Tag: Model Answer

  • [Solved] Article Review

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    Can some please help me complete article review – ## PY550ArticleReviewGuidlines.docx – ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf **## PY550ArticleReviewGuidlines.docx** **PY 550 Article Review Guidelines** For this assignment, you are to write a scholarly/academic “criti…

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    Assignment Prompt & Instructions

    Can some please help me complete article review

    – ## PY550ArticleReviewGuidlines.docx

    – ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf

    **## PY550ArticleReviewGuidlines.docx**

    **PY 550 Article Review Guidelines**

    For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).

    Q: What is a critical review?

    A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.

    **Structure of a Critical Review**

    The review will include
    _an introduction, summary, evaluation_, and
    _conclusion_. (plus title page and reference page)

    **Introduction**

    1. Introduce the author(s), title, and topic of the article.

    2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary

    3. Make a very brief statement that “previews” your evaluation/critique of the article.

    **Summary**

    In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.

    1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.

    2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.

    **Evaluation**

    Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.

    The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.

    Here are some suggestions for structure.

    · Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.

    · If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.

    **Conclusion**

    This is a fairly short paragraph.

    Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.

    End with possible recommendations.

    **References**

    List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.

    **ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ataleoftwovisions-cananewviewofpersonalityhelpintegratepsychology-pdf)

    **ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf**

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    **## PY550ArticleReviewGuidlines.docx**

    **PY 550 Article Review Guidelines**

    For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).

    Q: What is a critical review?

    A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.

    **Structure of a Critical Review**

    The review will include
    _an introduction, summary, evaluation_, and
    _conclusion_. (plus title page and reference page)

    **Introduction**

    1. Introduce the author(s), title, and topic of the article.

    2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary

    3. Make a very brief statement that “previews” your evaluation/critique of the article.

    **Summary**

    In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.

    1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.

    2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.

    **Evaluation**

    Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.

    The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.

    Here are some suggestions for structure.

    · Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.

    · If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.

    **Conclusion**

    This is a fairly short paragraph.

    Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.

    End with possible recommendations.

    **References**

    List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.

    **ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ataleoftwovisions-cananewviewofpersonalityhelpintegratepsychology-pdf)

    **## PY550ArticleReviewGuidlines.docx**

    **PY 550 Article Review Guidelines**

    For this assignment, you are to write a scholarly/academic “critical review” for each of two journal articles. The first article is provided in the assignment. The second article is to be chosen from one of those provided in the articles folder. Each review should be 3-4 pages in length (not including title and reference pages).

    Q: What is a critical review?

    A: The word “critical” does not mean to criticize negatively, but rather to thoughtfully evaluate the quality of the paper.

    **Structure of a Critical Review**

    The review will include
    _an introduction, summary, evaluation_, and
    _conclusion_. (plus title page and reference page)

    **Introduction**

    1. Introduce the author(s), title, and topic of the article.

    2. Make a brief statement about the purpose of the study and findings, or in the case of a conceptual/theoretical paper, the key arguments or propositions presented. Don’t go into detail here, you will do that in the summary

    3. Make a very brief statement that “previews” your evaluation/critique of the article.

    **Summary**

    In this section, your goal is to convey the content of the article in a very concise and unbiased manner. There should not be any critique in the summary. To write an accurate summary, you must read and seek to fully comprehend the entire paper so that you may summarize in your own words (i.e., paraphrase) in a way that accurately reflects that which you have read. After reading the paper, reflect on its purpose, main points, and conclusions. Determining the main points of the article can sometimes be challenging. As you read, it may serve you well to create an outline of the article. Two very important guidelines are relevant to writing the summary.

    1. Many of us were taught that paraphrasing involves rearranging or replacing a few words from the source text so that you make the same statement using slightly different words. This is in fact, NOT proper paraphrasing. This is inadequate, and is actually a form of plagiarism. Please see the APA publication manual for guidance on paraphrasing and avoiding plagiarism.

    2. Also, as a rule, you should avoid using word for word passages from the source text. This rule can occasionally be broken when the author has made a statement in such a way that to paraphrase would substantially lower its impact. Any word for word passage should be put in quotation marks, of course.

    **Evaluation**

    Think of this section as the critique. This will be the longest section of your paper. Here, you’ll discuss strengths, weaknesses, and the most notable, interesting, or controversial points. Your discussion should be well reasoned and not simple opinion with nothing to back it up. It is also better to avoid statements such as “I believe,” “I think,” and “Personally…” You may certainly believe something to be true and of course you have an opinion, however it is better not to use an “I believe” statement. Simply begin stating the arguments or facts upon which your opinion is based. There are many alternative phrases that work well, such as “Based on ________, it could be argued that _______.” Also, where needed, consider citing other sources to help bolster your commentary. This is useful for both disputing/questioning and supporting claims made in the article you are evaluating.

    The overall structure of the evaluation/critique portion of your paper is a matter of preference and will differ according to what works best for the type of article you are reviewing. However, in every case, there should be a structure. In other words, your writing shouldn’t jump around with disconnected, rambling ideas and statements. There should be a flow that makes it coherent.

    Here are some suggestions for structure.

    · Order your commentary about the paper according to importance of each point or topic. This can be done either from most important to least important or reversed, i.e., from least important to most important.

    · If your evaluation is more positive than negative, present the negative points first and the positive last. Likewise, if there is more negative than positive, then present the positive points first and the negative last. Doing this will provide an easy transition to your conclusion.

    **Conclusion**

    This is a fairly short paragraph.

    Restate your claims (above), but don’t be redundant. Restating doesn’t mean repeating the exact statements that you have already made. Think of this as a super concise summary of your evaluation section.

    End with possible recommendations.

    **References**

    List all sources used in the review. If no other sources are cited, then only the article you reviewed will be in the reference page.

    **ATaleofTwoVisions.CanaNewViewofPersonalityHelpIntegratePsychology.pdf**

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  • [Solved] mod 5 HealthP Discussion

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    _**Health Promotion & Adolescent**_ _**Case Study 2**_ E.J. is a nurse in an elementary school setting. Health promotion at the school-age level is a critical time when behaviors can be influenced before unhealthful patterns have become the standard. Healthy behaviors are taught and modeled by the n…

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    Assignment Prompt & Instructions

    _**Health Promotion & Adolescent**_
    _**Case Study 2**_
    E.J. is a nurse in an elementary school setting. Health promotion at the school-age level is a critical time when behaviors can be influenced before unhealthful patterns have become the standard. Healthy behaviors are taught and modeled by the nurse as well as the teachers in the school.
    She has a diverse set of roles. She provides direct care to ill or injured students when needed. She also coordinates vision and hearing screenings, tracks immunization compliance, provides referrals, and participates in the care and planning of special needs students. She is aware that she has high rates of students with asthma and allergies, so she monitors the air quality index in her community.
    Questions for the Case study
    The prevention of overweight and obesity is critically important during the school-age years. Which educational interventions as a Nurse practitioner you should give to your school-age patients?
    1. **Discuss appropriate interventions for adolescents suspected of having an eating disorder. Describe how they would initiate conversations with adolescents about this issue.**
    2. **Describe the physical changes of adolescents that include natural processes of biology and genetics**
    3. **Discuss the prevalence of violence among adolescents. Identify ways that health care practitioners can help prevent and educate adolescents about these issues.**
    Submission Requirements:
    Post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources.
    Course Textbook:
    Edelman, C. L., & Kudzma, E. C. (2021). Health promotion throughout the life span (10th ed.). Elsevier. ISBN: 978-0323761406 • Fenstermacher, K & Hudson, B.T. (2020). Practice Guidelines for Family Nurse Practitioners (5th ed.). St. Louis, MO: Elsevier. ISBN: 978-0323554947

  • [Solved] E 1252 MOD 3 DB 1

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    In-depth study guidance and analytical solution covering E 1252 MOD 3 DB 1.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] question assigment

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    Executive Solution Overview

    – ## archive223.zip – ## HWSessionNotes.docx – 20250511_1619494.jpg **## archive223.zip** ## CamScanner 05-11-2025 16.16_1.jpg ## CamScanner 05-11-2025 16.16_2.jpg ## CamScanner 05-11-2025 16.16_3.jpg ## CamScanner 05-11-2025 16.16_4.jpg ## CamScanner 05-11-2025 16.16_5.jpg ## CamScanner 05-11…

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    Assignment Prompt & Instructions

    – ## archive223.zip

    – ## HWSessionNotes.docx

    – 20250511_1619494.jpg

    **## archive223.zip**

    ## CamScanner 05-11-2025 16.16_1.jpg

    ## CamScanner 05-11-2025 16.16_2.jpg

    ## CamScanner 05-11-2025 16.16_3.jpg

    ## CamScanner 05-11-2025 16.16_4.jpg

    ## CamScanner 05-11-2025 16.16_5.jpg

    ## CamScanner 05-11-2025 16.16_6.jpg

    ## CamScanner 05-11-2025 16.16_7.jpg

    **## HWSessionNotes.docx**

    During a play routine Sandra responded to her name few times with physical prompts.  During a mealtime routine Sandra responded to her name when exaggerated voice and physical prompts were utilized.  During a tabletop routine Sandra responded to her name highly inconsistently.  Maximal models and physical prompts were utilized throughout the session.

