Category: Education

  • [Solved] Education Homework

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    Hello. Is there anyone that can assist me with my homework. I will have everything that is needed in the upload below. Articles, Videos, and PowerPoints. The links are on the instructions page. \ Chapter40Oceania.docx](https://www.sweetstudy.com/files/chapter40oceania-docx "Chapter40Oceania.docx") …

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    Assignment Prompt & Instructions

    Hello.  Is there anyone that can assist me with my homework.  I will have everything that is needed in the upload below. Articles, Videos, and PowerPoints.  The links are on the instructions page.
    \
    Chapter40Oceania.docx](https://www.sweetstudy.com/files/chapter40oceania-docx "Chapter40Oceania.docx")
    \
    Chapter40Oceania.ppt](https://www.sweetstudy.com/files/chapter40oceania-ppt "Chapter40Oceania.ppt")

  • [Solved] wwwww

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    **Assignment #4: Literature Review 150 pts. (Due Week 7) * Capstone Connection (*CC): This assignment is designed to prepare students for writing Chapter Two in the Capstone paper.** The purpose of this assignment is to utilize Concordia University’s online library and select quantitative and qual…

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    Assignment Prompt & Instructions

    **Assignment #4: Literature Review            150 pts. (Due Week 7)  * Capstone Connection (*CC): This assignment is designed to prepare students for writing Chapter Two in the Capstone paper.**
    The purpose of this assignment is to utilize Concordia University’s online library and select quantitative and qualitative research that is connected to the student’s identified topic and research question developed in the previous assignment.
    #### **Literature Review**
    The Literature Review is a written narrative that examines, summarizes, and synthesizes information from the selected research studies, with the intent to develop a clear response and answer to the proposed research question. This should not be a list of separate studies or an annotated bibliography, but rather a clear narrative that attempts to answer the proposed question for your chosen topic. Paper is expected to be a minimum of six pages (not including cover page or references)
    – Select and read 5 scholarly, peer reviewed research studies to investigate the identified topic and research question. Studies should be primary sources, an original study.
    – Select a combination of qualitative and quantitative forms of research.
    – Write a source citation for each research study using correct APA format.
    – Include how each study is related to the research question.
    – Include the following insights gained from reading each study:
    – The number of participants, background and demographics of participants, methods used in the study, timeframe and findings of the study, and any limitations that were mentioned or that you noted.
    – Include an APA cover and reference page.

  • [Solved] 555-3

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    Answer each question with at least 5 sentences each with at least 1 reference. No AI Please this needs to sound real. 1. You are currently exploring Block 1 of your clinical field experience in this course. During this block, you are focused on observing teaching, classroom environments, and learne…

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    Assignment Prompt & Instructions

    Answer each question with at least 5 sentences each with at least 1 reference. No AI Please this needs to sound real.
    1. You are currently exploring Block 1 of your clinical field experience in this course. During this block, you are focused on observing teaching, classroom environments, and learner development. Share with your peers the field experiences you have had so far in this course. Focus on sharing specific examples related to instructional planning and assessment.
    2. Different states use different terminology for assessments. Research your state’s assessment terminology (e.g., department of education website, school district websites in your area) and respond to one or more of the following questions: Tennessee
    – What familiarity did you have with your state’s assessment terms?
    – What points of confusion did you have regarding your state’s assessments?
    – What types of assessments and purposes are used in schools in your state? (e.g., informal, formal, authentic/alternative, screening, interim, standardized, achievement)

  • [Solved] 555-4

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    Answer each question with at least 5 sentences each with at least 1 reference. No AI Please this needs to sound real. 1.Some educational approaches, such as project-based learning, lend themselves to promoting cross-disciplinary skills. Research and share the benefits and challenges of planning less…

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    Assignment Prompt & Instructions

    Answer each question with at least 5 sentences each with at least 1 reference. No AI Please this needs to sound real.
    1.Some educational approaches, such as project-based learning, lend themselves to promoting cross-disciplinary skills. Research and share the benefits and challenges of planning lessons with such an approach.
    2. How can teachers provide descriptive and timely feedback during a lesson to support student growth towards quality work?

