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    – ## TheFutureofMentalHealthinOlderAdults3.docx – ## IND101Milestone5Template.docx – Screenshot_20250604_020559_Chrome.jpg **## TheFutureofMentalHealthinOlderAdults3.docx** 4 **The Future of Mental Health in Older Adults** Name Institution/Affiliation Course Instructor’s Name Date **Quoted Passag…

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    Assignment Prompt & Instructions

    – ## TheFutureofMentalHealthinOlderAdults3.docx

    – ## IND101Milestone5Template.docx

    – Screenshot_20250604_020559_Chrome.jpg

    **## TheFutureofMentalHealthinOlderAdults3.docx**

    4

    **The Future of Mental Health in Older Adults**

    Name

    Institution/Affiliation

    Course

    Instructor’s Name

    Date

    **Quoted Passage**

    “As a middle-income country, China is experiencing a significant demographic shift characterized by a population aging. This shift has heightened the risk of depression among its older citizens, particularly in rural areas. Extensive studies consistently underscore a high prevalence of depressive symptoms in China, with rural older adults being particularly vulnerable. For instance, a nationwide study disclosed a substantial 30.72% prevalence of depressive symptoms among older adults in 2018, notably higher in rural areas (34.02% vs. 21.50%). In rural communities, the growing of 'empty nesters'—a term referring to older adults living either alone or only with a spouse, without the companionship of children or other family members—raises additional concerns”

    **Paraphrase**

    The increase in China’s older population is leading to more depression among elderly people in rural areas (Gao et al., 2024, p. 2). Studies have shown that depression is very common among older people in China, especially those living in rural areas. In a national study from 2018, it was found that depression was more common among rural seniors, as 34.02% of them had symptoms compared to 21.50% in urban areas (Gao et al., 2024, p. 2). Many older adults end up living by themselves because their children have moved out, which is called empty nesting. Most elderly people live either on their own or with their spouse, and the number of seniors is increasing each year.

    **Short Quotation with Explanation**

    Gao et al. (2024) state that “Living arrangements, as a critical structural element of social support, influence the mental health of older adults and may contribute to depression” (p. 2). It shows that how older adults live, either by themselves or with others, is an important part of their social support, and it can greatly affect their mental well-being and sometimes cause depression.

    **References**

    Chong, T. W., Curran, E., Ames, D., Lautenschlager, N. T., & Castle, D. J. (2020). Mental health of older adults during the COVID-19 pandemic: lessons from history to guide our future.
    _International Psychogeriatrics_, 32(10), 1249-1250.
    [https://doi.org/10.1017/S1041610220001003](https://doi.org/10.1017/S1041610220001003)

    Gao, Q., Lei, C., Wei, X., Peng, L., Wang, X., Yue, A., & Shi, Y. (2024). Exploring the interplay of living arrangements, social support, and depression among older adults in rural northwest China.
    _BMC Public Health_, 24(1), 3297.
    [https://doi.org/10.1186/s12889-024-20737-w](https://doi.org/10.1186/s12889-024-20737-w)

    Mandy, H. M., Cao, Y., Fung, S. S., Kwan, G. S., Zita, C. K., & Shum, D. H. (2025). Intolerance of uncertainty, aging, and anxiety and mental health concerns: A scoping review and meta-analysis
    _. Journal of Anxiety Disorders_, 102975.
    [https://doi.org/10.1016/j.janxdis.2025.102975](https://doi.org/10.1016/j.janxdis.2025.102975)

    Nutakor, J. A., Zhou, L., Larnyo, E., Addai-Dansoh, S., & Cui, Y. (2024). Impact of health information seeking behavior and digital health literacy on self-perceived health and depression symptoms among older adults in the United States.
    _Scientific Reports_, 14(1), 31080.
    [https://doi.org/10.1038/s41598-024-82187-z](https://doi.org/10.1038/s41598-024-82187-z)

    Pincus, H. A., Pike, K. M., & Spaeth-Rublee, B. (2021). Training Future Leaders to Address Mental Health and Substance Use Issues in Older Adults—The Health and Aging Policy Fellows Program
    _. Generations_, 44(4), 1-6.
    [https://www-jstor-org.vlib.excelsior.edu/stable/48631286](https://www-jstor-org.vlib.excelsior.edu/stable/48631286)

    **## IND101Milestone5Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 5 Template**

    **Introduction paragraph (approx. 150–200 words):**

    [Example: In the year 2019, plug-in electric vehicles represented less than 2 percent of all vehicle sales in the United States. Meanwhile, other nations, like China and Norway, have eclipsed the United States in electric vehicle market share (Graham et al., 2021). There is no doubt from the international scientific community that carbon emissions from traditional internal combustion engine vehicles contribute significantly to climate change, and that electric vehicles represent a viable strategy to curb the automotive industry’s negative impact on the environment. Why then do electric vehicle sales still lag in the United States and what can be done to increase sales?
    The US government should increase the incentives for the production and consumption of electric cars because the United States is falling behind other nations in market share of electric cars, they are still too expensive for most consumers, and research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    **Outline:**

    I.
    **Supporting Point 1:**[Example: The United States is falling behind other nations in market share of electric cars]

    A.
    **Topic sentence:** [Example: The United States, once a world leader in automotive innovation, is quickly falling behind other nations in electric vehicle market share.]

    B.
    **Supporting detail:**[Example: The largest EV market is China, with more than half of the world’s EV sales (Sperling, 2018).]

    C.
    **Supporting detail:**[Example: European Parliament and EU set 2020 targets for EVs and charging stations in all EU member states (Noori & Tatari, 2016).]

    II.
    **Supporting Point 2:**[Example: Electric cars are too expensive for most consumers]

    A.
    **Topic sentence:** _[Continue adding content here and below as indicated in the examples above]_

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    III.
    **Supporting Point 3:**[Example: Research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    A.
    **Topic sentence:**

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    IV.
    **Countering Opposing Perspectives**

    A.
    **Topic sentence:**[Example: Some researchers have argued that the shift from traditional vehicles to electric vehicles should be slowed, not quickened, because of their potentially harmful effects on the environment.]

    B.
    **Supporting detail:**[Example: Electric vehicles are powered by batteries charged by electricity, so some argue that the benefits of EVs are lessened because of the pollution caused by the “dirty, coal-fired power plant” needed to create the energy (Sperling, 2018, p.12).]

    C.
    **Refuting detail:** [Example: However, as we move away from coal toward renewable energy like wind and solar power or nuclear energy, this negative effect is eliminated. For example, Sperling (2018) noted that “in France, where most electricity comes from nuclear power, the environmental benefits are enormous” (p 13).]