    During a play routine, tabletop routine and circle time routine Sandra had a lot of difficulty attending to activities and to a toy for more than 20 seconds.  Maximal models and physical prompts and constant redirection was needed throughout the session.  Sandra was very distracted.

    During a play routine Sandra did not identify any of the presented objects.  During circle time routine Sandra did not identify any of the presented objects.  During mealtime routine SAndra did not identify any objects.  Maximal models and physical prompts were provided throughout the sessions.  All of the objects were presented in field of 2.  Maximal models and physical prompts provided.

    During a play routine, tabletop routine and circle time routine Sandra did not imitate any sounds or sound combinations.  She was very distracted and quiet.  Models of sounds were provided throughout the session.  Attention to activities was highly limited.

    During meal time

    During outdoor play

    During the table time toys (puzzles, bears sorting colors e.t.c)

    During the story time

    During the coloring

    During the circle time

    During the art and art craft time

    **20250511_1619494.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-1619494-jpg)

    **20250511_1619494.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-1619494-jpg)

    **## archive223.zip**

    ## CamScanner 05-11-2025 16.16_1.jpg

    ## CamScanner 05-11-2025 16.16_2.jpg

    ## CamScanner 05-11-2025 16.16_3.jpg

    ## CamScanner 05-11-2025 16.16_4.jpg

    ## CamScanner 05-11-2025 16.16_5.jpg

    ## CamScanner 05-11-2025 16.16_6.jpg

    ## CamScanner 05-11-2025 16.16_7.jpg

    **## HWSessionNotes.docx**

    During a play routine Sandra responded to her name few times with physical prompts.  During a mealtime routine Sandra responded to her name when exaggerated voice and physical prompts were utilized.  During a tabletop routine Sandra responded to her name highly inconsistently.  Maximal models and physical prompts were utilized throughout the session.

    During a play routine, tabletop routine and circle time routine Sandra had a lot of difficulty attending to activities and to a toy for more than 20 seconds.  Maximal models and physical prompts and constant redirection was needed throughout the session.  Sandra was very distracted.

    During a play routine Sandra did not identify any of the presented objects.  During circle time routine Sandra did not identify any of the presented objects.  During mealtime routine SAndra did not identify any objects.  Maximal models and physical prompts were provided throughout the sessions.  All of the objects were presented in field of 2.  Maximal models and physical prompts provided.

    During a play routine, tabletop routine and circle time routine Sandra did not imitate any sounds or sound combinations.  She was very distracted and quiet.  Models of sounds were provided throughout the session.  Attention to activities was highly limited.

    During meal time

    During outdoor play

    During the table time toys (puzzles, bears sorting colors e.t.c)

    During the story time

    During the coloring

    During the circle time

    During the art and art craft time

    **20250511_1619494.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-1619494-jpg)

    **## archive223.zip**

    ## CamScanner 05-11-2025 16.16_1.jpg

    ## CamScanner 05-11-2025 16.16_2.jpg

    ## CamScanner 05-11-2025 16.16_3.jpg

    ## CamScanner 05-11-2025 16.16_4.jpg

    ## CamScanner 05-11-2025 16.16_5.jpg

    ## CamScanner 05-11-2025 16.16_6.jpg

    ## CamScanner 05-11-2025 16.16_7.jpg

    **## HWSessionNotes.docx**

    During a play routine Sandra responded to her name few times with physical prompts.  During a mealtime routine Sandra responded to her name when exaggerated voice and physical prompts were utilized.  During a tabletop routine Sandra responded to her name highly inconsistently.  Maximal models and physical prompts were utilized throughout the session.

    During a play routine, tabletop routine and circle time routine Sandra had a lot of difficulty attending to activities and to a toy for more than 20 seconds.  Maximal models and physical prompts and constant redirection was needed throughout the session.  Sandra was very distracted.

    During a play routine Sandra did not identify any of the presented objects.  During circle time routine Sandra did not identify any of the presented objects.  During mealtime routine SAndra did not identify any objects.  Maximal models and physical prompts were provided throughout the sessions.  All of the objects were presented in field of 2.  Maximal models and physical prompts provided.

    During a play routine, tabletop routine and circle time routine Sandra did not imitate any sounds or sound combinations.  She was very distracted and quiet.  Models of sounds were provided throughout the session.  Attention to activities was highly limited.

    During meal time

    During outdoor play

    During the table time toys (puzzles, bears sorting colors e.t.c)

    During the story time

    During the coloring

    During the circle time

    During the art and art craft time

    **20250511_1619494.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250511-1619494-jpg)

    – 1
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  • [Solved] Psychology of Personality

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    See Attachment – ## CaseStudy.docx **## CaseStudy.docx** **Case Study** Read the following case study on a patient who was diagnosed with a personality disorder: Jodie is a 31-year old woman who comes to you for treatment. She states that the reason she is there is to get her anger under control, an…

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    Assignment Prompt & Instructions

    See Attachment

    – ## CaseStudy.docx

    **## CaseStudy.docx**

    **Case Study**

    Read the following case study on a patient who was diagnosed with a personality disorder:

    Jodie is a 31-year old woman who comes to you for treatment. She states that the reason she is there is to get her anger under control, and that in her last several relationships with men, she has been guilty of hitting her boyfriends and/or throwing things at them. She states that she doesn't know why she does this because she 'really loved all of them.'

    During the course of your conversation, you discover that she has been married and divorced three times, and in the last year, has had 4 'serious' relationships. Also, she tells you that she has had two past suicide attempts (pill overdoses) in response to 'bad breakups' with various boyfriends and husbands. Jodie is also both a compulsive shopper and compulsive eater. She has been known to max out her credit cards on shopping binges, and she has a habit of binging and purging. She states that she mostly engages in these kinds of behavior when her relationships are 'getting bad.' She tells you that when she is in a relationship, it's very intense and that her whole world looks brighter, yet when the relationship begins to crumble, she goes through periods of intense depression and suicidal thoughts and has even resorted, more than once, to falsely telling her husband/boyfriend that she was pregnant in order to try to salvage the relationship.

    She states that she has two goals in therapy: to get a handle on her anger issues and to try to resolve these feelings of intense emptiness she has.

    Jodie is exhibiting classic symptoms of Borderline Personality Disorder and meets most of the criteria outlined in the DSM 5 (she easily meets 6 of the 9 criteria). Think about what your next steps are to treat Jodie.

    **Prompt**

    After having read the case study, compose a
    **2,000 word paper** that thoroughly answers the following questions using research to support your points:

    1. Which psychological tests, if any, would you administer to this patient, and why?

    2. Would you apply Freud's, Erikson's, Adler's, or Jung's theory of personality to describe this patient? Why?

    3. In terms of biological traits, which ones might fit best with this patient? Why?

    4. What about sexual identity traits?

    5. Would you choose to treat this patient behaviorally, cognitively, or humanistically? Why?

    6. Which prominent personality traits does this patient appear to exhibit?

    7. Provide a summary of your findings and a rudimentary treatment plan for this patient. Be sure to explain your intent.

    Your paper should include:

    · Title page

    · Introduction

    · Body with sections on each discussion

    · Conclusion

    · References page

    **## CaseStudy.docx**

    **Case Study**

    Read the following case study on a patient who was diagnosed with a personality disorder:

    Jodie is a 31-year old woman who comes to you for treatment. She states that the reason she is there is to get her anger under control, and that in her last several relationships with men, she has been guilty of hitting her boyfriends and/or throwing things at them. She states that she doesn't know why she does this because she 'really loved all of them.'

    During the course of your conversation, you discover that she has been married and divorced three times, and in the last year, has had 4 'serious' relationships. Also, she tells you that she has had two past suicide attempts (pill overdoses) in response to 'bad breakups' with various boyfriends and husbands. Jodie is also both a compulsive shopper and compulsive eater. She has been known to max out her credit cards on shopping binges, and she has a habit of binging and purging. She states that she mostly engages in these kinds of behavior when her relationships are 'getting bad.' She tells you that when she is in a relationship, it's very intense and that her whole world looks brighter, yet when the relationship begins to crumble, she goes through periods of intense depression and suicidal thoughts and has even resorted, more than once, to falsely telling her husband/boyfriend that she was pregnant in order to try to salvage the relationship.

    She states that she has two goals in therapy: to get a handle on her anger issues and to try to resolve these feelings of intense emptiness she has.

    Jodie is exhibiting classic symptoms of Borderline Personality Disorder and meets most of the criteria outlined in the DSM 5 (she easily meets 6 of the 9 criteria). Think about what your next steps are to treat Jodie.