  • [Solved] Disease Prevention

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    Can I get someone to help me with the file uploaded – ## Discussion.html **## Discussion.html** [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) [![University Of Phoenix](https://www.sweetstudy.com/questions/disease-prevention-20953273)](https://my.ph…

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    Assignment Prompt & Instructions

    Can I get someone to help me with the file uploaded

    – ## Discussion.html

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    [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) [![University Of Phoenix](https://www.sweetstudy.com/questions/disease-prevention-20953273)](https://my.phoenix.edu/)

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    ## Messages

    ID: MPH_530_59984328

    ### MPH/530: Epidemiology Concepts And Public Health Diseases

    1

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    ID: MPH_540_59534225

    ### MPH/540: Environmental And Occupational Health Management

    with 0 unread messages

    New Message

    ID: MPH_520_59254082

    ### MPH/520: Social And Behavioral Aspects Of Public Health

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    ID: MPH_510_58468937

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    with 0 unread messages

    New Message

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    ## MPH/530: Epidemiology Concepts And Public Health Diseases

    OpenCourse status Open

    – [Content](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)
    – [Calendar](https://vle.phoenix.edu/ultra/courses/_547585_1/calendar)
    – [Announcements8](https://vle.phoenix.edu/ultra/courses/_547585_1/announcements)
    – [Discussions](https://vle.phoenix.edu/ultra/courses/_547585_1/engagement)
    – [Gradebook2](https://vle.phoenix.edu/ultra/courses/_547585_1/grades)
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    [![](https://www.sweetstudy.com/questions/disease-prevention-20953273)\
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    \
    Quannessa Beasley\
    \
    Has accommodations\
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    \
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    \
    \
    Current Grade](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    D

    Grades

    | gradebook.table.unreadIndicator.header | Item Name | Due Date | Status | Grade | Results |
    | — | — | — | — | — | — |
    | | [Wk 1 Discussion – Data Collection (initial response due Saturday)<br><br>First participated on 11/29/25](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 39/40 | View |
    | | [Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper<br><br>Unlimited attempts possible (Late)](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 0/40 | View |
    | | Total | | | 78/120 | |
    | | [Wk 1 – Course Capstone Project – Preparation and Statement of Need<br><br>2 attempts submitted](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 39/40 | View |
    | | [Wk 2 Discussion – Disease Prevention [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/9/25 | Unopened | Not graded | |
    | | [Wk 2 – Course Capstone Project – Annotated Bibliography<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/9/25 | Unopened | Not graded | |
    | | [Wk 3 Discussion – Health Equity in Public Health Practice [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Unopened | Not graded | |
    | | [Wk 3 – Group: Social Justice Lesson Plan Outline and Summary<br><br>Attempt 1 started](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Draft saved | Not graded | |
    | | [Wk 3 Summative Assessment: Epidemiological Practices Course Capstone Project Continued – Risk Factors and Determinants of Disease Paper<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Unopened | Not graded | |
    | | [Wk 4 Discussion – Critically Appraising Epidemiological Studies [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/23/25 | Unopened | Not graded | |
    | | [Wk 4 – Course Capstone Project: Epidemiological Principles of Study Design<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/23/25 | Unopened | Not graded | |
    | | [Wk 5 Discussion – Understanding Bias and Confounding [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/13/26 | Unopened | Not graded | |
    | | [Wk 5 – Measures of Comparison Case Study Presentation<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/13/26 | Unopened | Not graded | |
    | | [Wk 6 Discussion – Experimental Study [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/20/26 | Unopened | Not graded | |
    | | [Wk 6 Summative Assessment: Epidemiology Course Capstone Project Final Submission Presentation<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/20/26 | Unopened | Not graded | |

    Page 1Page 1 of 1

    of 1

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    Menu

    ## View Discussion

    Menu

    ## View Discussion

    MPH/530: Epidemiology Concepts And Public Health Diseases

    ## Wk 2 Discussion – Disease Prevention [due Thurs]

    ## MPH/530: Epidemiology Concepts And Public Health DiseasesWk 2 Discussion – Disease Prevention [due Thurs]

    New Discussion 12/6/25

    ### Discussion Topic

    Follow

    ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Anonymous

    Feb 6, 2019
    11:51 AM

    (Edited by Bob Vella on Nov 22, 2025 11:04 AM)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.

    Due Thursday

    Select 1 public health issue and the corresponding screening guidelines from the reference article below:

    – “
    [What are the Main Factors That Influence the Implementation of Disease Prevention and Health Promotion Programs in Children and Adolescents?](https://apps.who.int/iris/bitstream/handle/10665/327956/9789289057059-eng.pdf?sequence=3&isAllowed=y)“

    Respond to the following in a minimum of 175 words:

    – Provide a brief overview of your selected public health topic, including the impact on the community.
    – Explain the current screening guidelines related to your selected public health issue, including any recent changes.
    – Discuss the implications of these changes.
    – Evaluate the complexities, costs, and risks associated with screening guidelines used by epidemiologists as a disease-prevention method.

    Outline and discuss your responses in the following prescribed structure. Provide a brief introduction to the topic and the need to address the issue, followed by the analysis and findings relating to the discussion questions. Conclude your discussion points and justify your opinion of the same.