    V.
    **Conclusion**

    A.
    **Review central ideas presented in body and make connection to thesis:** [Example: It is clear from the research that a transition to electric vehicles will significantly reduce carbon emissions and contribute positively toward the global fight against climate change. However, in order to facilitate this transition, the US government needs to increase production and consumption incentives for electric vehicles since the US is falling behind other nations in its market share of EVs, and American consumers are slow to shift from traditional vehicles because of the cost.]

    B.
    **Closing thoughts:** [Example: Climate change is a serious, global challenge affecting all of humankind, and every step toward the transition to electric vehicles is a step in the right direction.]

    **References**

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers.
    _Energy Efficiency_,
    _13_(6), 1063–1074.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it’s time for the United States to get serious about industrial policies.
    _Issues in Science & Technology_,
    _37_(2), 72–79.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States.
    _Energy_,
    _96_, 215–230.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic_ _Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)]

    **Screenshot_20250604_020559_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250604-020559-chrome-jpg)

    **Screenshot_20250604_020559_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250604-020559-chrome-jpg)

    **## TheFutureofMentalHealthinOlderAdults3.docx**

    4

    **The Future of Mental Health in Older Adults**

    Name

    Institution/Affiliation

    Course

    Instructor’s Name

    Date

    **Quoted Passage**

    “As a middle-income country, China is experiencing a significant demographic shift characterized by a population aging. This shift has heightened the risk of depression among its older citizens, particularly in rural areas. Extensive studies consistently underscore a high prevalence of depressive symptoms in China, with rural older adults being particularly vulnerable. For instance, a nationwide study disclosed a substantial 30.72% prevalence of depressive symptoms among older adults in 2018, notably higher in rural areas (34.02% vs. 21.50%). In rural communities, the growing of 'empty nesters'—a term referring to older adults living either alone or only with a spouse, without the companionship of children or other family members—raises additional concerns”

    **Paraphrase**

    The increase in China’s older population is leading to more depression among elderly people in rural areas (Gao et al., 2024, p. 2). Studies have shown that depression is very common among older people in China, especially those living in rural areas. In a national study from 2018, it was found that depression was more common among rural seniors, as 34.02% of them had symptoms compared to 21.50% in urban areas (Gao et al., 2024, p. 2). Many older adults end up living by themselves because their children have moved out, which is called empty nesting. Most elderly people live either on their own or with their spouse, and the number of seniors is increasing each year.

    **Short Quotation with Explanation**

    Gao et al. (2024) state that “Living arrangements, as a critical structural element of social support, influence the mental health of older adults and may contribute to depression” (p. 2). It shows that how older adults live, either by themselves or with others, is an important part of their social support, and it can greatly affect their mental well-being and sometimes cause depression.

    **References**

    Chong, T. W., Curran, E., Ames, D., Lautenschlager, N. T., & Castle, D. J. (2020). Mental health of older adults during the COVID-19 pandemic: lessons from history to guide our future.
    _International Psychogeriatrics_, 32(10), 1249-1250.
    [https://doi.org/10.1017/S1041610220001003](https://doi.org/10.1017/S1041610220001003)

    Gao, Q., Lei, C., Wei, X., Peng, L., Wang, X., Yue, A., & Shi, Y. (2024). Exploring the interplay of living arrangements, social support, and depression among older adults in rural northwest China.
    _BMC Public Health_, 24(1), 3297.
    [https://doi.org/10.1186/s12889-024-20737-w](https://doi.org/10.1186/s12889-024-20737-w)

    Mandy, H. M., Cao, Y., Fung, S. S., Kwan, G. S., Zita, C. K., & Shum, D. H. (2025). Intolerance of uncertainty, aging, and anxiety and mental health concerns: A scoping review and meta-analysis
    _. Journal of Anxiety Disorders_, 102975.
    [https://doi.org/10.1016/j.janxdis.2025.102975](https://doi.org/10.1016/j.janxdis.2025.102975)

    Nutakor, J. A., Zhou, L., Larnyo, E., Addai-Dansoh, S., & Cui, Y. (2024). Impact of health information seeking behavior and digital health literacy on self-perceived health and depression symptoms among older adults in the United States.
    _Scientific Reports_, 14(1), 31080.
    [https://doi.org/10.1038/s41598-024-82187-z](https://doi.org/10.1038/s41598-024-82187-z)

    Pincus, H. A., Pike, K. M., & Spaeth-Rublee, B. (2021). Training Future Leaders to Address Mental Health and Substance Use Issues in Older Adults—The Health and Aging Policy Fellows Program
    _. Generations_, 44(4), 1-6.
    [https://www-jstor-org.vlib.excelsior.edu/stable/48631286](https://www-jstor-org.vlib.excelsior.edu/stable/48631286)

    **## IND101Milestone5Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 5 Template**

    **Introduction paragraph (approx. 150–200 words):**

    [Example: In the year 2019, plug-in electric vehicles represented less than 2 percent of all vehicle sales in the United States. Meanwhile, other nations, like China and Norway, have eclipsed the United States in electric vehicle market share (Graham et al., 2021). There is no doubt from the international scientific community that carbon emissions from traditional internal combustion engine vehicles contribute significantly to climate change, and that electric vehicles represent a viable strategy to curb the automotive industry’s negative impact on the environment. Why then do electric vehicle sales still lag in the United States and what can be done to increase sales?
    The US government should increase the incentives for the production and consumption of electric cars because the United States is falling behind other nations in market share of electric cars, they are still too expensive for most consumers, and research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    **Outline:**

    I.
    **Supporting Point 1:**[Example: The United States is falling behind other nations in market share of electric cars]

    A.
    **Topic sentence:** [Example: The United States, once a world leader in automotive innovation, is quickly falling behind other nations in electric vehicle market share.]

    B.
    **Supporting detail:**[Example: The largest EV market is China, with more than half of the world’s EV sales (Sperling, 2018).]

    C.
    **Supporting detail:**[Example: European Parliament and EU set 2020 targets for EVs and charging stations in all EU member states (Noori & Tatari, 2016).]

    II.
    **Supporting Point 2:**[Example: Electric cars are too expensive for most consumers]

    A.
    **Topic sentence:** _[Continue adding content here and below as indicated in the examples above]_

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    III.
    **Supporting Point 3:**[Example: Research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    A.
    **Topic sentence:**

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    IV.
    **Countering Opposing Perspectives**

    A.
    **Topic sentence:**[Example: Some researchers have argued that the shift from traditional vehicles to electric vehicles should be slowed, not quickened, because of their potentially harmful effects on the environment.]

