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    – 2 years ago **files (3)** – ## BrainstormPostTemplate1.docx – ## Part1_ChooseaDevelopmentalContext1.pdf – ## Untitleddocument81.pdf **## BrainstormPostTemplate1.docx** **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)** Developmental Con…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## BrainstormPostTemplate1.docx

    – ## Part1_ChooseaDevelopmentalContext1.pdf

    – ## Untitleddocument81.pdf

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

    **## BrainstormPostTemplate1.docx**

    **(PASTE THIS AS A** [**DISCUSSION POST**](https://canvas.pdx.edu/courses/91139/discussion_topics/944312) **)**

    Developmental Context

    *This is basically copying and pasting Step 1. However, if you received any points of feedback/ comments, INCORPORATE that. Otherwise, points will be taken off*

    Problems

    The first problem that is already present in this context is __.

    The second problem that is already present in this context is __.

    The third problem that is already present in this context is __.

    Solutions

    One idea/ A solution to improve the first problem is __.

    One idea/ A solution to improve the second problem is __.

    One idea/ A potential solution to improve the third problem is __.

    Class Concepts

    A class concept that can inform this context and help generate solutions is __ because __.

    Another class concept that can inform this context and help generate solutions is __ because __.

    The last class concept that can inform this context and help generate solutions is __ because __.

    **## Part1_ChooseaDevelopmentalContext1.pdf**

    1

    Mason Packer

    04/10/2025

    This project assesses adolescents aged 15–18 from low-income homes who attend public

    high schools. The demographic encounters development-specific difficulties because economic

    difficulties prevent them from accessing required academic and therapeutic support networks.

    Mental health stands as the central area of development I intend to support because anxiety and

    depression rates have grown significantly among teens (Cornett, 2024). Students struggle with

    emotional development because they lack regular access to mental health services while

    undergoing adverse social reactions when they try to seek help.

    I aim to enhance the mental health resources available in public high schools as part of

    my developmental improvement initiative. The educational environment has dual significance

    since it creates daily support access points for teens while many schools suffer from insufficient

    funding or unqualified personnel. My professional objective is to work as a school counselor or

    program coordinator who develops and implements school-based mental health systems.

    Students who experience emotional support within my envisioned environment will achieve

    improved academic achievement and personal development because they will feel secure and

    validated (Young et al., 2024). The analysis of surrounding factors serves as my foundation to

    improve adult adaptation among disadvantaged teenagers.

    2

    References

    Cornett, K. (2024). Physical activity behaviors and negative safety and violence experiences

    among high school students—Youth Risk Behavior Survey, United States, 2023. MMWR

    supplements, 73. https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm

    Young, E., Szucs, L. E., Suarez, N. A., Wilkins, N. J., Hertz, M., & Ivey-Stephenson, A. (2024).

    Disparities and Trends in Middle School Students' Suicidal Thoughts and Behaviors:

    Results From the Youth Risk Behavior Survey, 2015–2019. Journal of Adolescent

    Health, 74(4), 720-728. https://doi.org/10.1016/j.jadohealth.2023.11.008

    [https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm](https://www.cdc.gov/mmwr/volumes/73/su/su7304a11.htm)

    [https://doi.org/10.1016/j.jadohealth.2023.11.008](https://doi.org/10.1016/j.jadohealth.2023.11.008)

    **## Untitleddocument81.pdf**

    Part 2a: Brainstorm Posts and Responses – 11. High School /// College Students

    PLEASE USE THE ATTACHED TEMPLATE TO FORMAT
    YOUR POST
    Step 2. Brainstorm Problems & Potential Solutions

    ● Brainstorming Notes Discussion Post due by the end of Week 4; worth 40 pts.
    ● Respond to at least three classmates' posts due by the end of Week 7; worth 30 pts.

    Create a discussion post, listing some important problems in your context as well as your thinking about
    possible solutions:

    1. Refine the selection of your developmental context (target population, aspect of
    development, and setting) from Step 1 based on feedback received.