    Include the reference used to write your response. The reference MUST be cited within your post.

    Due Monday

    Post 2 replies to classmates or your faculty member. Be constructive and professional.

    Copyright 2023 by University of Phoenix. All rights reserved.

    Cancel
    Save

    Post text editor

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    Post

    Post

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    ### Post a response to see discussion activity.

    You can't view discussion activity yet. Responses and replies appear when you post a response.

    No more responses to load

    ### Details & Information

    Due Date12/9/25, 12:59 AM (CST)

    Grading

    Maximum grade

    40 points

    ### Participation

    Total posts: 16 | Total replies: 27

    Find participants
    Find participants

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    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Quannessa Beasley

    Has accommodations

    (Me)

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Bob Vella

    Has accommodations

    INSTRUCTOR

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Cynthia Johnson

    Has accommodations

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Kelly Jones

    Has accommodations

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Claudia Barquero

    Has accommodations

    +17 more…

    ×

    **## Discussion.html**

    [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) [![University Of Phoenix](https://www.sweetstudy.com/questions/disease-prevention-20953273)](https://my.phoenix.edu/)

    –

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    Quannessa Beasley

    Has accommodations

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    –
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    –

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    Sign Out

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    ## Messages

    ID: MPH_530_59984328

    ### MPH/530: Epidemiology Concepts And Public Health Diseases

    1

    New Message

    ID: MPH_540_59534225

    ### MPH/540: Environmental And Occupational Health Management

    with 0 unread messages

    New Message

    ID: MPH_520_59254082

    ### MPH/520: Social And Behavioral Aspects Of Public Health

    with 0 unread messages

    ID: MPH_510_58468937

    ### MPH/510: Public Health Professional Practice

    with 0 unread messages

    New Message

    Load undefined more items

    MPH_530_59984328

    [Skip to main content](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#)

    ## MPH/530: Epidemiology Concepts And Public Health Diseases

    OpenCourse status Open

    – [Content](https://vle.phoenix.edu/ultra/courses/_547585_1/outline)
    – [Calendar](https://vle.phoenix.edu/ultra/courses/_547585_1/calendar)
    – [Announcements8](https://vle.phoenix.edu/ultra/courses/_547585_1/announcements)
    – [Discussions](https://vle.phoenix.edu/ultra/courses/_547585_1/engagement)
    – [Gradebook2](https://vle.phoenix.edu/ultra/courses/_547585_1/grades)
    – [Messages1](https://vle.phoenix.edu/ultra/courses/_547585_1/messages)
    – [Groups](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    [![](https://www.sweetstudy.com/questions/disease-prevention-20953273)\
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    \
    Quannessa Beasley\
    \
    Has accommodations\
    \
    \
    \
    \
    \
    \
    \
    \
    Current Grade](https://vle.phoenix.edu/ultra/courses/_547585_1/groups/enrollments)

    D

    Grades

    | gradebook.table.unreadIndicator.header | Item Name | Due Date | Status | Grade | Results |
    | — | — | — | — | — | — |
    | | [Wk 1 Discussion – Data Collection (initial response due Saturday)<br><br>First participated on 11/29/25](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 39/40 | View |
    | | [Wk 1 Summative Assessment: Health Information Management Using and Understanding Public Health Data Paper<br><br>Unlimited attempts possible (Late)](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 0/40 | View |
    | | Total | | | 78/120 | |
    | | [Wk 1 – Course Capstone Project – Preparation and Statement of Need<br><br>2 attempts submitted](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/2/25 | Graded | 39/40 | View |
    | | [Wk 2 Discussion – Disease Prevention [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/9/25 | Unopened | Not graded | |
    | | [Wk 2 – Course Capstone Project – Annotated Bibliography<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/9/25 | Unopened | Not graded | |
    | | [Wk 3 Discussion – Health Equity in Public Health Practice [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Unopened | Not graded | |
    | | [Wk 3 – Group: Social Justice Lesson Plan Outline and Summary<br><br>Attempt 1 started](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Draft saved | Not graded | |
    | | [Wk 3 Summative Assessment: Epidemiological Practices Course Capstone Project Continued – Risk Factors and Determinants of Disease Paper<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/16/25 | Unopened | Not graded | |
    | | [Wk 4 Discussion – Critically Appraising Epidemiological Studies [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/23/25 | Unopened | Not graded | |
    | | [Wk 4 – Course Capstone Project: Epidemiological Principles of Study Design<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 12/23/25 | Unopened | Not graded | |
    | | [Wk 5 Discussion – Understanding Bias and Confounding [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/13/26 | Unopened | Not graded | |
    | | [Wk 5 – Measures of Comparison Case Study Presentation<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/13/26 | Unopened | Not graded | |
    | | [Wk 6 Discussion – Experimental Study [due Thurs]<br><br>No participation](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/20/26 | Unopened | Not graded | |
    | | [Wk 6 Summative Assessment: Epidemiology Course Capstone Project Final Submission Presentation<br><br>Unlimited attempts possible](https://ultra.content.blackboardcdn.com/ultra/uiv4000.4.0-rel.38_af1824e#) | 1/20/26 | Unopened | Not graded | |