    B.
    **Supporting detail:**[Example: Electric vehicles are powered by batteries charged by electricity, so some argue that the benefits of EVs are lessened because of the pollution caused by the “dirty, coal-fired power plant” needed to create the energy (Sperling, 2018, p.12).]

    C.
    **Refuting detail:** [Example: However, as we move away from coal toward renewable energy like wind and solar power or nuclear energy, this negative effect is eliminated. For example, Sperling (2018) noted that “in France, where most electricity comes from nuclear power, the environmental benefits are enormous” (p 13).]

    V.
    **Conclusion**

    A.
    **Review central ideas presented in body and make connection to thesis:** [Example: It is clear from the research that a transition to electric vehicles will significantly reduce carbon emissions and contribute positively toward the global fight against climate change. However, in order to facilitate this transition, the US government needs to increase production and consumption incentives for electric vehicles since the US is falling behind other nations in its market share of EVs, and American consumers are slow to shift from traditional vehicles because of the cost.]

    B.
    **Closing thoughts:** [Example: Climate change is a serious, global challenge affecting all of humankind, and every step toward the transition to electric vehicles is a step in the right direction.]

    **References**

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers.
    _Energy Efficiency_,
    _13_(6), 1063–1074.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it’s time for the United States to get serious about industrial policies.
    _Issues in Science & Technology_,
    _37_(2), 72–79.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States.
    _Energy_,
    _96_, 215–230.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic_ _Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)]

    **Screenshot_20250604_020559_Chrome.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/screenshot-20250604-020559-chrome-jpg)

    **## TheFutureofMentalHealthinOlderAdults3.docx**

    4

    **The Future of Mental Health in Older Adults**

    Name

    Institution/Affiliation

    Course

    Instructor’s Name

    Date

    **Quoted Passage**

    “As a middle-income country, China is experiencing a significant demographic shift characterized by a population aging. This shift has heightened the risk of depression among its older citizens, particularly in rural areas. Extensive studies consistently underscore a high prevalence of depressive symptoms in China, with rural older adults being particularly vulnerable. For instance, a nationwide study disclosed a substantial 30.72% prevalence of depressive symptoms among older adults in 2018, notably higher in rural areas (34.02% vs. 21.50%). In rural communities, the growing of 'empty nesters'—a term referring to older adults living either alone or only with a spouse, without the companionship of children or other family members—raises additional concerns”

    **Paraphrase**

    The increase in China’s older population is leading to more depression among elderly people in rural areas (Gao et al., 2024, p. 2). Studies have shown that depression is very common among older people in China, especially those living in rural areas. In a national study from 2018, it was found that depression was more common among rural seniors, as 34.02% of them had symptoms compared to 21.50% in urban areas (Gao et al., 2024, p. 2). Many older adults end up living by themselves because their children have moved out, which is called empty nesting. Most elderly people live either on their own or with their spouse, and the number of seniors is increasing each year.

    **Short Quotation with Explanation**

    Gao et al. (2024) state that “Living arrangements, as a critical structural element of social support, influence the mental health of older adults and may contribute to depression” (p. 2). It shows that how older adults live, either by themselves or with others, is an important part of their social support, and it can greatly affect their mental well-being and sometimes cause depression.

    **References**

    Chong, T. W., Curran, E., Ames, D., Lautenschlager, N. T., & Castle, D. J. (2020). Mental health of older adults during the COVID-19 pandemic: lessons from history to guide our future.
    _International Psychogeriatrics_, 32(10), 1249-1250.
    [https://doi.org/10.1017/S1041610220001003](https://doi.org/10.1017/S1041610220001003)

    Gao, Q., Lei, C., Wei, X., Peng, L., Wang, X., Yue, A., & Shi, Y. (2024). Exploring the interplay of living arrangements, social support, and depression among older adults in rural northwest China.
    _BMC Public Health_, 24(1), 3297.
    [https://doi.org/10.1186/s12889-024-20737-w](https://doi.org/10.1186/s12889-024-20737-w)

    Mandy, H. M., Cao, Y., Fung, S. S., Kwan, G. S., Zita, C. K., & Shum, D. H. (2025). Intolerance of uncertainty, aging, and anxiety and mental health concerns: A scoping review and meta-analysis
    _. Journal of Anxiety Disorders_, 102975.
    [https://doi.org/10.1016/j.janxdis.2025.102975](https://doi.org/10.1016/j.janxdis.2025.102975)

    Nutakor, J. A., Zhou, L., Larnyo, E., Addai-Dansoh, S., & Cui, Y. (2024). Impact of health information seeking behavior and digital health literacy on self-perceived health and depression symptoms among older adults in the United States.
    _Scientific Reports_, 14(1), 31080.
    [https://doi.org/10.1038/s41598-024-82187-z](https://doi.org/10.1038/s41598-024-82187-z)

    Pincus, H. A., Pike, K. M., & Spaeth-Rublee, B. (2021). Training Future Leaders to Address Mental Health and Substance Use Issues in Older Adults—The Health and Aging Policy Fellows Program
    _. Generations_, 44(4), 1-6.
    [https://www-jstor-org.vlib.excelsior.edu/stable/48631286](https://www-jstor-org.vlib.excelsior.edu/stable/48631286)

    **## IND101Milestone5Template.docx**

    [Student Name]

    _Instructions: Replace the example wording in brackets below with your wording for each prompt._

    **IND101 Milestone 5 Template**

    **Introduction paragraph (approx. 150–200 words):**

    [Example: In the year 2019, plug-in electric vehicles represented less than 2 percent of all vehicle sales in the United States. Meanwhile, other nations, like China and Norway, have eclipsed the United States in electric vehicle market share (Graham et al., 2021). There is no doubt from the international scientific community that carbon emissions from traditional internal combustion engine vehicles contribute significantly to climate change, and that electric vehicles represent a viable strategy to curb the automotive industry’s negative impact on the environment. Why then do electric vehicle sales still lag in the United States and what can be done to increase sales?
    The US government should increase the incentives for the production and consumption of electric cars because the United States is falling behind other nations in market share of electric cars, they are still too expensive for most consumers, and research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    **Outline:**

    I.
    **Supporting Point 1:**[Example: The United States is falling behind other nations in market share of electric cars]

    A.
    **Topic sentence:** [Example: The United States, once a world leader in automotive innovation, is quickly falling behind other nations in electric vehicle market share.]

