that mock those raised expectations. The A.D.A. doesn’t require every old structure, like that train station, to be retrofitted for accessibility.
And then there was her job search. After graduate school, Ms. Barbarin sent out hundreds of applications and disclosed that she has a disability. She didn’t get one interview. She sent out more, without mentioning her disability, and did.
It’s “disheartening,” Ms. Barbarin said, for people of her generation, “who feel like the A.D.A. is the floor of what our rights should be. But we should be so much further along.”
Ariella Barker, who was born with spinal muscular atrophy, says people often assume that disability civil rights laws provide an advantage they do not. One of Ms. Barker’s classmates at the Kennedy S
July/August 2021 | Volume 39 Number 4196
Nursing Economic$
In May 2021, the National Academies of
Sciences, Engineering, and Medicine released
The Future of Nursing 2020-2030: Charting a
Path to Achieve Health Equity. This consensus study
from the Committee on the Future of Nursing, 2020-
2030, co-chaired by Mary Wakefield and David R.
Williams, builds on earlier work conducted by the
National Academy of Medicine and its predecessor,
the Institute of Medicine, to study the potential role
of nurses in advancing health and health care and
the action needed to realize this potential. The
Future of Nursing: Leading Change, Advancing
Health (Institute of Medicine, 2011) and 2016 report
assessing progress on the 2011 goals (National
Academies of Sciences Engineering and Medicine
[National Academies], 2016) focused on identifying
expanded roles for nurses and the actions needed to
build capacity for nurses to become engaged in and
prepare for those roles.
The new report asks, “to what end?” and targets
activities and roles for nurses in addressing equity in
health care and disparities in outcomes, care, and the
upstream sources of disparities. The focus on inequal-
ity and equity reflects the increasing attention the
National Academy of Medicine has given to health
equity and social determinants of health (SDOH), and
the Robert Wood Johnson Foundation’s agenda to
create a culture of health that provides everyone a
“fair and just opportunity for health and well-being,”
a plan that has equity at its center (National
Academies, 2021, p. 128).
The report embraces a shift from focusing on dis-
pa
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