    Page 1Page 1 of 1

    of 1

    ×

    Menu

    ## View Discussion

    Menu

    ## View Discussion

    MPH/530: Epidemiology Concepts And Public Health Diseases

    ## Wk 2 Discussion – Disease Prevention [due Thurs]

    ## MPH/530: Epidemiology Concepts And Public Health DiseasesWk 2 Discussion – Disease Prevention [due Thurs]

    New Discussion 12/6/25

    ### Discussion Topic

    Follow

    ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Anonymous

    Feb 6, 2019
    11:51 AM

    (Edited by Bob Vella on Nov 22, 2025 11:04 AM)

    Post a total of 3 substantive responses over 2 separate days for full participation. This includes your initial post and 2 replies to classmates or your faculty member.

    Due Thursday

    Select 1 public health issue and the corresponding screening guidelines from the reference article below:

    – “
    [What are the Main Factors That Influence the Implementation of Disease Prevention and Health Promotion Programs in Children and Adolescents?](https://apps.who.int/iris/bitstream/handle/10665/327956/9789289057059-eng.pdf?sequence=3&isAllowed=y)“

    Respond to the following in a minimum of 175 words:

    – Provide a brief overview of your selected public health topic, including the impact on the community.
    – Explain the current screening guidelines related to your selected public health issue, including any recent changes.
    – Discuss the implications of these changes.
    – Evaluate the complexities, costs, and risks associated with screening guidelines used by epidemiologists as a disease-prevention method.

    Outline and discuss your responses in the following prescribed structure. Provide a brief introduction to the topic and the need to address the issue, followed by the analysis and findings relating to the discussion questions. Conclude your discussion points and justify your opinion of the same.

    Include the reference used to write your response. The reference MUST be cited within your post.

    Due Monday

    Post 2 replies to classmates or your faculty member. Be constructive and professional.

    Copyright 2023 by University of Phoenix. All rights reserved.

    Cancel
    Save

    Post text editor

    Save Draft
    Cancel
    Post

    Post

    ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    ### Post a response to see discussion activity.

    You can't view discussion activity yet. Responses and replies appear when you post a response.

    No more responses to load

    ### Details & Information

    Due Date12/9/25, 12:59 AM (CST)

    Grading

    Maximum grade

    40 points

    ### Participation

    Total posts: 16 | Total replies: 27

    Find participants
    Find participants

    We didn't find that person. Check the spelling and try again.

    Filtered by user
    To activate or deactivate, press the spacebar

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Quannessa Beasley

    Has accommodations

    (Me)

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Bob Vella

    Has accommodations

    INSTRUCTOR

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Cynthia Johnson

    Has accommodations

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Kelly Jones

    Has accommodations

    – ![](https://www.sweetstudy.com/questions/disease-prevention-20953273)

    Claudia Barquero

    Has accommodations

    +17 more…

    ×

  • [Solved] Course Capstone : Annotated Bibliography

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    I need someone to help with the file – ## UPDATED-SampleAnnotatedBibliography-1-4.pdf – ## AnnotatedBibliographyexample.docx – ViewAssessment.html **## UPDATED-SampleAnnotatedBibliography-1-4.pdf** 1 Copyright 2021 by University of Phoenix. All rights reserved. [Cover Page: You may include a cover …

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    I need someone to help with the file

    – ## UPDATED-SampleAnnotatedBibliography-1-4.pdf

    – ## AnnotatedBibliographyexample.docx

    – ViewAssessment.html

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

    **## UPDATED-SampleAnnotatedBibliography-1-4.pdf**

    1

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Cover Page: You may include a cover page for your annotated bibliography.]

    Annotated Bibliography

    Student Name

    Institution Name

    Course/Number

    Faculty Name

    Due Date

    2

    Copyright 2021 by University of Phoenix. All rights reserved.

    [Annotated Bibliography Description: An annotated bibliography is a list of references of

    books, articles, web pages, and other sources. The reference is listed first and is followed by a

    summary, or annotation, of the source. The annotation informs the reader of the relevance and

    quality of the sources. Each entry should be listed in alphabetical order by the author’s last name,

    just like on a reference page, and formatted according to APA guidelines.]