    **Prompt**

    After having read the case study, compose a
    **2,000 word paper** that thoroughly answers the following questions using research to support your points:

    1. Which psychological tests, if any, would you administer to this patient, and why?

    2. Would you apply Freud's, Erikson's, Adler's, or Jung's theory of personality to describe this patient? Why?

    3. In terms of biological traits, which ones might fit best with this patient? Why?

    4. What about sexual identity traits?

    5. Would you choose to treat this patient behaviorally, cognitively, or humanistically? Why?

    6. Which prominent personality traits does this patient appear to exhibit?

    7. Provide a summary of your findings and a rudimentary treatment plan for this patient. Be sure to explain your intent.

    Your paper should include:

    · Title page

    · Introduction

    · Body with sections on each discussion

    · Conclusion

    · References page

  • [Solved] E 1252 BIB /OUTLINE

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    RE VISE – ## ENG1252MOD3BIB2025.docx – ## ENG1252MOD3OUTLINE2025.docx **## ENG1252MOD3BIB2025.docx** Mathis 3 Lashawn Mathis Professor ENG 1252 5/10/2025 Are Genetically Modified Plants (GMOs) Beneficial in Agriculture Brookes, Graham, and Peter Barfoot. "Environmental Impacts of Genetically Modifie…

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    RE  VISE

    – ## ENG1252MOD3BIB2025.docx

    – ## ENG1252MOD3OUTLINE2025.docx

    **## ENG1252MOD3BIB2025.docx**

    Mathis 3

    Lashawn Mathis

    Professor

    ENG 1252

    5/10/2025

    Are Genetically Modified Plants (GMOs) Beneficial in Agriculture

    Brookes, Graham, and Peter Barfoot. "Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions."
    _GM Crops & Food_, vol. 11, no. 4, 2020, pp. 215-241.

    This source discusses the reduction of pesticides, which otherwise have adverse effects on the environment. In the article, Brookes and Barfoot discuss how adopting genetically modified crops reduces the fuel used in production, thus lowering total carbon emissions. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Both authors are post-graduates in economics in Dorchester, UK, meaning they have adequate knowledge concerning the topic of study. One limitation of this source is that it focuses more on the environmental impact and overlooks other benefits. However, I plan to use this source to show how genetically modified technology enhances environmental sustainability. This source is also credible because it is data-driven, meaning the evidence is scientific.

    Ghimire, Bimal Kumar, et al. "Assessment of Benefits and Risk of Genetically Modified Plants and Products: Current Controversies and Perspective."
    _Sustainability_, vol. 15, no. 2, 2023, pp. 1722.

    This source discusses how genetic modification technology introduces plants with new traits. In the article, the authors show some of the advantages of growing such plants, including increased production, reduced disease vulnerability, and tolerance to weather conditions. The article was published in 2024, meaning the information is current and relevant. Five of the authors are in the Department of Crop Science, College of Sanghuh Life Science, and another one is in Bioherb Research Institute, Kangwon National University, implying that the context of the article is relevant. One limitation of this source is that it does not specify areas most appropriate for growing these plants. However, I plan to use this source to discuss the benefits of using genetically transformed plants. This source is also credible because it compiles data from various secondary data.

    Nezhmetdinova, F. T., M. E. Guryleva, and L. D. Kardanova. "Risks and safety standards for the use of genetically modified organisms in the context of food security."
    _BIO Web of Conferences_. Vol. 161. EDP Sciences, 2025.

    This article discusses how genetically modified plants have provided food security solutions, pest control, and changes in environmental conditions. In the article, however, the authors highlight the risks and safety standards that should be considered before adopting this technology. The article was published in 2025, implying that it offers the most updated information about the topic. Two authors, Nezhmetdinova and Guryleva, work at the Kazan State Agrarian University, Russia, while Kardanova is in Kabardino-Balkarian State University, Russia. One limitation of this source is that it focuses its research in Europe, the USA, and Russia, meaning that the findings may not be generalized in African soils. However, the source will be beneficial in illustrating the precautionary measures that farmers may use to achieve optimal results from this technology. The authors use a data-driven approach, meaning the information is reliable for academic purposes.

    Ngongolo, Kelvin, and Gideon S. Mmbando. "Necessities, Environmental Impact, and Ecological Sustainability of Genetically Modified (GM) Crops."
    _Discover Agriculture_, vol. 3, no. 1. 2025. pp. 29.

    This article discusses how policymakers can adopt this technology by considering various factors. In the article, the authors acknowledge that this technology benefits the environment and reduces the use of pesticides; they note that policymakers should advance in the research on ecological sustainability. The article was published in 2025, meaning the context is relevant and timely. The two authors are in the Department of Biology at the University of Dodoma; thus, they are academicians, and the article follows the academic standards. One limitation is that it only reviews various articles, limiting the breadth of discussion. However, I will discuss the role of policymakers and the implementation of this technology in minimizing environmental risks. Nevertheless, the article uses multiple sources, meaning the information is credible.

    **## ENG1252MOD3OUTLINE2025.docx**

    2

    Your Name

    Course Name

    Professor’s Name

    Date of Submission

    **The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity**

    Genetically Modified Organisms (GMOs) have transformed agriculture in recent years, amid controversies over their safety, ethics, and efficacy. In the face of rising global populations and climate change undermining food security, the role played by GMOs in promoting sustainable and productive agricultural systems cannot be overstated. GMOs are genetically engineered crops that are pest-resistant, have environmental stress tolerance, or enhanced nutritional content, offering solutions to some of agriculture's most pressing challenges. Critics argue that GMOs pose environmental threats and exacerbate corporate control over agriculture. Still, the benefits—particularly in pest resistance, yield improvement, and environmental sustainability—outweigh these drawbacks if responsibly managed. By examining the mechanisms of GMO pest resistance and their broader agricultural implications, it is clear that these technologies are necessary to address global food demands. Genetically modified crops benefit agriculture by enhancing pest resistance, increasing crop yields, improving environmental sustainability, and supporting farmers' livelihoods through economic gains.

    **Outline of Main Points**

    I. Genetically altered crops enhance pest resistance, reducing chemical pesticide use and promoting crop health.

    · Evidence: GMO crops Bt corn and Bt cotton produce Bacillus thuringiensis (Bt), a natural toxin that is toxic to specific pests, e.g., caterpillars, but is not toxic to beneficial insects (Yali 22).

    · Evidence: Klümper and Qaim performed a meta-analysis in 2014, which found that GMO pest-resistant crops reduced pesticide use by 37% globally, lessening environmental contamination and farmers' exposure to poisonous chemicals.

    · Evidence: Indian field trials found that Bt brinjal grown increased yields by up to 50% in regions plagued by fruit and shoot borer, demonstrating the outright impact of pest resistance on plant survival.

    II. GMOs increase crop yields, addressing global food security challenges by producing more food on smaller areas of land.

    · Evidence: The National Academy of Sciences reported in 2015 that GMO crops such as herbicide-tolerant soybeans and insect-resistant maize increased yields by an average of 20% over conventional crops.

    · Evidence: Sub-Saharan Africa has witnessed increased yields of 25–30% in water-stressed areas with drought-tolerant GMO maize varieties, improving the food security of smallholder farmers (James 45).

    · Evidence: Deployment of GMO rice varieties like Golden Rice boosts nutritional content (e.g., vitamin A), fighting malnutrition while maintaining high productivity in Asia's rice-dominated regions.

    III. Genetically modified plants increase environmental sustainability by reducing agricultural inputs and minimizing ecological harm.

    · Evidence: Herbicide-tolerant GMOs enable no-till farming, which preserves soil structure, reduces erosion, and sequesters carbon, according to a 2016 study by the International Service for the Acquisition of Agri-biotech Applications.

    · Proof: Reduced application of pesticides on GMO crops decreases the risk of water contamination and protects pollinators such as bees, whose contribution to an ecosystem's well-being is major (Klümper and Qaim 18).

    · Empirical evidence: GMO crops are genetically engineered for nitrogen efficiency to minimize the use of synthetic fertilizers, lowering greenhouse emissions and leaching of nutrients, as shown in GMO wheat trials in Australia.

    IV. GMOs support farmer livelihoods by increasing economic gains and reducing production costs.

    · Evidence: As per a study by Brookes and Barfoot in 2019, GMO adoption led to an average increase of 68% in farmer income due to higher yields and reduced input costs (e.g., pesticides and labor).

    · Evidence: In developing countries such as the Philippines, Bt corn farmers saved 50% on pest control costs, which can be reinvested in farm facilities and household requirements.

    · Evidence: The economic protection provided by GMO crops allows smallholder farmers to compete on the international market, as in South Africa, where GMO maize farmers saw income boosts of 20–30% over non-GMO farmers.

    **Explanation of Outline Structure**

    The introduction establishes the context of GMOs in modern agriculture, as well as both their potential and controversies. It positions the importance of GMOs worldwide in solving food security and sustainability, making way for the thesis. The thesis statement, which is emphasized, is short and arguable, and it introduces the four main supporting points to be developed throughout the essay: pest resistance, yield enhancement, environmental sustainability, and economic benefit for farmers. The title, "The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity," is precise and conveys the thesis without the use of very broad terms, as cautioned in the assignment prompt.

    The four thesis supporting main points of the outline are phrased as independent sentences that directly serve the thesis, with concise precision. Each point states a distinct benefit of GMOs, redirecting back to the thesis with an emphasis on practical farm outcomes. The bulleted evidence presented under each point comprises specific studies, statistics, and examples, including meta-analyses, field trials, and regional case studies, to ground the arguments on good research. These are hypothetical but written in a manner that mimics real academic citations because the assignment does not require real citations at this stage. In the last essay, these would be replaced with real sources like peer-reviewed journals or organizational reports like those of the National Academy of Sciences.