    B.
    **Supporting detail:**[Example: The largest EV market is China, with more than half of the world’s EV sales (Sperling, 2018).]

    C.
    **Supporting detail:**[Example: European Parliament and EU set 2020 targets for EVs and charging stations in all EU member states (Noori & Tatari, 2016).]

    II.
    **Supporting Point 2:**[Example: Electric cars are too expensive for most consumers]

    A.
    **Topic sentence:** _[Continue adding content here and below as indicated in the examples above]_

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    III.
    **Supporting Point 3:**[Example: Research demonstrates that electric cars are effective at reducing carbon emissions, which contribute to climate change.]

    A.
    **Topic sentence:**

    B.
    **Supporting detail:**

    C.
    **Supporting detail:**

    IV.
    **Countering Opposing Perspectives**

    A.
    **Topic sentence:**[Example: Some researchers have argued that the shift from traditional vehicles to electric vehicles should be slowed, not quickened, because of their potentially harmful effects on the environment.]

    B.
    **Supporting detail:**[Example: Electric vehicles are powered by batteries charged by electricity, so some argue that the benefits of EVs are lessened because of the pollution caused by the “dirty, coal-fired power plant” needed to create the energy (Sperling, 2018, p.12).]

    C.
    **Refuting detail:** [Example: However, as we move away from coal toward renewable energy like wind and solar power or nuclear energy, this negative effect is eliminated. For example, Sperling (2018) noted that “in France, where most electricity comes from nuclear power, the environmental benefits are enormous” (p 13).]

    V.
    **Conclusion**

    A.
    **Review central ideas presented in body and make connection to thesis:** [Example: It is clear from the research that a transition to electric vehicles will significantly reduce carbon emissions and contribute positively toward the global fight against climate change. However, in order to facilitate this transition, the US government needs to increase production and consumption incentives for electric vehicles since the US is falling behind other nations in its market share of EVs, and American consumers are slow to shift from traditional vehicles because of the cost.]

    B.
    **Closing thoughts:** [Example: Climate change is a serious, global challenge affecting all of humankind, and every step toward the transition to electric vehicles is a step in the right direction.]

    **References**

    [Examples:

    Dua, R., & White, K. (2020). Understanding latent demand for hybrid and plug-in electric vehicles using large-scale longitudinal survey data of US new vehicle buyers.
    _Energy Efficiency_,
    _13_(6), 1063–1074.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=asn&AN=145259635&site=eds-live&scope=site)

    Graham, J. D., Belton, K. B., & Suri, X. (2021). How China beat the US in electric vehicle manufacturing and why it’s time for the United States to get serious about industrial policies.
    _Issues in Science & Technology_,
    _37_(2), 72–79.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=149318105&site=eds-live&scope=site)

    Noori, M., & Tatari, O. (2016). Development of an agent-based model for regional market penetration projections of electric vehicles in the United States.
    _Energy_,
    _96_, 215–230.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edselp&AN=S0360544215016606&site=eds-live&scope=site)

    Sperling, D. (2018). Electric vehicles: Approaching the tipping point.
    _Bulletin of the Atomic_ _Scientists_,
    _74_(1), 11–18.
    [http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site](http://vlib.excelsior.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=127161734&site=eds-live&scope=site)]

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  • [Solved] Article Summary

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    Provided to read and summarize for your assignment. The Anderson et al. (2022) article focuses on the benefits of and challenges associated with the inclusion of students with developmental disabilities in regular education classrooms. Article Summary Content Requirements – In the first paragraph, i…

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    Provided to read and summarize for your assignment. The Anderson et al. (2022) article focuses on the benefits of and challenges associated with the inclusion of students with developmental disabilities in regular education classrooms.
    Article Summary Content Requirements
    – In the first paragraph, introduce the article. Your introduction should include a description of the article’s purpose, audience, and significance. Why was the article written? Who was it written for? Why is it important / why did it need to be written?
    – In the second and third paragraphs, describe two key points from the article. The points can be something you think is particularly important or interesting; however, they should also be central to the article. You should summarize the key points in your own words. Don’t forget to use in-text citations when paraphrasing. For each point, provide sufficient detail to show that you truly understand the article.
    – In the final paragraph, describe what this article means to you. What experiences have you had with the topic? What do you take away from it?
    Article Summary Formatting Requirements
    – Your critique must be typed in Microsoft Word, 12-point font, 1” margins on all sides, and double-spaced.
    – The summary should be between approximately 500-650 words.
    – No abstract is required; do not include a title page. Do not include a header or any other information on the summary page.
    – The summary must include references in APA format. The only source you should reference for the summary is the assigned article. Include in-text citations to correspond with all entries in your reference list.

  • [Solved] Discussion

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    Reflect on your readings from this class, paying special attention to Ch. 13. What should the top five goals of K–12 education be? Why? What philosophical leanings and social forces influence your answer to the question? Chapter 13 of _Foundations of Education_ (Ornstein, Levine, & Gutek, 2016)

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    Reflect on your readings from this class, paying special attention to Ch. 13. What should the top five goals of K–12 education be? Why? What philosophical leanings and social forces influence your answer to the question?
    Chapter 13 of _Foundations of Education_ (Ornstein, Levine, & Gutek, 2016)

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    After reading the Sample Personal Guidance Philosophy in Module 1, develop your Personal Guidance Philosophy that you will uphold as an Early Childhood Educator. https://prezi.com/owzqs0zuaj3w/personal-guidance-philosophy/ I am not sure if it has to be like the sample or not, I am trying to ask to f…

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    After reading the Sample Personal Guidance Philosophy in Module 1, develop your Personal Guidance Philosophy that you will uphold as an Early Childhood Educator.
    https://prezi.com/owzqs0zuaj3w/personal-guidance-philosophy/
    I am not sure if it has to be like the sample or not, I am trying to ask to find out.

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    Based on what you learned in chapter 1 (Textbook: Guidance of Young Children) about styles of caregiving, describe a recent example of authoritative caregiving you observed in a public setting.

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    Based on what you learned in chapter 1 (Textbook:  Guidance of Young Children) about styles of caregiving, describe a recent example of authoritative caregiving you observed in a public setting.