    DuFour, R. (2002). The learning-centered principal. Educational Leadership, 59(8), 12–15.

    In this short article, DuFour describes his experience as a principal and the issues he

    faced in that role regarding instructional leadership. DuFour promoted a shift from

    instruction-oriented leaders to learning-oriented leaders, citing the need to focus on

    outcomes rather than process in education. To facilitate this change, DuFour recommends

    the implementation of a systemic method of monitoring and evaluating student progress.

    [Annotation Point of View: The annotations should be written in third person point of

    view just like an academic paper.]

    Films for the Humanities and Sciences. (Producer). (2014). Internet research: What’s credible?

    Films on Demand.

    http://digital.films.com/PortalPlaylists.aspx?aid=7967&xtid=58373&loid=266720

    This video examines the risks taken with using popular search engines to locate resources

    for academic work. It shows that most resources available online are not guaranteed

    reliable or peer reviewed. Some tips are offered to help alleviate some search issues and

    to aid in locating appropriate resources. Detailed reasons to not use Wikipedia and like

    sites are provided. [Sources: Academic sources should be relevant and credible. Include

    sources that are more recently published so the research is up to date.]

    **## AnnotatedBibliographyexample.docx**

    1

    3

    **Annotated Bibliography**

    XXXXXXXXX

    University of Phoenix

    MPH/530 Epidemiology Concepts And Public Health Diseases

    Robert Vella

    2/3/2023

    **Annotated Bibliography**

    This annotated bibliography explores the disproportionate impact opioids have on the American Indian and Alaskan Native (AI/IN) communities. AI/IN communities have the highest rates of addition and overdose deaths in the United States compared to any other racial or ethnic group. Over the years, AI/IN have been misclassified which resulted in an underrepresentation of people affected by opioids. Opioids within AI/IN communities can be linked to historical trauma, systematic inequalities, and other social determinants of health (lack of income, job security, and healthcare). AI/IN also lack knowledge of what an opioid is, how, why, and when they should seek treatment. Healthcare access is limited within these communities due to underfunding and geographical location creating a barrier when seeking treatment. The United States must recognize this a public health crisis and begin to advocate and create inclusive policies to provide treatment that is couples traditional and cultural treatments.

    Celedon, I., Telles, V., Dickerson, D., Johnson, C., Schweigman, K., West, A., & Soto, C. (2022). Exploring Culturally Based Treatment Options for Opioid Use Disorders Among American Indian and Alaska Native Adults in California.
    _Journal of studies on alcohol and drugs_,
    _83_(4), 613–620.
    [https://doi.org/10.15288/jsad.2022.83.613](https://doi.org/10.15288/jsad.2022.83.613)

    This article details a study of 163 American Indian and Alaska Native (AIAN) people, who have a history of opioid use disorder (OUD), and assess whether they prefer traditional or cultural healing treatment. The study includes 21 adult focus groups, eight recovery centers and 13 tribal and urban organizations in California. Participants expressed their concerns of the community being unaware of OUD being a disease, ways to help, and available treatments. Participants described the importance of having an inclusive community and shared their desires for treatment to be complimentary to their cultural practice such as healing ceremonies. Those who had received treatment through therapy and 12-step programs mentioned they could not fully heal until they received cultural healing. This article outlines how significant cultural understanding is. By gaining knowledge of the AI/AN traditions, mainstream medicine and programs can find ways to incorporate or suggest treatments that incorporate cultural traditions.

    Joshi, S., Weiser, T., & Warren-Mears, V. (2018). Drug, Opioid-Involved, and Heroin-Involved Overdose Deaths Among American Indians and Alaska Natives – Washington, 1999-2015.
    _MMWR. Morbidity and mortality weekly report_,
    _67_(50), 1384–1387.
    [https://doi.org/10.15585/mmwr.mm6750a2](https://doi.org/10.15585/mmwr.mm6750a2)
    This article outlines the disproportionate rate of death due to opioids for AI/AN people in Washington from 1999-2015. AI/AN people had (and still have) the largest mortality rate due to overdose, compared to any other race in the United States. The article details how AI/AN people were misclassified on their death certificates and therefore did not account for an accurate amount of people whose lives had succumbed to drug use. A recalculation was completed after death certificates were compared to birth certificates, which illustrated the CDC had underestimated the number of deaths for AI/AN by 40%. These findings demonstrate the importance of accurately classifying individuals to address public health crisis within communities by providing education, resources, funding, and accessible healthcare.