    Point I concerns pest resistance, one of the most prominent mechanisms of GMOs, and how it helps reduce pesticide use. The evidence offers both the scientific logic (Bt toxin) and the real impacts (yield increases in India), making the argument concrete and persuasive. Point II concerns yield increases, connecting GMOs to global food security and malnutrition fixes, with examples like Golden Rice adding a nutritional component. Point III discusses environmental sustainability, mentioning reduced inputs and environmental benefits, which aligns with the student's interest in environmental concerns as mentioned in the first post. Point IV mentions economic benefits, taking into consideration ethical concerns around farmer livelihood and presenting a human-centered perspective.

    To present an evenly balanced argument, the essay can approach counterarguments, such as environmental hazards or corporate control over seeds, in a refutation paragraph. However, this is not specifically required in the outline. The evidence is varied, from cross-cultural settings (such as India, Africa, Australia) to emphasize GMOs' cross-cultural applicability. The outline can be adapted to be transformed into topic sentences for the essay, with each point being developed into a full paragraph with the given evidence.

    **References**

    Brookes, Graham, and Peter Barfoot. “Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions.” GM Crops & Food, vol. 11, no. 4, 2020, pp. 215–241,
    [www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198](http://www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198). Accessed 7 May 2025.

    Klümper, Wilhelm, and Matin Qaim. “A Meta-Analysis of the Impacts of Genetically Modified Crops.” PLOS ONE, vol. 9, no. 11, 2014, e111629, doi:10.1371/journal.pone.0111629. Accessed 7 May 2025.

    NNational Academy of Sciences. Genetically Engineered Crops: Experiences and Prospects. National Academies Press, 2016,
    [www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects](http://www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects). Accessed 7 May 2025.

    Shelton, Anthony M., et al. “Bt Brinjal in Bangladesh: The First Genetically Engineered Food Crop in a Developing Country.” Cold Spring Harbor Perspectives in Biology, vol. 10, no. 10, 2018, a034678, doi:10.1101/cshperspect.a034678. Accessed 7 May 2025.

    Tripathi, Anjali, et al. “Genetically Engineered Crops for Sustainably Enhanced Food Production Systems.” Frontiers in Plant Science, vol. 13, 2022, 1023201, doi:10.3389/fpls.2022.1023201. Accessed 7 May 2025.

    United States Food and Drug Administration. “How GMO Crops Impact Our World.” FDA, 5 Sept. 2024,
    [www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world](http://www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world). Accessed 7 May 2025.

    Yali, Wensheng. “Application of Genetically Modified Organism (GMO) Crop Technology and Its Implications in Modern Agriculture.” International Journal of Applied Agricultural Sciences, vol. 8, no. 1, 2022, pp. 14–20, doi:10.11648/j.ijaas.20220801.13. Accessed 7 May 2025.

    **## ENG1252MOD3OUTLINE2025.docx**

    2

    Your Name

    Course Name

    Professor’s Name

    Date of Submission

    **The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity**

    Genetically Modified Organisms (GMOs) have transformed agriculture in recent years, amid controversies over their safety, ethics, and efficacy. In the face of rising global populations and climate change undermining food security, the role played by GMOs in promoting sustainable and productive agricultural systems cannot be overstated. GMOs are genetically engineered crops that are pest-resistant, have environmental stress tolerance, or enhanced nutritional content, offering solutions to some of agriculture's most pressing challenges. Critics argue that GMOs pose environmental threats and exacerbate corporate control over agriculture. Still, the benefits—particularly in pest resistance, yield improvement, and environmental sustainability—outweigh these drawbacks if responsibly managed. By examining the mechanisms of GMO pest resistance and their broader agricultural implications, it is clear that these technologies are necessary to address global food demands. Genetically modified crops benefit agriculture by enhancing pest resistance, increasing crop yields, improving environmental sustainability, and supporting farmers' livelihoods through economic gains.

    **Outline of Main Points**

    I. Genetically altered crops enhance pest resistance, reducing chemical pesticide use and promoting crop health.

    · Evidence: GMO crops Bt corn and Bt cotton produce Bacillus thuringiensis (Bt), a natural toxin that is toxic to specific pests, e.g., caterpillars, but is not toxic to beneficial insects (Yali 22).

    · Evidence: Klümper and Qaim performed a meta-analysis in 2014, which found that GMO pest-resistant crops reduced pesticide use by 37% globally, lessening environmental contamination and farmers' exposure to poisonous chemicals.

    · Evidence: Indian field trials found that Bt brinjal grown increased yields by up to 50% in regions plagued by fruit and shoot borer, demonstrating the outright impact of pest resistance on plant survival.

    II. GMOs increase crop yields, addressing global food security challenges by producing more food on smaller areas of land.

    · Evidence: The National Academy of Sciences reported in 2015 that GMO crops such as herbicide-tolerant soybeans and insect-resistant maize increased yields by an average of 20% over conventional crops.

    · Evidence: Sub-Saharan Africa has witnessed increased yields of 25–30% in water-stressed areas with drought-tolerant GMO maize varieties, improving the food security of smallholder farmers (James 45).

    · Evidence: Deployment of GMO rice varieties like Golden Rice boosts nutritional content (e.g., vitamin A), fighting malnutrition while maintaining high productivity in Asia's rice-dominated regions.

    III. Genetically modified plants increase environmental sustainability by reducing agricultural inputs and minimizing ecological harm.

    · Evidence: Herbicide-tolerant GMOs enable no-till farming, which preserves soil structure, reduces erosion, and sequesters carbon, according to a 2016 study by the International Service for the Acquisition of Agri-biotech Applications.

    · Proof: Reduced application of pesticides on GMO crops decreases the risk of water contamination and protects pollinators such as bees, whose contribution to an ecosystem's well-being is major (Klümper and Qaim 18).

    · Empirical evidence: GMO crops are genetically engineered for nitrogen efficiency to minimize the use of synthetic fertilizers, lowering greenhouse emissions and leaching of nutrients, as shown in GMO wheat trials in Australia.

    IV. GMOs support farmer livelihoods by increasing economic gains and reducing production costs.

    · Evidence: As per a study by Brookes and Barfoot in 2019, GMO adoption led to an average increase of 68% in farmer income due to higher yields and reduced input costs (e.g., pesticides and labor).

    · Evidence: In developing countries such as the Philippines, Bt corn farmers saved 50% on pest control costs, which can be reinvested in farm facilities and household requirements.

    · Evidence: The economic protection provided by GMO crops allows smallholder farmers to compete on the international market, as in South Africa, where GMO maize farmers saw income boosts of 20–30% over non-GMO farmers.

    **Explanation of Outline Structure**

    The introduction establishes the context of GMOs in modern agriculture, as well as both their potential and controversies. It positions the importance of GMOs worldwide in solving food security and sustainability, making way for the thesis. The thesis statement, which is emphasized, is short and arguable, and it introduces the four main supporting points to be developed throughout the essay: pest resistance, yield enhancement, environmental sustainability, and economic benefit for farmers. The title, "The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity," is precise and conveys the thesis without the use of very broad terms, as cautioned in the assignment prompt.

    The four thesis supporting main points of the outline are phrased as independent sentences that directly serve the thesis, with concise precision. Each point states a distinct benefit of GMOs, redirecting back to the thesis with an emphasis on practical farm outcomes. The bulleted evidence presented under each point comprises specific studies, statistics, and examples, including meta-analyses, field trials, and regional case studies, to ground the arguments on good research. These are hypothetical but written in a manner that mimics real academic citations because the assignment does not require real citations at this stage. In the last essay, these would be replaced with real sources like peer-reviewed journals or organizational reports like those of the National Academy of Sciences.

    Point I concerns pest resistance, one of the most prominent mechanisms of GMOs, and how it helps reduce pesticide use. The evidence offers both the scientific logic (Bt toxin) and the real impacts (yield increases in India), making the argument concrete and persuasive. Point II concerns yield increases, connecting GMOs to global food security and malnutrition fixes, with examples like Golden Rice adding a nutritional component. Point III discusses environmental sustainability, mentioning reduced inputs and environmental benefits, which aligns with the student's interest in environmental concerns as mentioned in the first post. Point IV mentions economic benefits, taking into consideration ethical concerns around farmer livelihood and presenting a human-centered perspective.

    To present an evenly balanced argument, the essay can approach counterarguments, such as environmental hazards or corporate control over seeds, in a refutation paragraph. However, this is not specifically required in the outline. The evidence is varied, from cross-cultural settings (such as India, Africa, Australia) to emphasize GMOs' cross-cultural applicability. The outline can be adapted to be transformed into topic sentences for the essay, with each point being developed into a full paragraph with the given evidence.

    **References**

    Brookes, Graham, and Peter Barfoot. “Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions.” GM Crops & Food, vol. 11, no. 4, 2020, pp. 215–241,
    [www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198](http://www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198). Accessed 7 May 2025.

    Klümper, Wilhelm, and Matin Qaim. “A Meta-Analysis of the Impacts of Genetically Modified Crops.” PLOS ONE, vol. 9, no. 11, 2014, e111629, doi:10.1371/journal.pone.0111629. Accessed 7 May 2025.

    NNational Academy of Sciences. Genetically Engineered Crops: Experiences and Prospects. National Academies Press, 2016,
    [www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects](http://www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects). Accessed 7 May 2025.

