follow the questions

A: Age and generational influence: When you were born, what were the social expectations for a person of your identity? Do you identify with a particular generation (Gen Z, Millenial, etc)? How have generational influences shaped your values and worldviews?
D: Developmental or other disability: Do you identify as someone living with a visible or non-visible disability or live with someone who does? How does ability status affect individual opportunities, if at all?
R: Religion and spirituality: Were you brought up in a religious or spiritual household? Do you have a religious or spiritual practice now? How were your values and goals shaped by your religious or non-religious upbringing?
Ethnic and racial identity: What do you consider your race or ethnic identity? How do other people identify you? How have your experiences with your own race/ethic identity shapes your world views?
Socioeconomic status: What social class did you grow up in and what do you consider your social class now?
Sexual orientation: How has your upbringing shaped your views of sexual orientation?
Indigenous heritage: Do you belong to a Native tribe or nation? If so, do you seek to connect or reconnect with your Native community?
National origin: How has your nationality affected your life and opportunities?
Gender: What were/are the gender-related roles and expectations for you in your family of origin? What are the gender role expectations in your current family, in your work, and in relation to your other cultural identities?

pay attention to this

1. Please watch the following video about the different “missions” of Public Health,
2. …then tell us all what your “mission” is in taking this class. Why are you here?
https://health.gov/healthypeople Chose one subject from this website to write about
issions in Public Health (Links to an external site.)
Healthy People 2030 is a government initiative to “identify health improvement priorities. Increase public awareness and understanding of the determinants of health, disease, and disability and the opportunities for progress. Provide measurable objectives and goals that are applicable at the national, State, and local levels.” It is public health in a nutshell!
Part 2
1. Go the the Healthy People 2030 (Links to an external site.) site and read the home page.
2. Click on the “browse objectives by topic” to get a page of interest . Choose one that interests you, click on it and see the goals for the area.
3. Tells us in your post about your area of Healthy People 2030 interest and why.
Here is the generic grading rubric that is true for all discussions Grading Rubric for Discussions.docx Download Grading Rubric for Discussions.docx
Here is a specific rubric:
3 points- introduce yourself
5 points-why you are taking this class
10 points- an area of interest at Healthy People and why MAKE SURE YOU LIST THE TOPIC AND SPECIFIC AREA. FOR EXAMPLE, IF YOU CLICK ON TOPIC, THERE ARE OFTEN SUBSET AREAS, IE CANCER HAS GENERAL AND PREVENTATIVE AREAS.

health 202

1. Please watch the following video about the different “missions” of Public Health,
2. …then tell us all what your “mission” is in taking this class. Why are you here?
https://health.gov/healthypeople Chose one subject from this website to write about
issions in Public Health (Links to an external site.)
Healthy People 2030 is a government initiative to “identify health improvement priorities. Increase public awareness and understanding of the determinants of health, disease, and disability and the opportunities for progress. Provide measurable objectives and goals that are applicable at the national, State, and local levels.” It is public health in a nutshell!
Part 2
1. Go the the Healthy People 2030 (Links to an external site.) site and read the home page.
2. Click on the “browse objectives by topic” to get a page of interest . Choose one that interests you, click on it and see the goals for the area.
3. Tells us in your post about your area of Healthy People 2030 interest and why.
Here is the generic grading rubric that is true for all discussions Grading Rubric for Discussions.docx Download Grading Rubric for Discussions.docx
Here is a specific rubric:
3 points- introduce yourself
5 points-why you are taking this class
10 points- an area of interest at Healthy People and why MAKE SURE YOU LIST THE TOPIC AND SPECIFIC AREA. FOR EXAMPLE, IF YOU CLICK ON TOPIC, THERE ARE OFTEN SUBSET AREAS, IE CANCER HAS GENERAL AND PREVENTATIVE AREAS.

Health 201

1. Please watch the following video about the different “missions” of Public Health,
2. …then tell us all what your “mission” is in taking this class. Why are you here?
https://health.gov/healthypeople Chose one subject from this website to write about
issions in Public Health (Links to an external site.)
Healthy People 2030 is a government initiative to “identify health improvement priorities. Increase public awareness and understanding of the determinants of health, disease, and disability and the opportunities for progress. Provide measurable objectives and goals that are applicable at the national, State, and local levels.” It is public health in a nutshell!
Part 2
1. Go the the Healthy People 2030 (Links to an external site.) site and read the home page.
2. Click on the “browse objectives by topic” to get a page of interest . Choose one that interests you, click on it and see the goals for the area.
3. Tells us in your post about your area of Healthy People 2030 interest and why.
Here is the generic grading rubric that is true for all discussions Grading Rubric for Discussions.docx Download Grading Rubric for Discussions.docx
Here is a specific rubric:
3 points- introduce yourself
5 points-why you are taking this class
10 points- an area of interest at Healthy People and why MAKE SURE YOU LIST THE TOPIC AND SPECIFIC AREA. FOR EXAMPLE, IF YOU CLICK ON TOPIC, THERE ARE OFTEN SUBSET AREAS, IE CANCER HAS GENERAL AND PREVENTATIVE AREAS.