    Qeadan, F., Madden, E. F., Mensah, N. A., Tingey, B., Herron, J., Hernandez-Vallant, A., Venner, K. L., English, K., & Dixit, A. (2022). Epidemiological trends in opioid-only and opioid/polysubstance-related death rates among American Indian/Alaska Native populations from 1999 to 2019: a retrospective longitudinal ecological study.
    _BMJ open_,
    _12_(5), e053686.
    [https://doi.org/10.1136/bmjopen-2021-053686](https://doi.org/10.1136/bmjopen-2021-053686)

    This article provides comprehensive historical data on the increased number of deaths due to opioids over two decades (1999-2019) amongst AI/AN people. The study showed an increase in opioid-related mortality rates from 5.2 to 33.9 per 100,000 AI/AN people. More specifically, the increase for women rose from 3.9 to 26.1 and men from 6.5 to 42.1 per 100,000. The study takes a deeper dive and outlines the death trends of opioids combined with other substances such as alcohol, benzodiazepines, cocaine, and methamphetamine. AI/IN continue to have the largest number of opioid related deaths each year compared to any other race. This suggests a much greater public health issue. Why does AI/IN communities suffer significantly compared to other races? The article suggests this is due to historical trauma (colonization), racism, inaccessible treatment, and socioeconomic factors. To address the opioid crisis, public health officials need to focus on the underlying factors that can led to addiction. Treatment should include culturally sensitive methods, address social determinants of health, and discrimination.

    Singh, G. K., Lee, H., Kim, L. H., & Williams, S. D. (2024). Social Determinants of Health Among American Indians and Alaska Natives and Tribal Communities: Comparison with Other Major Racial and Ethnic Groups in the United States, 1990-2022.
    _International journal of MCH and AIDS_,
    _13_, e010.
    [https://doi.org/10.25259/IJMA_10_2024](https://doi.org/10.25259/IJMA_10_2024)

    This study describes the health disparities in AI/IN communities amongst other racial and ethnic groups from 1990-2002. The research presented shows AI/IN people have the lowest life expectancy and highest rates of mortality (premature, infant, and maternal). AI/IN communities experience mental illness, disability, unemployment, poverty, and limited education and access to healthcare at a disproportionate rate compared to other races. This is a major public health concern that needs to be addressed. There needs to be a stronger presence of healthcare within these communities. One idea is to incorporate telehealth and digital health literacy, however a gap would still remain as low-income communities have limited access to computers, laptops, electronics, and internet. This article suggests there should be a focus on increasing internet access to allow exposure and support of telehealth and other health information and services that create a digital divide.

    Waugh, E., Ivanich, J., O'Keefe, V., Usher, J., Haroz, E., Goklish, N., Kastler, G., Nestadt, P., & Cwik, M. (2023). Understanding opioid use within a Southwestern American Indian Reservation Community: A qualitative study.
    _The Journal of rural health : official journal of the American Rural Health Association and the National Rural Health Care Association_,
    _39_(1), 179–185.
    [https://doi.org/10.1111/jrh.12662](https://doi.org/10.1111/jrh.12662)

    This article offers insight of American Indian youth and young adults understanding of opioid use. It uses qualitative data and takes place on a Southwestern American Indian Reservation. It is important to note, the interviews were completed by tribal members who wished to gain a better understanding of opioids use and misuse. 18 individuals participated in in-depth interviews between August 2019 and March 2020. This study showed the participants lack knowledge surrounding opioids, they were unable to define an opioid and some made assumptions that sleeping pills, allergy medicine, and cough medicine would be considered as such. This study suggested that there needs to be more education surrounding opioid use, addiction, as well as why and how opioids would be prescribed. Educating family members to provide support would be beneficial as well. This study makes mention of the large number of AI/AN people who died every year from opioids and encourages studies be done in different regions as they may share similar lifestyles but are different. This study had a small sample size so it would not be beneficial to create a generalization based on this information, but it does create some insight.

    **Conclusion**

    This annotated bibliography discusses how opioids play a significant role in mortality

    within American Indian and Alaskan Native communities. It describes AI/IN people as the largest communities who die from opioids and overdose, over decades, compared to any other race. It suggests that to address this public health crisis there needs to be advocacy and policies created that focus on socioeconomic factors, discrimination and other social determinants of health that can led to opioid use. Telehealth can help to create access to healthcare with additional focus on ensuring there is proper internet and computer access. When initiating treatment, it is important to include culturally centered treatment paired with traditional treatments.