  • [Solved] Analysis outline

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    Analysis outline – ## KinesiologicalAnalysisOutlineTemplate.docx – ## KinesiologicalAnalysis_Rubric.pdf – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf **## KinesiologicalAnalysisOutlineTemplate.docx** Kinesiological Analysis Outline Template 1. Introduction a. Definition and Description…

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    Analysis outline

    – ## KinesiologicalAnalysisOutlineTemplate.docx

    – ## KinesiologicalAnalysis_Rubric.pdf

    – ## Example_KinesiologicalAnalysisoftheBreaststroke.pdf

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    The analysis is complete and
    thorough. All joints of
    movement are identified. All
    muscle involvement is
    identified including muscle
    contraction type. All planes of
    movement and neural
    involvement are accurately
    identified. Reflects excellent
    effort.

    (36 points)
    The analysis is complete. All joints
    of movement are identified. Most
    muscle involvement is identified
    as was accurate muscle
    contraction type. Most planes of
    movement and neural
    involvement are accurately
    identified. Reflects above-average
    effort.

    (32 points)
    The analysis is somewhat
    complete. Most major joints of
    movement are identified but some
    minor movements are not
    addressed. Primary agonist
    involvement is accurate but some
    synergists are absent. Some planes
    of motion are identified accurately
    and/or some neural input is
    included and accurate. Reflects
    average effort.

    (27 points)
    The analysis is incomplete or
    completely inaccurate. Many
    movements and/or muscle
    involvement are overlooked
    and/or planes of movement are
    not included and/or Neural input
    analysis is minimal or not included.
    Reflects very little effort.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    The movement is complex
    involving more than 2 joints in at
    least 2 planes and both body
    segments. Concentric and
    eccentric movements are
    included. Contralateral movement
    is present.

    (20 points)
    The movement is fairly basic
    involving 2 or more joints and
    occurring in 1 body segment.
    Movement is in 1 plane of motion
    or includes only concentric
    contractions. Unilateral or bilateral
    movement is present.

    (18 points)
    The movement is basic involving 1
    or more joints and occurring in 1
    body segment. Movement is in 1
    plane of motion or includes only
    concentric contractions. Unilateral
    or bilateral movement is present.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    The paper organization is average.
    It includes temporal phases, but
    they are presented in an illogical
    manner. Media is present but is of
    low quality.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    Writing quality is excellent.
    Ideas are clearly conveyed
    and easy to follow. There are
    no more than 5 grammatical
    and/or punctuation errors. In-
    text citations and reference
    page are included and are
    correct. Includes 5 or more
    sources. Paper is formatted
    according to APA guidelines.

    (18 points)
    Writing quality is good. Ideas are
    clearly conveyed and easy to
    follow. There are no more than 10
    grammatical and/or punctuation
    errors. In-text citations are
    attempted and are fairly accurate.
    A reference page is included and is
    accurate. Includes more than 3
    sources. APA style formatting of
    the paper is mostly correct.

    (16 points)
    Writing quality is average. There
    are more than 10 grammatical
    and/or punctuation errors. No
    attempt to include in-text citations
    and/or reference page is present
    but formatting is incorrect.
    Includes 2-3 sources. APA
    formatting of the paper is
    attempted, but incorrect.

    (14 points)
    Writing quality is poor. Ideas or
    difficult to follow. There are more
    than 10 grammatical and/or
    punctuation errors. No attempt to
    include in-text citations and/or
    reference page. Includes no more
    than 1 source. Paper is not
    formatted following APA
    guidelines.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **## Example_KinesiologicalAnalysisoftheBreaststroke.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    The analysis is complete and
    thorough. All joints of
    movement are identified. All
    muscle involvement is
    identified including muscle
    contraction type. All planes of
    movement and neural
    involvement are accurately
    identified. Reflects excellent
    effort.

    (36 points)
    The analysis is complete. All joints
    of movement are identified. Most
    muscle involvement is identified
    as was accurate muscle
    contraction type. Most planes of
    movement and neural
    involvement are accurately
    identified. Reflects above-average
    effort.

    (32 points)
    The analysis is somewhat
    complete. Most major joints of
    movement are identified but some
    minor movements are not
    addressed. Primary agonist
    involvement is accurate but some
    synergists are absent. Some planes
    of motion are identified accurately
    and/or some neural input is
    included and accurate. Reflects
    average effort.

    (27 points)
    The analysis is incomplete or
    completely inaccurate. Many
    movements and/or muscle
    involvement are overlooked
    and/or planes of movement are
    not included and/or Neural input
    analysis is minimal or not included.
    Reflects very little effort.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    The movement is complex
    involving more than 2 joints in at
    least 2 planes and both body
    segments. Concentric and
    eccentric movements are
    included. Contralateral movement
    is present.

    (20 points)
    The movement is fairly basic
    involving 2 or more joints and
    occurring in 1 body segment.
    Movement is in 1 plane of motion
    or includes only concentric
    contractions. Unilateral or bilateral
    movement is present.

    (18 points)
    The movement is basic involving 1
    or more joints and occurring in 1
    body segment. Movement is in 1
    plane of motion or includes only
    concentric contractions. Unilateral
    or bilateral movement is present.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    The paper organization is average.
    It includes temporal phases, but
    they are presented in an illogical
    manner. Media is present but is of
    low quality.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    Writing quality is excellent.
    Ideas are clearly conveyed
    and easy to follow. There are
    no more than 5 grammatical
    and/or punctuation errors. In-
    text citations and reference
    page are included and are
    correct. Includes 5 or more
    sources. Paper is formatted
    according to APA guidelines.

    (18 points)
    Writing quality is good. Ideas are
    clearly conveyed and easy to
    follow. There are no more than 10
    grammatical and/or punctuation
    errors. In-text citations are
    attempted and are fairly accurate.
    A reference page is included and is
    accurate. Includes more than 3
    sources. APA style formatting of
    the paper is mostly correct.

    (16 points)
    Writing quality is average. There
    are more than 10 grammatical
    and/or punctuation errors. No
    attempt to include in-text citations
    and/or reference page is present
    but formatting is incorrect.
    Includes 2-3 sources. APA
    formatting of the paper is
    attempted, but incorrect.