    2. What are some problems in this developmental context? What ideas for improvements
    come to mind?

    ● Understanding problems. Identify problems or issues that are already present in the context
    you are wanting to reimagine (not problems that might occur in the implementation of your
    changes). Include at least 3 problems. Consider these questions: What are some of this
    context’s problems, limitations, and shortcomings? In what ways is the context not serving its
    intended developing people? What features of this context get in the way of optimal
    development?

    ● Identify class concepts. Name three concepts from class that can help you understand your
    problems and generate solutions (see table at bottom of page four for ideas). Now explain a
    bit about how these concepts can help you understand problems or generate solutions.
    Include at least one sentence per concept.

    ● Generating solutions. Brainstorm potential solutions. These solutions are concrete changes
    you would make in your context that would address the problems you identify. Include at least
    3 improvements that solve these problems or address these issues. Consider these
    questions: How could this context be improved in a better world? How would this new and
    improved context better support development?

    Getting Credit
    Post your Brainstorming Notes in the Discussion Board Forum on Canvas by
    the end of Week 4.

    40
    pts

    3. How can you help your classmates think through the problems and solutions for the

    issues they care about?

    Respond to at least three classmates' posts with helpful feedback.

    ● Comment on problems. Let your classmates know what you think about the problems they
    identified. Are they important problems? If you can think of any, add your ideas about
    additional problems or issues for them to consider. Ask at least one constructive question.

    ● Comment on solutions. Think about the changes and solutions your classmates are
    considering. Do you think they would work well? Solve the problems? If you can come up
    with any, offer more solutions or improvements for them to consider. Ask at least one
    constructive question.

    [https://canvas.pdx.edu/courses/100707/files/13654310](https://canvas.pdx.edu/courses/100707/files/13654310)

    Getting Credit
    Respond to 3 posts (10 pts each) in the Discussion Board by the end of Week 6. 30

    pts

    Hints for learning more about your population, aspects of development, and developmental
    context.

    ● If we haven't discussed your target developing people or context in class yet (e.g., you are
    interested in the elderly), skip ahead in the book and read the relevant chapters as soon as
    you can.

    ● If you find resources from outside of class (e.g., blogs, podcasts, TED talks, articles, or
    reports), share them with your classmates!

    ● Feel free to incorporate good ideas from your classmates' brainstorming. You are
    encouraged to share ideas and insights!

    Brainstorm Post Template (1).docx

    [https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx](https://canvas.pdx.edu/files/13654290/download?download_frd=1&verifier=SK2uknVcD7l896Hkg0quq32eZtYZWEm3vKSztgfx)

  • [Solved] Project Power Point

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Project PowerPoint must include narration – 2 years ago **files (2)** – ## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc – ## Week7PowerPointGuidedocument1.pptx **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc** [removed] **## Week7PowerPointGuided…

    Instant Solution Download

    $6.99

    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.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Project PowerPoint must include narration

    – 2 years ago

    **files (2)**

    – ## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc

    – ## Week7PowerPointGuidedocument1.pptx

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

    **## HIM325Week7CourseProjectPowerPointGuideInformationJan2025Quarter1.doc**

    [removed]

    **## Week7PowerPointGuidedocument1.pptx**

    The Epidemiology of your Topic

    Put your name here

    HIM 325

    Dr. Lindsey

    Introduction to your topic

    National Prevalence pertaining to your topic

    State and Local Prevalence pertaining
    to your topic

    Symptoms and Severity of your topic

    Causes and Contributing Factors to your topic

    Diagnosis of your topic

    Scientifically proven treatments of your topic

    Preventive measures to your topic

    References

    ## image5.png

    ## image6.png

    ## image3.png

    ## image4.png

  • [Solved] final

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Behavior Change Campaign Proposal** **Campaign Proposal Powerpoint Presentation** – 2 years ago **files (4)** – ## TopicProposal.docx – TheoryApplicationPaper.docx – M13.docx – ExampleBehaviorChangeCampaignProposal.pdf **## TopicProposal.docx** 1 **Topic Proposal: Texting While Driving** Wenjia Zh…