    **ViewAssessment.html**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/viewassessment-html-10466595)

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    Start by choosing a client, such as a friend or family member who would like to lose weight.
    Please follow these instructions:
    1. Determine client’s goal weight (start with ideal body      weight and consider % body fat, personal goals, etc).
    2. Determine client’s current calorie needs.  Use      Harris-Benedict or Mifflin formula.
    3. Determine the calorie deficit needed to help the      client reach his/her goal weight.  Be realistic regarding the size      calorie deficit your client can tolerate from diet and the deficit that      he/she can produce from exercise.
    4. Determine the calorie deficit from both diet and from      exercise.  When in doubt, split the difference.
    5. Subtract dietary calorie deficit from total caloric      needs (step 2).  This will give you your goal kcal level per day.
    6. This is where the real fun begins – meal plan      development! Now you must think in terms of real food.
    7. Use the Food Intake Patterns document as a reference      for a meal pattern based upon kcal level.  On this attached document      you will find kcals broken down into the appropriate number of servings      for each food group.  **While this is a historical document and      refers to the Food Guide Pyramid, daily food group amounts per kcal level      are accurate.**
    8. Develop a meal plan and 1 day sample menu for your      client based upon his/her recommended kcal level.
    9. **Write a one-page summary on recommendations      that you would give the client and include the meal plan that you have      formulated.**
    \
    food_intake_patterns1.pdf](https://www.sweetstudy.com/files/food-intake-patterns1-pdf "food_intake_patterns1.pdf")

  • [Solved] 555- types and purpose

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    There are various assessment strategies that teachers should use in their classrooms. Different assessments can be used for a variety of purposes, including determining if each student achieved the desired outcomes of a lesson or evaluating data to determine if re-teaching needs to occur. Assessing …

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    Assignment Prompt & Instructions

    There are various assessment strategies that teachers should use in their classrooms. Different assessments can be used for a variety of purposes, including determining if each student achieved the desired outcomes of a lesson or evaluating data to determine if re-teaching needs to occur. Assessing students before, during, and after instruction guides the teacher in how to modify and adjust instruction to meet the various learning needs of students.
    **Part 1: GoReact Presentation** Imagine your principal has noticed how successful you are in using various types of assessments in your classroom and has asked you to present your knowledge in an upcoming professional development for grade level teachers.
    Create a 10 slide digital presentation that introduces the types and purposes of classroom assessments and the use of assessment data to guide future instruction and next steps in planning. You will narrate your presentation through GoReact by using the screen share function. You must have your camera on during the narrated presentation.Address the following assessment types in your presentation:
    – Preassessment/Diagnostic
    – Formative
    – Summative
    For each assessment type, provide the following:
    – Brief description of the assessment type, including its purpose and link to classroom instruction.
    – At least 3-4 general strategies or tools for the assessment type.
    – At least one specific example of the assessment type, using your learning objective and lesson summary from Part 2 of the Topic 1 assignment to align with the assessment examples. _Ensure your learning objective has been revised if instructor feedback was provided._
    Additionally, include the following in your presentation:
    – Discussion of the importance of using multiple methods of assessment, prior knowledge, and learner interest to support student engagement, monitor student progress, and guide decision-making.
    – Description of 4-5 technologies/digital tools that can be used to assess student learning, record assessment data, and/or communicate assessment information to students, families, and school or district stakeholders.
    **Grade Level:** Second Grade
    **Subject Area (ELA or Math):** Math
    **ELA or Math State Standard:**
    Tennessee – Operations and Algebraic Thinking, Grade 2, Standard 2.OA.A.1 (use addition and subtraction within 100 to solve one- and two-step word problems such as adding to, taking from, putting together, taking apart, and comparing, with unknowns).
    **Learning Objective:**
    Students will be able to solve one- and two-step addition and subtraction word problems with 100 words by drawing a model and writing an equation with a symbol representing the unknown, and will be able to correctly solve at least 4-5 word problems on an exit ticket.

  • [Solved] 555-aligning lessons

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    To effectively lesson plan, teachers must be able to take a state standard, craft well-aligned and measurable learning objectives, create a list of materials needed, identify academic language needed for mastery, effectively introduce the lesson, and design activities and assessments that reflect th…

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    Assignment Prompt & Instructions

    To effectively lesson plan, teachers must be able to take a state standard, craft well-aligned and measurable learning objectives, create a list of materials needed, identify academic language needed for mastery, effectively introduce the lesson, and design activities and assessments that reflect the intended learning outcomes. This can seem like an overwhelming process, especially as a beginning teacher. Breaking down the lesson and developing a strategic plan will ensure that all areas of instruction are addressed.
    In preparation for the Topic 6 Benchmark assignment, complete the “Components of a Lesson Plan” template to provide a whole group lesson aligned to your grade level, state standard, and learning objective from the Topic 1 assignment.
    **Grade Level:** Second Grade **Subject Area (ELA or Math):** Math **ELA or Math State Standard:** Tennessee – Operations and Algebraic Thinking, Grade 2, Standard 2.OA.A.1 (use addition and subtraction within 100 to solve one- and two-step word problems such as adding to, taking from, putting together, taking apart, and comparing, with unknowns).
    **Learning Objective:** Students will be able to solve one- and two-step addition and subtraction word problems with 100 words by drawing a model and writing an equation with a symbol representing the unknown, and will be able to correctly solve at least 4-5 word problems on an exit ticket.
    \
    ELM-555-RS-T4-ComponentsOfALessonPlan.docx](https://www.sweetstudy.com/files/elm-555-rs-t4-componentsofalessonplan-docx-10466671 "ELM-555-RS-T4-ComponentsOfALessonPlan.docx")