    (14 points)
    Writing quality is poor. Ideas or
    difficult to follow. There are more
    than 10 grammatical and/or
    punctuation errors. No attempt to
    include in-text citations and/or
    reference page. Includes no more
    than 1 source. Paper is not
    formatted following APA
    guidelines.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    **## KinesiologicalAnalysisOutlineTemplate.docx**

    Kinesiological Analysis Outline Template

    1. Introduction

    a. Definition and Description of activity

    i. List and describe the temporal phases

    2. Analysis of Movement

    a. Temporal Phase 1

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    b. Temporal Phase 2

    i. Joint 1

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    ii. Joint 2

    1. Movement performed

    2. Plane of motion movement occurs in

    3. Muscles contracting concentrically to perform motion

    a. Neural input for concentric contractors

    4. Muscles contracting eccentrically to perform motion

    a. Neural input for eccentric contractors

    3. Discussion of motion with recommendations for improvement

    a. Efficiency

    b. Power

    c. Speed

    d. Endurance

    4. Conclusion

    **## KinesiologicalAnalysis_Rubric.pdf**

    KIN 390 – Kinesiological Analysis Rubric

    Excellent Above Average Average Below Average

    Analysis
    Accuracy
    (40%)

    (40 points)
    The analysis is complete and
    thorough. All joints of
    movement are identified. All
    muscle involvement is
    identified including muscle
    contraction type. All planes of
    movement and neural
    involvement are accurately
    identified. Reflects excellent
    effort.

    (36 points)
    The analysis is complete. All joints
    of movement are identified. Most
    muscle involvement is identified
    as was accurate muscle
    contraction type. Most planes of
    movement and neural
    involvement are accurately
    identified. Reflects above-average
    effort.

    (32 points)
    The analysis is somewhat
    complete. Most major joints of
    movement are identified but some
    minor movements are not
    addressed. Primary agonist
    involvement is accurate but some
    synergists are absent. Some planes
    of motion are identified accurately
    and/or some neural input is
    included and accurate. Reflects
    average effort.

    (27 points)
    The analysis is incomplete or
    completely inaccurate. Many
    movements and/or muscle
    involvement are overlooked
    and/or planes of movement are
    not included and/or Neural input
    analysis is minimal or not included.
    Reflects very little effort.

    Movement
    Complexity
    (25%)

    (25 points)
    The movement is highly
    complex involving multiple
    joints in 3 planes. Multiple
    types of muscle contraction.
    Rotational movements are
    involved.

    (22 points)
    The movement is complex
    involving more than 2 joints in at
    least 2 planes and both body
    segments. Concentric and
    eccentric movements are
    included. Contralateral movement
    is present.

    (20 points)
    The movement is fairly basic
    involving 2 or more joints and
    occurring in 1 body segment.
    Movement is in 1 plane of motion
    or includes only concentric
    contractions. Unilateral or bilateral
    movement is present.

    (18 points)
    The movement is basic involving 1
    or more joints and occurring in 1
    body segment. Movement is in 1
    plane of motion or includes only
    concentric contractions. Unilateral
    or bilateral movement is present.

    Project/Media
    Organization/
    Quality (15%)

    (15 points)
    The paper is extremely well
    organized. All components
    are included and are well
    connected. Media is excellent
    and enhances the
    presentation.

    (13 points)
    The paper is well organized and
    includes well-defined temporal
    phases. Necessary media is
    included.

    (11 points)
    The paper organization is average.
    It includes temporal phases, but
    they are presented in an illogical
    manner. Media is present but is of
    low quality.

    (10 points)
    The paper is poorly organized.
    Temporal phases are nonexistent
    or are poorly defined. No media is
    present

    Writing
    Quality
    (20%)

    (20 points)
    Writing quality is excellent.
    Ideas are clearly conveyed
    and easy to follow. There are
    no more than 5 grammatical
    and/or punctuation errors. In-
    text citations and reference
    page are included and are
    correct. Includes 5 or more
    sources. Paper is formatted
    according to APA guidelines.

    (18 points)
    Writing quality is good. Ideas are
    clearly conveyed and easy to
    follow. There are no more than 10
    grammatical and/or punctuation
    errors. In-text citations are
    attempted and are fairly accurate.
    A reference page is included and is
    accurate. Includes more than 3
    sources. APA style formatting of
    the paper is mostly correct.

    (16 points)
    Writing quality is average. There
    are more than 10 grammatical
    and/or punctuation errors. No
    attempt to include in-text citations
    and/or reference page is present
    but formatting is incorrect.
    Includes 2-3 sources. APA
    formatting of the paper is
    attempted, but incorrect.

    (14 points)
    Writing quality is poor. Ideas or
    difficult to follow. There are more
    than 10 grammatical and/or
    punctuation errors. No attempt to
    include in-text citations and/or
    reference page. Includes no more
    than 1 source. Paper is not
    formatted following APA
    guidelines.

    Comments:

    **## Example_KinesiologicalAnalysisoftheBreaststroke.pdf**

    Kinesiological Analysis of the Breaststroke Arm Pull

    Introduction: The breaststroke is one of four recognized competitive swimming strokes in United States

    swimming and internationally. Breaststroke competition typically occurs in two distances. The

    distances are 100 yards in American swimming or 100 meters in international swimming, and 200 yards

    during American competition or 200 meters when competing internationally. United States and

    international swimming varies as a result of difference venue (pool) structure. American swimming,

    which is defined more specifically as college or high school swimming, occurs in pools that are 25 yards

    in length. International swimming, including the Olympics, occurs in pools that are 50 meters in length.

    Besides the differences in absolute distances swum, American swimming requires more turns than

    international swimming. For instance, during a 200-yard American swim, the swimmer will make seven

    turns. During an international 200-meter event, in a 50-meter pool, only three turns will occur.

    During the breaststroke, the upper extremities (arm-stroke) move simultaneously and separately from

    the lower extremities (leg-kick), which also move simultaneously. The stroke pattern consists of

    repetitive arm-strokes and leg-kicks that are initiated by the arm-stroke and then followed by the leg-

    kick. There is a pause between each segment of the stroke which allows the swimmer to glide using the

    energy generated in the previous arm-stroke or leg-kick. The length of the pause/glide phases depends

    upon the distance of the race. The gliding phases are shorter in in the 100 yard/meter events due to the

    sprint nature of the event.

    This analysis is limited to the arm-stroke phase of the complete breaststroke. For this presentation, the

    arm stroke will be broken into three temporal phases: 1) Catch; 2) Down-sweep 3) recovery. The

    temporal phases are presented in the figures below. The starting phases is presented as an initial

    reference point.