    Shelton, Anthony M., et al. “Bt Brinjal in Bangladesh: The First Genetically Engineered Food Crop in a Developing Country.” Cold Spring Harbor Perspectives in Biology, vol. 10, no. 10, 2018, a034678, doi:10.1101/cshperspect.a034678. Accessed 7 May 2025.

    Tripathi, Anjali, et al. “Genetically Engineered Crops for Sustainably Enhanced Food Production Systems.” Frontiers in Plant Science, vol. 13, 2022, 1023201, doi:10.3389/fpls.2022.1023201. Accessed 7 May 2025.

    United States Food and Drug Administration. “How GMO Crops Impact Our World.” FDA, 5 Sept. 2024,
    [www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world](http://www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world). Accessed 7 May 2025.

    Yali, Wensheng. “Application of Genetically Modified Organism (GMO) Crop Technology and Its Implications in Modern Agriculture.” International Journal of Applied Agricultural Sciences, vol. 8, no. 1, 2022, pp. 14–20, doi:10.11648/j.ijaas.20220801.13. Accessed 7 May 2025.

    **## ENG1252MOD3BIB2025.docx**

    Mathis 3

    Lashawn Mathis

    Professor

    ENG 1252

    5/10/2025

    Are Genetically Modified Plants (GMOs) Beneficial in Agriculture

    Brookes, Graham, and Peter Barfoot. "Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions."
    _GM Crops & Food_, vol. 11, no. 4, 2020, pp. 215-241.

    This source discusses the reduction of pesticides, which otherwise have adverse effects on the environment. In the article, Brookes and Barfoot discuss how adopting genetically modified crops reduces the fuel used in production, thus lowering total carbon emissions. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Both authors are post-graduates in economics in Dorchester, UK, meaning they have adequate knowledge concerning the topic of study. One limitation of this source is that it focuses more on the environmental impact and overlooks other benefits. However, I plan to use this source to show how genetically modified technology enhances environmental sustainability. This source is also credible because it is data-driven, meaning the evidence is scientific.

    Ghimire, Bimal Kumar, et al. "Assessment of Benefits and Risk of Genetically Modified Plants and Products: Current Controversies and Perspective."
    _Sustainability_, vol. 15, no. 2, 2023, pp. 1722.

    This source discusses how genetic modification technology introduces plants with new traits. In the article, the authors show some of the advantages of growing such plants, including increased production, reduced disease vulnerability, and tolerance to weather conditions. The article was published in 2024, meaning the information is current and relevant. Five of the authors are in the Department of Crop Science, College of Sanghuh Life Science, and another one is in Bioherb Research Institute, Kangwon National University, implying that the context of the article is relevant. One limitation of this source is that it does not specify areas most appropriate for growing these plants. However, I plan to use this source to discuss the benefits of using genetically transformed plants. This source is also credible because it compiles data from various secondary data.

    Nezhmetdinova, F. T., M. E. Guryleva, and L. D. Kardanova. "Risks and safety standards for the use of genetically modified organisms in the context of food security."
    _BIO Web of Conferences_. Vol. 161. EDP Sciences, 2025.

    This article discusses how genetically modified plants have provided food security solutions, pest control, and changes in environmental conditions. In the article, however, the authors highlight the risks and safety standards that should be considered before adopting this technology. The article was published in 2025, implying that it offers the most updated information about the topic. Two authors, Nezhmetdinova and Guryleva, work at the Kazan State Agrarian University, Russia, while Kardanova is in Kabardino-Balkarian State University, Russia. One limitation of this source is that it focuses its research in Europe, the USA, and Russia, meaning that the findings may not be generalized in African soils. However, the source will be beneficial in illustrating the precautionary measures that farmers may use to achieve optimal results from this technology. The authors use a data-driven approach, meaning the information is reliable for academic purposes.

    Ngongolo, Kelvin, and Gideon S. Mmbando. "Necessities, Environmental Impact, and Ecological Sustainability of Genetically Modified (GM) Crops."
    _Discover Agriculture_, vol. 3, no. 1. 2025. pp. 29.

    This article discusses how policymakers can adopt this technology by considering various factors. In the article, the authors acknowledge that this technology benefits the environment and reduces the use of pesticides; they note that policymakers should advance in the research on ecological sustainability. The article was published in 2025, meaning the context is relevant and timely. The two authors are in the Department of Biology at the University of Dodoma; thus, they are academicians, and the article follows the academic standards. One limitation is that it only reviews various articles, limiting the breadth of discussion. However, I will discuss the role of policymakers and the implementation of this technology in minimizing environmental risks. Nevertheless, the article uses multiple sources, meaning the information is credible.

    **## ENG1252MOD3OUTLINE2025.docx**

    2

    Your Name

    Course Name

    Professor’s Name

    Date of Submission

    **The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity**

    Genetically Modified Organisms (GMOs) have transformed agriculture in recent years, amid controversies over their safety, ethics, and efficacy. In the face of rising global populations and climate change undermining food security, the role played by GMOs in promoting sustainable and productive agricultural systems cannot be overstated. GMOs are genetically engineered crops that are pest-resistant, have environmental stress tolerance, or enhanced nutritional content, offering solutions to some of agriculture's most pressing challenges. Critics argue that GMOs pose environmental threats and exacerbate corporate control over agriculture. Still, the benefits—particularly in pest resistance, yield improvement, and environmental sustainability—outweigh these drawbacks if responsibly managed. By examining the mechanisms of GMO pest resistance and their broader agricultural implications, it is clear that these technologies are necessary to address global food demands. Genetically modified crops benefit agriculture by enhancing pest resistance, increasing crop yields, improving environmental sustainability, and supporting farmers' livelihoods through economic gains.

    **Outline of Main Points**

    I. Genetically altered crops enhance pest resistance, reducing chemical pesticide use and promoting crop health.

    · Evidence: GMO crops Bt corn and Bt cotton produce Bacillus thuringiensis (Bt), a natural toxin that is toxic to specific pests, e.g., caterpillars, but is not toxic to beneficial insects (Yali 22).

    · Evidence: Klümper and Qaim performed a meta-analysis in 2014, which found that GMO pest-resistant crops reduced pesticide use by 37% globally, lessening environmental contamination and farmers' exposure to poisonous chemicals.

    · Evidence: Indian field trials found that Bt brinjal grown increased yields by up to 50% in regions plagued by fruit and shoot borer, demonstrating the outright impact of pest resistance on plant survival.

    II. GMOs increase crop yields, addressing global food security challenges by producing more food on smaller areas of land.

    · Evidence: The National Academy of Sciences reported in 2015 that GMO crops such as herbicide-tolerant soybeans and insect-resistant maize increased yields by an average of 20% over conventional crops.

    · Evidence: Sub-Saharan Africa has witnessed increased yields of 25–30% in water-stressed areas with drought-tolerant GMO maize varieties, improving the food security of smallholder farmers (James 45).

    · Evidence: Deployment of GMO rice varieties like Golden Rice boosts nutritional content (e.g., vitamin A), fighting malnutrition while maintaining high productivity in Asia's rice-dominated regions.

    III. Genetically modified plants increase environmental sustainability by reducing agricultural inputs and minimizing ecological harm.

    · Evidence: Herbicide-tolerant GMOs enable no-till farming, which preserves soil structure, reduces erosion, and sequesters carbon, according to a 2016 study by the International Service for the Acquisition of Agri-biotech Applications.

    · Proof: Reduced application of pesticides on GMO crops decreases the risk of water contamination and protects pollinators such as bees, whose contribution to an ecosystem's well-being is major (Klümper and Qaim 18).

    · Empirical evidence: GMO crops are genetically engineered for nitrogen efficiency to minimize the use of synthetic fertilizers, lowering greenhouse emissions and leaching of nutrients, as shown in GMO wheat trials in Australia.

    IV. GMOs support farmer livelihoods by increasing economic gains and reducing production costs.

    · Evidence: As per a study by Brookes and Barfoot in 2019, GMO adoption led to an average increase of 68% in farmer income due to higher yields and reduced input costs (e.g., pesticides and labor).

    · Evidence: In developing countries such as the Philippines, Bt corn farmers saved 50% on pest control costs, which can be reinvested in farm facilities and household requirements.

    · Evidence: The economic protection provided by GMO crops allows smallholder farmers to compete on the international market, as in South Africa, where GMO maize farmers saw income boosts of 20–30% over non-GMO farmers.

    **Explanation of Outline Structure**

    The introduction establishes the context of GMOs in modern agriculture, as well as both their potential and controversies. It positions the importance of GMOs worldwide in solving food security and sustainability, making way for the thesis. The thesis statement, which is emphasized, is short and arguable, and it introduces the four main supporting points to be developed throughout the essay: pest resistance, yield enhancement, environmental sustainability, and economic benefit for farmers. The title, "The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity," is precise and conveys the thesis without the use of very broad terms, as cautioned in the assignment prompt.

    The four thesis supporting main points of the outline are phrased as independent sentences that directly serve the thesis, with concise precision. Each point states a distinct benefit of GMOs, redirecting back to the thesis with an emphasis on practical farm outcomes. The bulleted evidence presented under each point comprises specific studies, statistics, and examples, including meta-analyses, field trials, and regional case studies, to ground the arguments on good research. These are hypothetical but written in a manner that mimics real academic citations because the assignment does not require real citations at this stage. In the last essay, these would be replaced with real sources like peer-reviewed journals or organizational reports like those of the National Academy of Sciences.