  • [Solved] math journal submission 1

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    – ## Module5CheckYourUnderstandingASFactFluency.pptx – ## Module6CheckYourUnderstandingASa.pptx – ## Module4CheckYourUnderstandingProblemTypes.pptx – Module3CheckYourUnderstandingPV.pptx **## Module5CheckYourUnderstandingASFactFluency.pptx** ECED 6263 Module 5 Check Your Understanding Problem Set 3 …

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    Assignment Prompt & Instructions

    – ## Module5CheckYourUnderstandingASFactFluency.pptx

    – ## Module6CheckYourUnderstandingASa.pptx

    – ## Module4CheckYourUnderstandingProblemTypes.pptx

    – Module3CheckYourUnderstandingPV.pptx

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

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    ## image28.png

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

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    ## image9.png

    ## image28.png

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

    **## Module5CheckYourUnderstandingASFactFluency.pptx**

    ECED 6263
    Module 5 Check Your Understanding Problem Set

    3 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    One more than or two more than

    Doubles

    Combinations of 10

    1. Write a story problem that will help students understand each addition strategy listed below. Then explain why your story problem can help students understand the strategy.

    2. Describe or demonstrate a task that will help students understand each strategy listed below. Then explain why your task can help students understand the strategy. (Your tasks do not have to be story problems.)

    10 + ____

    Making 10

    Use 10

    Using 5 as an Anchor

    Near-Doubles

    3. For the subtraction fact 17 – 9, demonstrate each of the following strategies. Support your reasoning for each strategy with an explanation or representation.

    Think-Addition

    Down under 10 (separate/take-away)

    Down under 10 (difference/comparison)

    Take from 10

    ## image1.jpeg

    **## Module6CheckYourUnderstandingASa.pptx**

    ECED 6263
    Module 6 Check Your Understanding Problem Set

    5 problems

    Read the directions carefully

    Be sure to use the methods asked for in the directions and to show steps so that your thinking can be understood

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    127 + 48

    1. Use the Squares, Lines, and Dots representational strategy to solve the problem and then explain your approach. You may use the objects on this slide or you may draw objects and submit .jpg, .png, or .pdf files. Each of the objects have duplicates underneath. You just need to drag and drop. You don’t have to copy and paste.

    414 – 241

    3. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    45 + 51

    4. Solve the problem below using an open number line and then explain your approach. You may use the open number line on this slide or you may draw an open number line and submit .jpg, .png, or .pdf files.

    84 – 38

    5. Use a bar diagram to solve the story problems below and then explain your approach. You may use the objects on this slide or you may draw the bar diagrams and submit .jpg, .png, or .pdf files.

    Ardyn has 214 Little People. She has put up 157 of her Little People and the rest are on the floor. How many Little People are on the floor?

    Ollie has 122 Magic the Gathering trading cards, but his goal is to have 200. How many more Magic the Gathering trading cards does Ollie need to reach his goal?

    You can adjust the size of these bars as needed.

    ## image1.jpeg

    **## Module4CheckYourUnderstandingProblemTypes.pptx**

    ECED 6263
    Module 4 Check Your Understanding Problem Set

    Read the directions carefully

    This problem set is a bit different. You will sort story problems by problem type as outlined in our text.

    Below, you will see a set of cards, organized randomly, that each show one specific problem type. Cut and paste these cards from this slide to the appropriate place on the table on the next slide. You can submit a screen shot, scan, or picture of the completed table, or you can submit a copy of this slide deck with the table completed.

    ## image1.jpeg

    ## image10.png

    ## image11.png

    ## image12.png

    ## image13.png

    ## image14.png

    ## image15.png

    ## image16.png

    ## image17.png

    ## image18.jpeg

    ## image19.png

    ## image2.png

    ## image20.jpeg

    ## image21.png

    ## image22.png

    ## image23.jpeg

    ## image24.jpeg

    ## image25.png

    ## image26.png

    ## image27.jpeg

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.png

    ## image8.png

    ## image9.png

    ## image28.png

    **Module3CheckYourUnderstandingPV.pptx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/module3checkyourunderstandingpv-pptx)

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