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    **Behavior Change Campaign Proposal**

    **Campaign Proposal Powerpoint Presentation**

    – 2 years ago

    **files (4)**

    – ## TopicProposal.docx

    – TheoryApplicationPaper.docx
    – M13.docx
    – ExampleBehaviorChangeCampaignProposal.pdf

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

    **## TopicProposal.docx**

    1

    **Topic Proposal: Texting While Driving**

    Wenjia Zhang

    Johns Hopkins University

    AS.480.602.51.SP25 Changing Behavior through Communication

    Dr. Willett

    February 13, 2025

    **Texting While Driving**

    **Introduction**

    Texting while driving is one of the significant risk factors for road accidents. The behavior involves sending or composing a text message while driving a vehicle, an act considered a distraction that could lead to an accident. When drivers text while driving, they divert their attention from the road, take their hand off the wheel, their eyes off the road, and their focus away from driving. According to Foreman et al. (2020), 66% of drivers who text while driving exhibited the lane excursion, which led to five times more crashes than driving without texting. This risky multitasking behavior impairs individual driving performance, increasing the likelihood of road accidents. Comment by Wenjia Zhang: Citation needed for this claim

    Many drivers text while driving despite being aware of the risks, an issue that increases the rate of road accidents. Based on a study by Foreman et al. (2020), using a smartphone while driving is just as risky as driving under the influence of alcohol. The behavior concerns the safety of all people, from the drivers to passengers, and people around the roads. Therefore, this topic proposal is significant for road safety awareness and legislation. NHSTA reports that in 2022, around 33,800 people in the U.S. died in car crashes, incidences involving distracted drivers (National Highway Traffic Safety Administration, 2022). This demonstrates that behavior is an alarming distraction that must be addressed. Engaging in this behavior has several implications, such as reducing reaction time, leading to road accidents that ruin families, increasing the likelihood of injuries or fatalities, and leading to other health complications, such as traumas, including economic costs like medical care and insurance claims. As such, there is a need to address this through effective education, awareness campaigns, and implementation of stricter laws. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Affected Populations

    Teenagers and young adult drivers aged 16 to 25 are more addicted to their smartphones and have a higher tendency to multitask, making them the most affected demographic. Based on a survey by Foreman et al. (2020), 92% of this demographic reported reading and texting while driving, suggesting that they are more likely to be involved in texting-while-driving accidents more frequently compared to any other age group. Many young drivers believe they can safely manage texting and driving, fostering overconfidence in their multitasking abilities. Access to technology has a significant influence on texting while driving. At the same time, lower-income people are impacted by the lack of community outreach or education on the dangers of this behavior. However, in urban areas, where driving congestion is high, and there are more young drivers, there are more texting incidences because of frequent traffic stops and longer travel times. Sekadakis et al. (2022) state that the behavior also occurs in rural settings, suggesting the issue affects all geographic areas. Environmental factors, such as long commutes, heavy traffic, or monotonous driving conditions, may also contribute to the behavior, as drivers seek distractions to pass the time. Some vulnerabilities with the behavior include economic pressures where some work requires someone to stay connected and productive, normalization of smartphone usage while driving, and inexperienced young drivers who may underestimate the risks. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: Citation needed for this claim

    Causes and Motivations

    Several factors may contribute to texting while driving behaviors. Social norms and peer pressure, where social media culture has emphasized the need for constant connectivity, resulting in pressure to remain engaged with followers or friends. According to Foreman et al. (2020), texting while driving has become socially acceptable among young people, with many young drivers' parents even texting while driving. Thus, they believe they can safely drive while texting. Instant gratification is another psychological factor behind this behavior. There is an immediate psychological reward from receiving a message, checking the notification, and texting back, which creates a strong urge to use a cell phone while driving (Sullman et al., 2021). With the development of more advanced smartphone apps and the accessibility of the internet, the young driver becomes more tempted to stay connected by using their phones, increasing the likelihood of such risky behavior. There is also ineffective education on the behavior, lack of proper awareness of its implications, and economic pressure that requires using phones all the time, factors that motivate this behavior. At the same time, the psychological factor, threat appeals, refers to a persuasive message that attempts to arouse the threat of danger in the message recipients to adopt recommendations for the message. Threat appeals have been utilized to discourage drivers from various risky driving behaviors, such as texting while driving (Hayashi et al., 2019). Economic factors include unique jobs like delivery, rideshare, and truck drivers; they must feel pressure to check navigation, messages, or app notifications while driving. Comment by Wenjia Zhang: Citation needed for this claim Comment by Wenjia Zhang: missing citation