    Point I concerns pest resistance, one of the most prominent mechanisms of GMOs, and how it helps reduce pesticide use. The evidence offers both the scientific logic (Bt toxin) and the real impacts (yield increases in India), making the argument concrete and persuasive. Point II concerns yield increases, connecting GMOs to global food security and malnutrition fixes, with examples like Golden Rice adding a nutritional component. Point III discusses environmental sustainability, mentioning reduced inputs and environmental benefits, which aligns with the student's interest in environmental concerns as mentioned in the first post. Point IV mentions economic benefits, taking into consideration ethical concerns around farmer livelihood and presenting a human-centered perspective.

    To present an evenly balanced argument, the essay can approach counterarguments, such as environmental hazards or corporate control over seeds, in a refutation paragraph. However, this is not specifically required in the outline. The evidence is varied, from cross-cultural settings (such as India, Africa, Australia) to emphasize GMOs' cross-cultural applicability. The outline can be adapted to be transformed into topic sentences for the essay, with each point being developed into a full paragraph with the given evidence.

    **References**

    Brookes, Graham, and Peter Barfoot. “Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions.” GM Crops & Food, vol. 11, no. 4, 2020, pp. 215–241,
    [www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198](http://www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198). Accessed 7 May 2025.

    Klümper, Wilhelm, and Matin Qaim. “A Meta-Analysis of the Impacts of Genetically Modified Crops.” PLOS ONE, vol. 9, no. 11, 2014, e111629, doi:10.1371/journal.pone.0111629. Accessed 7 May 2025.

    NNational Academy of Sciences. Genetically Engineered Crops: Experiences and Prospects. National Academies Press, 2016,
    [www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects](http://www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects). Accessed 7 May 2025.

    Shelton, Anthony M., et al. “Bt Brinjal in Bangladesh: The First Genetically Engineered Food Crop in a Developing Country.” Cold Spring Harbor Perspectives in Biology, vol. 10, no. 10, 2018, a034678, doi:10.1101/cshperspect.a034678. Accessed 7 May 2025.

    Tripathi, Anjali, et al. “Genetically Engineered Crops for Sustainably Enhanced Food Production Systems.” Frontiers in Plant Science, vol. 13, 2022, 1023201, doi:10.3389/fpls.2022.1023201. Accessed 7 May 2025.

    United States Food and Drug Administration. “How GMO Crops Impact Our World.” FDA, 5 Sept. 2024,
    [www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world](http://www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world). Accessed 7 May 2025.

    Yali, Wensheng. “Application of Genetically Modified Organism (GMO) Crop Technology and Its Implications in Modern Agriculture.” International Journal of Applied Agricultural Sciences, vol. 8, no. 1, 2022, pp. 14–20, doi:10.11648/j.ijaas.20220801.13. Accessed 7 May 2025.

    **## ENG1252MOD3BIB2025.docx**

    Mathis 3

    Lashawn Mathis

    Professor

    ENG 1252

    5/10/2025

    Are Genetically Modified Plants (GMOs) Beneficial in Agriculture

    Brookes, Graham, and Peter Barfoot. "Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions."
    _GM Crops & Food_, vol. 11, no. 4, 2020, pp. 215-241.

    This source discusses the reduction of pesticides, which otherwise have adverse effects on the environment. In the article, Brookes and Barfoot discuss how adopting genetically modified crops reduces the fuel used in production, thus lowering total carbon emissions. The article was published in 2023, implying that it is recent and offers relevant information concerning the topic of study. Both authors are post-graduates in economics in Dorchester, UK, meaning they have adequate knowledge concerning the topic of study. One limitation of this source is that it focuses more on the environmental impact and overlooks other benefits. However, I plan to use this source to show how genetically modified technology enhances environmental sustainability. This source is also credible because it is data-driven, meaning the evidence is scientific.

    Ghimire, Bimal Kumar, et al. "Assessment of Benefits and Risk of Genetically Modified Plants and Products: Current Controversies and Perspective."
    _Sustainability_, vol. 15, no. 2, 2023, pp. 1722.

    This source discusses how genetic modification technology introduces plants with new traits. In the article, the authors show some of the advantages of growing such plants, including increased production, reduced disease vulnerability, and tolerance to weather conditions. The article was published in 2024, meaning the information is current and relevant. Five of the authors are in the Department of Crop Science, College of Sanghuh Life Science, and another one is in Bioherb Research Institute, Kangwon National University, implying that the context of the article is relevant. One limitation of this source is that it does not specify areas most appropriate for growing these plants. However, I plan to use this source to discuss the benefits of using genetically transformed plants. This source is also credible because it compiles data from various secondary data.

    Nezhmetdinova, F. T., M. E. Guryleva, and L. D. Kardanova. "Risks and safety standards for the use of genetically modified organisms in the context of food security."
    _BIO Web of Conferences_. Vol. 161. EDP Sciences, 2025.

    This article discusses how genetically modified plants have provided food security solutions, pest control, and changes in environmental conditions. In the article, however, the authors highlight the risks and safety standards that should be considered before adopting this technology. The article was published in 2025, implying that it offers the most updated information about the topic. Two authors, Nezhmetdinova and Guryleva, work at the Kazan State Agrarian University, Russia, while Kardanova is in Kabardino-Balkarian State University, Russia. One limitation of this source is that it focuses its research in Europe, the USA, and Russia, meaning that the findings may not be generalized in African soils. However, the source will be beneficial in illustrating the precautionary measures that farmers may use to achieve optimal results from this technology. The authors use a data-driven approach, meaning the information is reliable for academic purposes.

    Ngongolo, Kelvin, and Gideon S. Mmbando. "Necessities, Environmental Impact, and Ecological Sustainability of Genetically Modified (GM) Crops."
    _Discover Agriculture_, vol. 3, no. 1. 2025. pp. 29.

    This article discusses how policymakers can adopt this technology by considering various factors. In the article, the authors acknowledge that this technology benefits the environment and reduces the use of pesticides; they note that policymakers should advance in the research on ecological sustainability. The article was published in 2025, meaning the context is relevant and timely. The two authors are in the Department of Biology at the University of Dodoma; thus, they are academicians, and the article follows the academic standards. One limitation is that it only reviews various articles, limiting the breadth of discussion. However, I will discuss the role of policymakers and the implementation of this technology in minimizing environmental risks. Nevertheless, the article uses multiple sources, meaning the information is credible.

    **## ENG1252MOD3OUTLINE2025.docx**

    2

    Your Name

    Course Name

    Professor’s Name

    Date of Submission

    **The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity**

    Genetically Modified Organisms (GMOs) have transformed agriculture in recent years, amid controversies over their safety, ethics, and efficacy. In the face of rising global populations and climate change undermining food security, the role played by GMOs in promoting sustainable and productive agricultural systems cannot be overstated. GMOs are genetically engineered crops that are pest-resistant, have environmental stress tolerance, or enhanced nutritional content, offering solutions to some of agriculture's most pressing challenges. Critics argue that GMOs pose environmental threats and exacerbate corporate control over agriculture. Still, the benefits—particularly in pest resistance, yield improvement, and environmental sustainability—outweigh these drawbacks if responsibly managed. By examining the mechanisms of GMO pest resistance and their broader agricultural implications, it is clear that these technologies are necessary to address global food demands. Genetically modified crops benefit agriculture by enhancing pest resistance, increasing crop yields, improving environmental sustainability, and supporting farmers' livelihoods through economic gains.

    **Outline of Main Points**

    I. Genetically altered crops enhance pest resistance, reducing chemical pesticide use and promoting crop health.

    · Evidence: GMO crops Bt corn and Bt cotton produce Bacillus thuringiensis (Bt), a natural toxin that is toxic to specific pests, e.g., caterpillars, but is not toxic to beneficial insects (Yali 22).

    · Evidence: Klümper and Qaim performed a meta-analysis in 2014, which found that GMO pest-resistant crops reduced pesticide use by 37% globally, lessening environmental contamination and farmers' exposure to poisonous chemicals.

    · Evidence: Indian field trials found that Bt brinjal grown increased yields by up to 50% in regions plagued by fruit and shoot borer, demonstrating the outright impact of pest resistance on plant survival.

    II. GMOs increase crop yields, addressing global food security challenges by producing more food on smaller areas of land.

    · Evidence: The National Academy of Sciences reported in 2015 that GMO crops such as herbicide-tolerant soybeans and insect-resistant maize increased yields by an average of 20% over conventional crops.

    · Evidence: Sub-Saharan Africa has witnessed increased yields of 25–30% in water-stressed areas with drought-tolerant GMO maize varieties, improving the food security of smallholder farmers (James 45).

    · Evidence: Deployment of GMO rice varieties like Golden Rice boosts nutritional content (e.g., vitamin A), fighting malnutrition while maintaining high productivity in Asia's rice-dominated regions.

    III. Genetically modified plants increase environmental sustainability by reducing agricultural inputs and minimizing ecological harm.

    · Evidence: Herbicide-tolerant GMOs enable no-till farming, which preserves soil structure, reduces erosion, and sequesters carbon, according to a 2016 study by the International Service for the Acquisition of Agri-biotech Applications.