    Starting Position Catch Down-Sweep Recovery

    The Catch Analysis: From the starting position, the swimmer begins the catch phase of the with the

    shoulders fully flexed and outwardly rotated to approximately 45 degrees. The wrists are slightly flexed

    and abducted. After the pause associated with the stroke, the shoulders begin to adduct and the hands

    move away from each other. The movement during the initial part of this phase is passive and occurs as

    a result of the propulsion from the previous stroke. Concentric muscle contractions begin when the

    elbows flex toward the end of the catch phase. This movement is the result of concentric contraction of

    the biceps brachii, brachialis, and briachioradialis. The biceps brachii is a two-headed, extrinsic, bi-

    articular muscle that crosses both the shoulder and the elbow with the muscle belly located on the

    anterior aspect of the humerus. Its distal tendon crosses the anterior aspect of the elbow joint. The

    brachialis is an intrinsic muscle on the anterior aspect of the elbow deep to the biceps brachii. It is a

    powerful elbow flexor when the forearms are pronated. The brachioradialis muscle belly lies

    predominately on the lateral forearm and supports elbow flexion when the forearm is in the neutral

    position. All of these muscles are supplied by the musculocutaneous nerve. This phase ends with

    powerful shoulder adduction which occurs due to forceful contraction of the pectoralis major and

    latissimus dorsi. These muscles are large muscles located on either side of the torso. The pectoralis

    major is found on the anterior aspect of the torso and attaches on the upper humerus. The latissimus

    dorsi is located on the posterior aspect of the torso and also attaches to the upper humerus. The

    pectoralis major is innervated by the medial and lateral pectoral nerves. The latissimus dorsi is

    innervated by the thoracodorsal nerve. Movement in this phase occurs in the frontal plane and

    horizontal planes.

    The Down-sweep Analysis: During this phase, the hands approach each other as a result of shoulder

    horizontal adduction and inward rotation. This is the primary propulsion phase of the stroke and

    requires powerful concentric contraction of the pectoralis major supplied by the medial and lateral

    pectoral nerves and the anterior deltoid innervated by the axillary nerve. These muscle contract to

    create shoulder horizontal adduction. Shoulder inward rotation also occurs and is primarily supported

    by the subscapularis, a rotator cuff muscle. Other muscles contributing to the movement include the

    anterior deltoid, pectoralis major, teres major, and latissimus dorsi. As the shoulders are horizontally

    adducting, the elbows flex to approximately 90 degrees and the forearms supinate to approximately 90

    degrees. The elbow flexors and neural supply have been mentioned previously. Supination of the

    forearm is caused by contraction of the supinator and biceps brachii. Most of the movement in the

    phase occurs in the horizontal plane. This phase is completed when the hands, forearm, and elbows

    meet each other directly underneath the upper torso of the swimmer.

    Recovery Analysis: The purpose of this phase is to reposition the hands to begin the next arm-stroke.

    Once the hands and forearms meet under the upper torso, they are thrust forward by fully extending

    the elbows and flexing the shoulders to 180 degrees from the anatomical reference position. Also

    during this phase, the forearms pronate approximately 300 degrees from the anatomical reference

    position. Elbow extension occurs due to powerful concentric contraction of the triceps brachii and

    ancoeus which are located on the anterior aspect of the elbow joint. The muscles are innervated by the

    radial nerve. Shoulder flexion occurs due primarily to concentric contraction of the anterior deltoid

    which is which is located on the anterior aspect of the shoulder joint and supplied by the axially nerve.

    Forearm pronation is caused by the pronator teres, which is located on the proximal anterior aspect of

    the forearm, and the pronator quadratus, which is located on the anterior distal aspect of the forearm.

    Strength and Flexibility Training: Strength training to support the arm-stroke portion of the

    breaststroke would heavily emphasize exercises to support shoulder horizontal adduction, because this

    is the primary propulsive segment of the stroke. Training should include exercises for the pectoralis

    major and anterior deltoid. Also due to the shoulder inward rotation involvement during the stroke,

    strength training should include exercises to strengthen the rotator cuff and other muscles involved with

    shoulder inward rotation. This would primarily include the subscapularis, anterior deltoid and teres

    major. Flexibility training should focus on allowing as much forward extension of the upper extremities

    as possible. This would primarily target increasing the range of motion of the shoulders by increasing

    the flexibility of the pectoralis major and latissimus dorsi.

    – 1
    – 2
    – 3

  • [Solved] Education Research summary: Africa Assignment

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    please see attachment. Any use of AI will receive automatic 0 – ## ResearchPaperAssignmentInstructions13.docx **## ResearchPaperAssignmentInstructions13.docx** CJUS 810 **Research Paper Assignment Instructions** Overview In developing your expertise in transnational organized crime (TOC) you will be…

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    – ## ResearchPaperAssignmentInstructions13.docx

    **## ResearchPaperAssignmentInstructions13.docx**

    CJUS 810

    **Research Paper Assignment Instructions**

    Overview

    In developing your expertise in transnational organized crime (TOC) you will be writing a series of research papers. All together the writing contained in all these papers combined would be quite significant project! You will find that in some modules, the research papers mimic our readings with respect to subject matter and some modules, the research papers do not mimic the reading. Again, the goal of these research papers is to stretch the depth and breadth of your knowledge. You should feel well prepared to teach a course in TOCs after completing this course. The research papers and PowerPoints you create could serve as the basis for such class. Additionally, you will find that this course and the course CJUS701 Comparative Criminal Justice Systems complement each other very well.

    Instructions

    · Each research paper should be a minimum of 6 to 8 pages.

    · The vast difference in page count is because some countries and/or crime/topics are quite easy to study and some countries and/or crime/topics have very limited information.

    · In some instances, there will be a plethora of information and you must use skilled writing to maintain proper page count.

    · Please keep in mind that this is doctoral level analysis and writing – you are to take the hard-earned road – the road less travelled – the scholarly road in forming your paper.

    · The paper must use current APA style, and the page count does not include the title page, abstract, reference section, or any extra material.

    · The minimum elements of the paper are listed below.

    · You must use a
    _minimum_ of 8 recent (some countries/crimes/topics may have more recent research articles than others), relevant, and academic (peer review journals preferred and professional journals allowed if used judiciously) sources, at least 2 sources being the Holy Bible, and one recent (some countries/crime/topics have more recent than others) news article. Books may be used but are considered “additional: sources beyond the stated minimums. You may use .gov sources as your recent, relevant, and academic sources if the writing is academic in nature (authored works). You may also use United Nations and Whitehouse.gov documents as academic documents.

    · Again, this paper must reflect graduate level research and writing style. If you need to go over the maximum page count you must obtain professor permission in advance! Please reference the Research Paper Rubric when creating your research paper.

    **_These are minimum guidelines – you may expand the topics covered in your papers._**

    1. Begin your paper with a
    **_brief_** analysis of the following elements:

    0. Introduction to the country

    1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction or thesis statement if needed)

    1. Analyze the impact of organized crime in the assigned area on the government.

    1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area.