    **Conclusion**

    In summary, young adults and teen drivers are the primary age group affected by texting while driving, a risky behavior that not only distracts an individual but could also lead to severe destruction, such as road accidents and death. While many drivers are aware of its danger, factors like social norms, such as being expected to stay connected, normalization of the behavior, and economic issues cause these young people to engage in this behavior. Research indicates that texting while driving has profound implications for people, their families, and society. Therefore, interventions should be implemented to address the problem because it has become part of social culture.

    **References**

    Foreman, A. M., Friedel, J. E., Hayashi, Y., & Wirth, O. (2020). Texting while driving: A discrete choice experiment.
    _Accident Analysis & Prevention_,
    _149_, 105823.
    [https://doi.org/10.1016/j.aap.2020.105823](https://doi.org/10.1016/j.aap.2020.105823)

    Hayashi, Y., Foreman, A. M., Friedel, J. E., & Wirth, O. (2019). Threat appeals reduce impulsive decision making associated with texting while driving: A behavioral economic approach.
    _PLOS ONE_,
    _14_(3), e0213453.
    [https://doi.org/10.1371/journal.pone.0213453](https://doi.org/10.1371/journal.pone.0213453)

    National Highway Traffic Safety Administration. (2022).
    _Distracted Driving_. National Highway Traffic Safety Administration; United States Department of Transportation.
    [https://www.nhtsa.gov/risky-driving/distracted-driving](https://www.nhtsa.gov/risky-driving/distracted-driving)

    Sekadakis, M., Katrakazas, C., Orfanou, F., Pavlou, D., Oikonomou, M., & Yannis, G. (2022). Impact of texting and web surfing on driving behavior and safety in rural roads.
    _International Journal of Transportation Science and Technology_,
    _12_(3), 665–682.
    [https://doi.org/10.1016/j.ijtst.2022.06.001](https://doi.org/10.1016/j.ijtst.2022.06.001)

    Sullman, M. J., Przepiorka, A. M., Błachnio, A. P., & Hill, T. (2021). Can’t text, I’m driving – Factors influencing intentions to text while driving in the UK.
    _Accident Analysis & Prevention_,
    _153_, 106027.
    [https://doi.org/10.1016/j.aap.2021.106027](https://doi.org/10.1016/j.aap.2021.106027)

    **TheoryApplicationPaper.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/theoryapplicationpaper-docx-10267437)

    **M13.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/m13-docx-10267435)

    **ExampleBehaviorChangeCampaignProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplebehaviorchangecampaignproposal-pdf-10267445)

  • [Solved] English APA CASE ASSIGNMENT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    HOMEWORK HELP IS ATTACHED – 2 years ago **files (2)** – ## Case1.docx – ## TheEthicsofGraduateWriting.docx **## Case1.docx** 3 Case 1 **Case 1** Remember to always indent the first line of a paragraph (use the tab key) or paragraph formatting (see below). The introduction should be short (2-3 senten…

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    Assignment Prompt & Instructions

    HOMEWORK HELP IS ATTACHED

    – 2 years ago

    **files (2)**

    – ## Case1.docx

    – ## TheEthicsofGraduateWriting.docx

    **## Case1.docx**

    3

    Case 1

    **Case 1**

    Remember to always indent the first line of a paragraph (use the tab key) or paragraph formatting (see below). The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings, do not change the formatting or style of font except as specified below. This template uses Times New Roman 12-point. You may also use: Calibri (11), Arial (11), Georgia (11) or Lucida Sans Unicode (10).
    _No quotations are permitted in this paper. Since you are engaging in research, be sure to_ [cite](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [reference the sources in APA format](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) _. NOTE: Failure to use research with accompanying_ [citations](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) _to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I”, “we”, and “you” are not appropriate._ **The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.**