    · Proof: Reduced application of pesticides on GMO crops decreases the risk of water contamination and protects pollinators such as bees, whose contribution to an ecosystem's well-being is major (Klümper and Qaim 18).

    · Empirical evidence: GMO crops are genetically engineered for nitrogen efficiency to minimize the use of synthetic fertilizers, lowering greenhouse emissions and leaching of nutrients, as shown in GMO wheat trials in Australia.

    IV. GMOs support farmer livelihoods by increasing economic gains and reducing production costs.

    · Evidence: As per a study by Brookes and Barfoot in 2019, GMO adoption led to an average increase of 68% in farmer income due to higher yields and reduced input costs (e.g., pesticides and labor).

    · Evidence: In developing countries such as the Philippines, Bt corn farmers saved 50% on pest control costs, which can be reinvested in farm facilities and household requirements.

    · Evidence: The economic protection provided by GMO crops allows smallholder farmers to compete on the international market, as in South Africa, where GMO maize farmers saw income boosts of 20–30% over non-GMO farmers.

    **Explanation of Outline Structure**

    The introduction establishes the context of GMOs in modern agriculture, as well as both their potential and controversies. It positions the importance of GMOs worldwide in solving food security and sustainability, making way for the thesis. The thesis statement, which is emphasized, is short and arguable, and it introduces the four main supporting points to be developed throughout the essay: pest resistance, yield enhancement, environmental sustainability, and economic benefit for farmers. The title, "The Agricultural Advantages of Genetically Modified Plants: Enhancing Sustainability and Productivity," is precise and conveys the thesis without the use of very broad terms, as cautioned in the assignment prompt.

    The four thesis supporting main points of the outline are phrased as independent sentences that directly serve the thesis, with concise precision. Each point states a distinct benefit of GMOs, redirecting back to the thesis with an emphasis on practical farm outcomes. The bulleted evidence presented under each point comprises specific studies, statistics, and examples, including meta-analyses, field trials, and regional case studies, to ground the arguments on good research. These are hypothetical but written in a manner that mimics real academic citations because the assignment does not require real citations at this stage. In the last essay, these would be replaced with real sources like peer-reviewed journals or organizational reports like those of the National Academy of Sciences.

    Point I concerns pest resistance, one of the most prominent mechanisms of GMOs, and how it helps reduce pesticide use. The evidence offers both the scientific logic (Bt toxin) and the real impacts (yield increases in India), making the argument concrete and persuasive. Point II concerns yield increases, connecting GMOs to global food security and malnutrition fixes, with examples like Golden Rice adding a nutritional component. Point III discusses environmental sustainability, mentioning reduced inputs and environmental benefits, which aligns with the student's interest in environmental concerns as mentioned in the first post. Point IV mentions economic benefits, taking into consideration ethical concerns around farmer livelihood and presenting a human-centered perspective.

    To present an evenly balanced argument, the essay can approach counterarguments, such as environmental hazards or corporate control over seeds, in a refutation paragraph. However, this is not specifically required in the outline. The evidence is varied, from cross-cultural settings (such as India, Africa, Australia) to emphasize GMOs' cross-cultural applicability. The outline can be adapted to be transformed into topic sentences for the essay, with each point being developed into a full paragraph with the given evidence.

    **References**

    Brookes, Graham, and Peter Barfoot. “Environmental Impacts of Genetically Modified (GM) Crop Use 1996–2018: Impacts on Pesticide Use and Carbon Emissions.” GM Crops & Food, vol. 11, no. 4, 2020, pp. 215–241,
    [www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198](http://www.tandfonline.com/doi/full/10.1080/21645698.2020.1773198). Accessed 7 May 2025.

    Klümper, Wilhelm, and Matin Qaim. “A Meta-Analysis of the Impacts of Genetically Modified Crops.” PLOS ONE, vol. 9, no. 11, 2014, e111629, doi:10.1371/journal.pone.0111629. Accessed 7 May 2025.

    NNational Academy of Sciences. Genetically Engineered Crops: Experiences and Prospects. National Academies Press, 2016,
    [www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects](http://www.nap.edu/catalog/23395/genetically-engineered-crops-experiences-and-prospects). Accessed 7 May 2025.

    Shelton, Anthony M., et al. “Bt Brinjal in Bangladesh: The First Genetically Engineered Food Crop in a Developing Country.” Cold Spring Harbor Perspectives in Biology, vol. 10, no. 10, 2018, a034678, doi:10.1101/cshperspect.a034678. Accessed 7 May 2025.

    Tripathi, Anjali, et al. “Genetically Engineered Crops for Sustainably Enhanced Food Production Systems.” Frontiers in Plant Science, vol. 13, 2022, 1023201, doi:10.3389/fpls.2022.1023201. Accessed 7 May 2025.

    United States Food and Drug Administration. “How GMO Crops Impact Our World.” FDA, 5 Sept. 2024,
    [www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world](http://www.fda.gov/food/agricultural-biotechnology/how-gmo-crops-impact-our-world). Accessed 7 May 2025.

    Yali, Wensheng. “Application of Genetically Modified Organism (GMO) Crop Technology and Its Implications in Modern Agriculture.” International Journal of Applied Agricultural Sciences, vol. 8, no. 1, 2022, pp. 14–20, doi:10.11648/j.ijaas.20220801.13. Accessed 7 May 2025.

    – 1
    – 2

  • [Solved] Academic and Professional Success Plan Template

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    In the space below write a 2- 3-paragraph analysis that includes the following: · Explanation for the relationship between academic integrity and writing · Explanation for the relationship between professional practices and scholarly ethics · Cite at least 2 resources that support your arguments, be…

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    In the space below write a 2- 3-paragraph analysis that includes the following:
    · Explanation for the relationship between academic integrity and writing
    · Explanation for the relationship between professional practices and scholarly ethics
    · Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
    · Use Grammarly and Turnitin to improve the product.
    · Explain how Grammarly, Turnitin, and paraphrasing contributes to academic integrity
    Expand on your thoughts from Part 1 by:
    Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program or PMC, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.

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    so just add the info you put onto a brochure or flyer – ## ChangeAgentAssignment23.docx **## ChangeAgentAssignment23.docx** 5 **Championing Health Equity for Women and Children Worldwide** Ashley Chamberlain university Dr. Bridges 06/15/2025 **Why Is the Policy Necessary?** The worldwide policy fram…

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    so just add the info you put  onto a brochure or flyer

    – ## ChangeAgentAssignment23.docx

    **## ChangeAgentAssignment23.docx**

    5

    **Championing Health Equity for Women and Children Worldwide**

    Ashley

    Chamberlain university

    Dr. Bridges

    06/15/2025

    **Why Is the Policy Necessary?**

    The worldwide policy framework “Every Woman Every Child” (EWEC) was created under the UN Millennium Development Goals and reintroduced in 2016 to align with the SDGs. It aimed to address global health disparities for women, children, and adolescents. This strategy is needed because millions of women and children die each year from avoidable pregnancy, delivery, and lack of basic health care. Despite medical and public health advances, a huge percentage of the world remains underserved, especially in developing nations. Lack of prenatal care, competent birth attendance, immunizations, sanitation, and health education fosters poverty, poor health, and death. Underfunding, political instability, and insufficient healthcare infrastructures also hinder equity. Pandemics burden healthcare systems; hence, the EWEC strategy offers a focused, coordinated response. It boosts survival rates and advances gender equality, education, and economic stability. Without this endeavor, millions of lives are at stake, and progress in global health equality slows.

    **What Prompted the Attention to Implement Change?**

    Alarming global health trends and care gaps spurred EWEC policy adjustments. The 2011 mortality of approximately 7 million children under five from avoidable illnesses highlighted the need for comprehensive intervention (World Health Organization, 2022). Another concern was that nearly 2.5 billion people lacked sufficient sanitation, which spread illness and increased child mortality. In 2018, 20% of deliveries in Peru were performed without medical help, placing women and babies at risk (Rodrigo-Gallardo et al., 2023). These data sparked worldwide action. International institutions and governments sought to end unnecessary mother and child mortality and address health inequities. A multi-sectoral, global approach was also motivated by the increased awareness of how social determinants of health, including poverty, gender inequality, and lack of education, affect health outcomes. The EWEC effort aligned stakeholders and money with human development objectives beyond healthcare.

    **Relevant Evidence Supporting the Need for Policy**

    Quantitative and empirical research support the EWEC strategy. In EWEC-supported countries, trained healthcare professionals attended 40% more births between 1996 and 2018 (WHO, 2024). This data shows that the policy can enhance mother health. The continuation of unattended deliveries in many locations shows that much work remains. In 2011, approximately 7 million avoidable child deaths showed the devastating effects of health care inaccessibility (Tessema et al., 2023). Lack of sanitation for 2.5 billion people spreads infectious illnesses, disproportionately impacting children. The approach is supported by research showing that immunizing 90% of children may eradicate many avoidable illnesses (Unicef, 2023). These data prove that targeted health treatments under EWEC save lives and should be increased. Strong alliances support the policy. Global organizations, including USAID, UNFPA, PAHO, UNICEF, the World Bank, and others, worked together to create it. Their combined experience and resources guarantee that the project receives financial and operational backing, boosting the chances of sustainability.