Activity: Reverse Outline

Answer the following questions to make a reverse outline of the essay draft you completed in the previous module. You should begin by opening your essay in a word processing program like Microsoft Word. Then, in a separate Word document, complete the following steps.
Type or copy and paste your thesis into your Word document.
Type or copy and paste your first body paragraph into your Word document (TIP: If you retype it, you might catch small-scale errors, such as grammar or punctuation).
In the body paragraph you just copied, designate each element of the PIE method (Point, Information, and Explanation) by placing the letter P, I, or E in front of the corresponding sentence. Then, type brief notes about whether or not you need more information. (TIP: If you’re having trouble finding the elements of the PIE method, it might indicate a problem and the need for revision.)
Repeat steps 2 and 3 for the rest of your body paragraphs.
Be sure to save your reverse outline, and use your comments to make revisions to your essay draft—which you will submit at the end of Module 7. When making these revisions, you should ask yourself the following questions:
Do the main ideas you’ve written down flow logically from one to the next?
Are the issues organized? Do they reflect the order presented in the thesis statement?
Were you able to fill out the PIE information for each supporting paragraph?
Are there any gaps in information?
Is there more information on one issue over others or vice versa?
Do any issues or examples stand out as being out of order?
Rearrange paragraphs and sections for your final Persuasive Essay, as needed.

Milestone outline

First, read “Outlining” in The Norton Field Guide pp. 335-337 and The Little Seagull Handbook W-3 under “Organizing and Drafting.” You may also review the sample outline below. You can construct it yourself or use the template downloadable here.
Click here to review an annotated example student submission using the downloadable template.
Complete your own outline for this week’s writing assignment.
Outline Format
I. Introduction (Your full intro, revised based on the feedback from the Week 3 Discussion Board)
Opening sentence or hook
Explanatory sentence about topic/problem
Thesis statement
II. Supporting Claim 1
Topic Sentence: What is the first claim that supports your argument?
Source #1: What evidence have you found that supports your claim?
Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (Ford, 2020, p. 1).
Transitional Phrase: ___________________
III. Supporting Claim 2
Topic Sentence: What is the second claim that supports your argument?
Source #2: What evidence have you found that supports your claim?
Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (CDC, 2020, p. 25).
Transitional Phrase: ___________________
IV. Supporting Claim 3
Topic Sentence: What is the third claim that supports your argument?
Source #3: What evidence have you found that supports your claim?
Explain how this evidence supports your claim. Include some APA in-text citations, i.e. (Rousseau et al., 2020, para. 29).
V. Conclusion
Note the most important claim you are making
Reiterate your thesis statement. (Be sure to state your thesis statement differently than you did in the introduction paragraph.)
Reflective sentence or call to action

VI. References (at least three. Your final paper needs at least four, with at least three coming from the university library databases.)
Opposing Viewpoints
Good arguments must consider an alternate point of view. You can do this in a separate paragraph or within one of your supporting paragraphs.
What alternate point of view are you presenting? Identify a source that presents this objection and cite it, i.e. (Smith

English 101 for Powell part 2

Each body paragraph should contain the following:A topic sentence that states the big group of steps you will cover in that paragraph
Additional sentences that explain the small, individual steps that come under the big group of steps noted in the topic sentence

A concluding paragraph that identifies your process again and reiterates your three big groups of steps. Process essay conclusions usually also include some recommendations about what can be gained from performing the process. For example, if you are writing about how to cook fried chicken, a popular thing to do in your conclusion would be to tell the reader about when and how to serve the fried chicken.
Topic Selection
Essentially, for the process essay you can simply fill in this blank, “How to _____.” Keep in mind that you do need to be familiar with the process you are describing. You should not need to perform research to write this essay. For instance, do not write about the process of changing a flat tire if you don’t know how to change a flat tire. Don’t ask someone who knows how to change a flat tire just so you can write about that process. Your best chance for writing a good process essay will be, as I have said, if you pick a topic with which you are familiar. The process should be something you do on a regular basis (like preparing a favorite dish, doing a hobby, or performing a procedure in one of your classes or on your job). Topics used by students in the past have included the following how to’s: cook lasagna, start an i.v., paint a podium, braid hair, install an alarm system in your home, start a daycare, throw a child’s birthday party, and many others. You can see from this list that your topic can be very unique or very common. Please remove from the list of potential topics the following ones: how to write an essay, how to make Kool-Aid, and how to make any dish that starts with a box mix (i.e., brownies, cake). You are not allowed to write on those topics.

English Syllabus

Focus on the advantages and disadvantage of each type of syllabus. Then, determine which type of syllabus will best suit the context below. Justify your answer by citing research findings.
Learners: Adult Learners (30-50 age range)
Nationality: Chinese
Employment: Hotel Industry
English language proficiency: beginning level
Mode of learning: Online

prewriting


As with your previous assignments, there are 4 steps for this assignment: planning, rough draft, revised draft, and edited draft.
In order to complete the writing assignment correctly and to receive the maximum amount of points for your work, you must complete all 4 steps; points will be deducted for any missing step.
Be sure to sign the honor statement within the template.
Review the assignment instructions and the grading rubric carefully to ensure that you have completed all of the required elements before submitting your prewriting assignment.
Submit this assignment by 11:59 p.m. (ET) on Monday.