    Stealing Others’ Words

    For this section, use only articles published within the last 18 months, research and address the following point: Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    Synthesis and Citation

    For this section, use only articles published within the last 18 months, research and address the following point: Examine the importance of synthesis and proper citation. (1 page)

    Appropriate Resources

    For this section, use only articles published within the last 18 months, research and address the following point: Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    Assessing AI Writing Style

    This section of the paper may be written in first person. No research is required. Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms. Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper? Compare the two AI papers to what you wrote. Critically assess the writing styles. This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    **Conclusion**

    Add some concluding remarks: 2 to 3-sentence conclusion.

    **References**

    Below are some basic rules to follow when creating a reference list:

    · Begin your reference list on a new page.

    · The word References should be centered and bold at the top of the page.

    · Double-space your reference list.

    · For each author, list the last name first followed by the initials for their first and middle names.

    ·
    **Arrange your reference list alphabetically** by the last name of the author.

    · Use a hanging indent after the first line of your citation (Word does this for you). Type your entry and then click “Paragraph” on the HOME tab to create the “hanging indent.”

    ![](https://www.sweetstudy.com/questions/english-apa-case-assignment)

    [**APA has a handout**](https://apastyle.apa.org/instructional-aids/reference-examples.pdf) for the most common types of references.

    ## image1.png

    **## TheEthicsofGraduateWriting.docx**

    **The Ethics of Graduate Writing**

    Researching and writing applications in a graduate program improve critical thinking, enhance knowledge depth, and demonstrate mastery of course or program learning objectives. These skills prepare graduates for professional challenges, ensuring they remain innovative and informed leaders in their respective disciplines.

    **Case 1 Resources**

    [_9 Critical reading strategies and how it can improve your writing_](https://researcher.life/blog/article/9-critical-reading-strategies-and-how-it-can-improve-your-writing/) (2023)

    [_Credible sources: How to know if a source is reliable_](https://researcher.life/blog/article/credible-sources-how-to-know-if-a-source-is-reliable/) (2023)
    Text:
    [_Chapter 1 – Why Ethics Matter_](https://openstax.org/books/business-ethics/pages/1-introduction) (2023)
    Text:
    [_Chapter 2 Ethics from Antiquity to the Present_](https://openstax.org/books/business-ethics/pages/2-introduction) (2023)
    Text: 4:
    [_Ethical Considerations in Business Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Business_Writing_for_Everyday_Use/01%3A_New_Page/1.04%3A_Ethical_Considerations_in_Business_Writing)
    Text: 4:
    [_Ethical Considerations in Technical Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Technical_Writing%3A_An_Open_Educational_Resource/01%3A_Chapters/1.04%3A_Ethical_Considerations_in_Technical_Writing) [_The Future of Writing: Examining the Ethical Implications of AI Content Creation_](https://www.linkedin.com/pulse/future-writing-examining-ethical-implications-ai-content-aj-ansari) (2023)

    **Scholarly Readings:**

    [_Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching_](https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1181712/full) (2023)

    **Case Assignment**

    **The Importance of Writing, Research & Application in your Graduate Program**

    Use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    For this section, use only articles published within the last 18 months to research and address the following points:

    · Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    · Examine the importance of synthesis and proper citation. (1 page)

    · Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    **The AI Detector**

    All submitted papers are automatically run through Turnitin. Faculty have access to the AI reports.
    [_Turnitin’s AI Detection FAQs_](https://www.turnitin.com/products/features/ai-writing-detection/faq) answers the question about using Grammarly for grammar checks. Turnitin’s detector “is not tuned to target Grammarly-generated spelling, grammar, and punctuation modifications to content.” Another Grammarly product called GrammarlyGo, which is a generative AI writing tool, will have its content flagged by the program.
    [_AI Writing Detection Capabilities – Frequently Asked Questions_](https://www.turnitin.com/products/features/ai-writing-detection/faq)

    · In ChatGPT or GrammarlyGo, request that a 1000-word graduate-level paper with three citations be written that could be submitted to address the three bullet points above.