    **Policy Recommendations from a Professional Perspective**

    As a public health expert and global health equality advocate, I recommend renewing and expanding the “Every Woman Every Child” campaign to focus on five key areas:

    1. Funding Increase: Governments and international organizations must fund EWEC regularly. Foreign aid and coordinated investments improve health care in low- and middle-income countries. Even the finest ideas collapse without enough money.

    2. Community Health Worker Integration: Marginalized populations benefit from community health professionals learning grassroots health remedies. EWEC must work and be codified for wider, culturally acceptable healthcare coverage.

    3. The Expansion of Education Programs: Safe childbirth, maternal health literacy, and newborn care education are essential. Knowledge empowers women, enhancing family health and emergency care.

    4. Data Infrastructure Improvements: Lack of timely, trustworthy data complicates health disparities assessment. Data, mobile reporting, and regional health registries help identify gaps and measure progress.

    5. Accountability Measures: Standards and reporting for EWEC states may boost transparency and progress. Public peer reviews and progress reports should include birth attendance, immunization coverage, and maternal death.

    **References**

    Rodrigo-Gallardo, P. K., Caira-Chuquineyra, B., Fernández-Guzman, D., Urrunaga-Pastor, D., Alejandro-Salinas, R., Vasquez-Chavesta, A. Z., & Toro-Huamanchumo, C. J. (2023). Determinants of non-institutional childbirth: Evidence from the Peruvian demographic and health survey.
    _European Journal of Obstetrics & Gynecology and Reproductive Biology: X_, 100250–100250. https://doi.org/10.1016/j.eurox.2023.100250

    Tessema, G. A., Berheto, T. M., Pereira, G., Misganaw, A., & Kinfu, Y. (2023). National and subnational burden of under-5, infant, and neonatal mortality in Ethiopia, 1990–2019: Findings from the global burden of disease study 2019.
    _PLOS Global Public Health_,
    _3_(6), e0001471–e0001471. https://doi.org/10.1371/journal.pgph.0001471

    Unicef. (2023).
    _Vaccination and immunization statistics – UNICEF data_. UNICEF DATA. https://data.unicef.org/topic/child-health/immunization/

    WHO. (2024).
    _Every woman every child: Report 2. strengthening equity and dignity through health_.

    World Health Organization. (2022).
    _Child mortality (under 5 years)_. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/child-mortality-under-5-years

    **## ChangeAgentAssignment23.docx**

    5

    **Championing Health Equity for Women and Children Worldwide**

    Ashley

    Chamberlain university

    Dr. Bridges

    06/15/2025

    **Why Is the Policy Necessary?**

    The worldwide policy framework “Every Woman Every Child” (EWEC) was created under the UN Millennium Development Goals and reintroduced in 2016 to align with the SDGs. It aimed to address global health disparities for women, children, and adolescents. This strategy is needed because millions of women and children die each year from avoidable pregnancy, delivery, and lack of basic health care. Despite medical and public health advances, a huge percentage of the world remains underserved, especially in developing nations. Lack of prenatal care, competent birth attendance, immunizations, sanitation, and health education fosters poverty, poor health, and death. Underfunding, political instability, and insufficient healthcare infrastructures also hinder equity. Pandemics burden healthcare systems; hence, the EWEC strategy offers a focused, coordinated response. It boosts survival rates and advances gender equality, education, and economic stability. Without this endeavor, millions of lives are at stake, and progress in global health equality slows.

    **What Prompted the Attention to Implement Change?**

    Alarming global health trends and care gaps spurred EWEC policy adjustments. The 2011 mortality of approximately 7 million children under five from avoidable illnesses highlighted the need for comprehensive intervention (World Health Organization, 2022). Another concern was that nearly 2.5 billion people lacked sufficient sanitation, which spread illness and increased child mortality. In 2018, 20% of deliveries in Peru were performed without medical help, placing women and babies at risk (Rodrigo-Gallardo et al., 2023). These data sparked worldwide action. International institutions and governments sought to end unnecessary mother and child mortality and address health inequities. A multi-sectoral, global approach was also motivated by the increased awareness of how social determinants of health, including poverty, gender inequality, and lack of education, affect health outcomes. The EWEC effort aligned stakeholders and money with human development objectives beyond healthcare.

    **Relevant Evidence Supporting the Need for Policy**

    Quantitative and empirical research support the EWEC strategy. In EWEC-supported countries, trained healthcare professionals attended 40% more births between 1996 and 2018 (WHO, 2024). This data shows that the policy can enhance mother health. The continuation of unattended deliveries in many locations shows that much work remains. In 2011, approximately 7 million avoidable child deaths showed the devastating effects of health care inaccessibility (Tessema et al., 2023). Lack of sanitation for 2.5 billion people spreads infectious illnesses, disproportionately impacting children. The approach is supported by research showing that immunizing 90% of children may eradicate many avoidable illnesses (Unicef, 2023). These data prove that targeted health treatments under EWEC save lives and should be increased. Strong alliances support the policy. Global organizations, including USAID, UNFPA, PAHO, UNICEF, the World Bank, and others, worked together to create it. Their combined experience and resources guarantee that the project receives financial and operational backing, boosting the chances of sustainability.

    **Policy Recommendations from a Professional Perspective**

    As a public health expert and global health equality advocate, I recommend renewing and expanding the “Every Woman Every Child” campaign to focus on five key areas:

    1. Funding Increase: Governments and international organizations must fund EWEC regularly. Foreign aid and coordinated investments improve health care in low- and middle-income countries. Even the finest ideas collapse without enough money.

    2. Community Health Worker Integration: Marginalized populations benefit from community health professionals learning grassroots health remedies. EWEC must work and be codified for wider, culturally acceptable healthcare coverage.

    3. The Expansion of Education Programs: Safe childbirth, maternal health literacy, and newborn care education are essential. Knowledge empowers women, enhancing family health and emergency care.

    4. Data Infrastructure Improvements: Lack of timely, trustworthy data complicates health disparities assessment. Data, mobile reporting, and regional health registries help identify gaps and measure progress.

    5. Accountability Measures: Standards and reporting for EWEC states may boost transparency and progress. Public peer reviews and progress reports should include birth attendance, immunization coverage, and maternal death.

    **References**

    Rodrigo-Gallardo, P. K., Caira-Chuquineyra, B., Fernández-Guzman, D., Urrunaga-Pastor, D., Alejandro-Salinas, R., Vasquez-Chavesta, A. Z., & Toro-Huamanchumo, C. J. (2023). Determinants of non-institutional childbirth: Evidence from the Peruvian demographic and health survey.
    _European Journal of Obstetrics & Gynecology and Reproductive Biology: X_, 100250–100250. https://doi.org/10.1016/j.eurox.2023.100250

    Tessema, G. A., Berheto, T. M., Pereira, G., Misganaw, A., & Kinfu, Y. (2023). National and subnational burden of under-5, infant, and neonatal mortality in Ethiopia, 1990–2019: Findings from the global burden of disease study 2019.
    _PLOS Global Public Health_,
    _3_(6), e0001471–e0001471. https://doi.org/10.1371/journal.pgph.0001471

    Unicef. (2023).
    _Vaccination and immunization statistics – UNICEF data_. UNICEF DATA. https://data.unicef.org/topic/child-health/immunization/

    WHO. (2024).
    _Every woman every child: Report 2. strengthening equity and dignity through health_.

    World Health Organization. (2022).
    _Child mortality (under 5 years)_. Who.int; World Health Organization: WHO. https://www.who.int/news-room/fact-sheets/detail/child-mortality-under-5-years

  • [Solved] Module 3 Discussion Grad Study for Adv Nurs Prac

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    Begin searching for a peer-reviewed article that pertains to your practice area and interests you. Mental Health is my choice. Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database t…

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    Begin searching for a peer-reviewed article that pertains to your practice area and interests you.  Mental Health is my choice.
    Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

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    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.** **As you reflect on the material covered in this Healthcare Policy and Delivery Systems course, consider how the knowledge you’ve gained has impacted your persp…

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    **Please ensure that the Discussion includes more than 400 words with scholarly articles, and the plagiarism level must remain below 20%.**
    **As you reflect on the material covered in this Healthcare Policy and Delivery Systems course, consider how the knowledge you’ve gained has impacted your perspective on healthcare policy, nursing leadership, and the healthcare delivery system.**
    **Use the following questions to guide your reflection:**
    1. **Understanding Policy Influence:**
    – **How has this course changed or deepened your understanding of how healthcare policy influences patient care, access to services, and healthcare outcomes? Share an example of a policy issue or reform that has affected your area of practice.**
    2. **Role of Advanced Practice Nurses (APNs):**
    – **Reflect on the role of advanced practice nurses in shaping healthcare policy and delivery systems. How do you see yourself contributing to healthcare policy advocacy or reform in your future career?**
    3. **Integration of Course Content:**
    – **How will you integrate the knowledge of healthcare policy and delivery systems into your daily practice as a nurse? Consider specific strategies or actions you plan to take to stay informed and involved in policy changes that impact healthcare.**
    4. **Personal and Professional Growth:**
    – **In what ways have you experienced personal or professional growth throughout this course? Consider how you have developed as a leader, advocate, or change agent in the healthcare system.**