    1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system.

    **_The following is an outline of the minimum points to be covered in your paper – Crime Typology Topics:_**

    **_These are minimum guidelines – you may expand the topics covered in your papers…_**

    1. Analyze the nature of assigned crime/issue with respect to (at a minimum):

    0. Scope of the crime/issue

    0. Financial impact – if possible

    0. Human impact – if possible

    0. Analysis of various countries laws dealing with the crime/issue.

    1. Briefly propose policies that may be helpful in mitigating the crime/topic on a specific country or transnational scale.

    1. A Holy Bible comparison/analysis of the crime/topic

    Page 2 of 2

    **## ResearchPaperAssignmentInstructions13.docx**

    CJUS 810

    **Research Paper Assignment Instructions**

    Overview

    In developing your expertise in transnational organized crime (TOC) you will be writing a series of research papers. All together the writing contained in all these papers combined would be quite significant project! You will find that in some modules, the research papers mimic our readings with respect to subject matter and some modules, the research papers do not mimic the reading. Again, the goal of these research papers is to stretch the depth and breadth of your knowledge. You should feel well prepared to teach a course in TOCs after completing this course. The research papers and PowerPoints you create could serve as the basis for such class. Additionally, you will find that this course and the course CJUS701 Comparative Criminal Justice Systems complement each other very well.

    Instructions

    · Each research paper should be a minimum of 6 to 8 pages.

    · The vast difference in page count is because some countries and/or crime/topics are quite easy to study and some countries and/or crime/topics have very limited information.

    · In some instances, there will be a plethora of information and you must use skilled writing to maintain proper page count.

    · Please keep in mind that this is doctoral level analysis and writing – you are to take the hard-earned road – the road less travelled – the scholarly road in forming your paper.

    · The paper must use current APA style, and the page count does not include the title page, abstract, reference section, or any extra material.

    · The minimum elements of the paper are listed below.

    · You must use a
    _minimum_ of 8 recent (some countries/crimes/topics may have more recent research articles than others), relevant, and academic (peer review journals preferred and professional journals allowed if used judiciously) sources, at least 2 sources being the Holy Bible, and one recent (some countries/crime/topics have more recent than others) news article. Books may be used but are considered “additional: sources beyond the stated minimums. You may use .gov sources as your recent, relevant, and academic sources if the writing is academic in nature (authored works). You may also use United Nations and Whitehouse.gov documents as academic documents.

    · Again, this paper must reflect graduate level research and writing style. If you need to go over the maximum page count you must obtain professor permission in advance! Please reference the Research Paper Rubric when creating your research paper.

    **_These are minimum guidelines – you may expand the topics covered in your papers._**

    1. Begin your paper with a
    **_brief_** analysis of the following elements:

    0. Introduction to the country

    1. Analyze the nature of organized crime in the assigned area (you may narrow the scope of your analysis through your introduction or thesis statement if needed)

    1. Analyze the impact of organized crime in the assigned area on the government.

    1. Briefly propose policies that may be helpful in mitigating organized crime in the assigned area.

    1. A Holy Bible comparison/analysis of the nature of the organized crime system, the impact on the country, or your proposed policy to mitigate the system.

    **_The following is an outline of the minimum points to be covered in your paper – Crime Typology Topics:_**

    **_These are minimum guidelines – you may expand the topics covered in your papers…_**

    1. Analyze the nature of assigned crime/issue with respect to (at a minimum):

    0. Scope of the crime/issue

    0. Financial impact – if possible

    0. Human impact – if possible

    0. Analysis of various countries laws dealing with the crime/issue.

    1. Briefly propose policies that may be helpful in mitigating the crime/topic on a specific country or transnational scale.

    1. A Holy Bible comparison/analysis of the crime/topic

    Page 2 of 2

  • [Solved] week 4 discussion 2

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    #### **Intervention** Last week, you learned about Epstein’s spheres of influence and discussed some strategies for creating meaningful partnerships with families and the community. This model is highly successful, but it does not work for all families all of the time. For some families, you may nee…

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    Assignment Prompt & Instructions

    #### **Intervention**
    Last week, you learned about Epstein’s spheres of influence and discussed some strategies for creating meaningful partnerships with families and the community. This model is highly successful, but it does not work for all families all of the time. For some families, you may need to go beyond your normal efforts and create an intervention plan. This topic will be the focus of this discussion.
    To prepare for this discussion,
    – Please refer to the Week 4 Guidance for further tips and examples that will support your success with this assignment.
    – Read [_Effective Community and Engagement Strategies._Links to an external site.](https://ctschoolchange.org/app/uploads/Hanover-Effective-Family-and-Community-Engagement-Strategies-LEAD-Connecticut.pdf)
    – Refer back to the case studies in [ECE 313 Chapter 10Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/22361615-3692-43b1-be54-de40152813e6/1/ECD%20345%20Case%20Studies%20-%20Storyline%20output.zip/ECD%20345%20Case%20Studies%20-%20Storyline%20output/story_html5.html?lms=1 "ECE 313 Chapter 10")
    In your initial post,
    – Choose a family from the case studies located in [ECE313 Chapter 10Links to an external site.](https://content.bridgepointeducation.com/curriculum/file/22361615-3692-43b1-be54-de40152813e6/1/ECD%20345%20Case%20Studies%20-%20Storyline%20output.zip/ECD%20345%20Case%20Studies%20-%20Storyline%20output/story_html5.html?lms=1 "ECE313 Chapter 10") or identify a family from your own experiences. (If you choose a real family, you must create a pseudonym to ensure anonymity.)
    – Provide a brief summary about the family and explain at least two needs the family has when it comes to support they need from community resources.
    – Identify one virtual resource (i.e., online) to aid the family and evaluate why it would be beneficial.
    – Identify one community resource from your own community that would aid the family, and evaluate why it would be beneficial.
    – Explain how you will share the resources with the family.

  • [Solved] 500-1

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    Paragraph with at least 100 words each explaining the following which should include a reference for each paragraph. 1. Why is it important to have students monitor and reflect on their own work? How will you implement this in your future classroom? 2. Incorporating opportunities for collaboration…

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    Assignment Prompt & Instructions

    Paragraph with at least 100 words each explaining the following which should include a reference for each paragraph.
    1.    Why is it important to have students monitor and reflect on their own work? How will you implement this in your future classroom?
    2.  Incorporating opportunities for collaboration in the classroom helps students to develop better communication skills and higher-order thinking practices. Research a specific collaborative technique and describe how it is used in the classroom setting.