    · Copy and paste your query and the paper written by AI into a Word document which will be submitted with your assignment. Your instructor will see a
    [_report_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501Case1%20Example-%20AI%20Report%20from%20TURNITIN.pdf?isCourseFile=true&ou=230108) that marks AI-written content.

    This section of the paper may be written in first person. No research is required.

    · Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms.

    · Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper?

    · Compare the two AI papers to what you wrote. Critically assess the writing styles.

    This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I,” “we,” and “you” are not appropriate.

    **Assignment Expectations**

    Use the
    [_Case 1_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501%20Case1%202023.docx?isCourseFile=true&ou=230108) APA-formatted template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence introduction, 4- to 4 ½- page body, 2- to 3-sentence conclusion)

    · A separate file containing the AI-generated paper.

    · The reference list page in APA format

    **## TheEthicsofGraduateWriting.docx**

    **The Ethics of Graduate Writing**

    Researching and writing applications in a graduate program improve critical thinking, enhance knowledge depth, and demonstrate mastery of course or program learning objectives. These skills prepare graduates for professional challenges, ensuring they remain innovative and informed leaders in their respective disciplines.

    **Case 1 Resources**

    [_9 Critical reading strategies and how it can improve your writing_](https://researcher.life/blog/article/9-critical-reading-strategies-and-how-it-can-improve-your-writing/) (2023)

    [_Credible sources: How to know if a source is reliable_](https://researcher.life/blog/article/credible-sources-how-to-know-if-a-source-is-reliable/) (2023)
    Text:
    [_Chapter 1 – Why Ethics Matter_](https://openstax.org/books/business-ethics/pages/1-introduction) (2023)
    Text:
    [_Chapter 2 Ethics from Antiquity to the Present_](https://openstax.org/books/business-ethics/pages/2-introduction) (2023)
    Text: 4:
    [_Ethical Considerations in Business Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Business_Writing_for_Everyday_Use/01%3A_New_Page/1.04%3A_Ethical_Considerations_in_Business_Writing)
    Text: 4:
    [_Ethical Considerations in Technical Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Technical_Writing%3A_An_Open_Educational_Resource/01%3A_Chapters/1.04%3A_Ethical_Considerations_in_Technical_Writing) [_The Future of Writing: Examining the Ethical Implications of AI Content Creation_](https://www.linkedin.com/pulse/future-writing-examining-ethical-implications-ai-content-aj-ansari) (2023)

    **Scholarly Readings:**

    [_Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching_](https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1181712/full) (2023)

    **Case Assignment**

    **The Importance of Writing, Research & Application in your Graduate Program**

    Use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    For this section, use only articles published within the last 18 months to research and address the following points:

    · Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    · Examine the importance of synthesis and proper citation. (1 page)

    · Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    **The AI Detector**

    All submitted papers are automatically run through Turnitin. Faculty have access to the AI reports.
    [_Turnitin’s AI Detection FAQs_](https://www.turnitin.com/products/features/ai-writing-detection/faq) answers the question about using Grammarly for grammar checks. Turnitin’s detector “is not tuned to target Grammarly-generated spelling, grammar, and punctuation modifications to content.” Another Grammarly product called GrammarlyGo, which is a generative AI writing tool, will have its content flagged by the program.
    [_AI Writing Detection Capabilities – Frequently Asked Questions_](https://www.turnitin.com/products/features/ai-writing-detection/faq)

    · In ChatGPT or GrammarlyGo, request that a 1000-word graduate-level paper with three citations be written that could be submitted to address the three bullet points above.

    · Copy and paste your query and the paper written by AI into a Word document which will be submitted with your assignment. Your instructor will see a
    [_report_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501Case1%20Example-%20AI%20Report%20from%20TURNITIN.pdf?isCourseFile=true&ou=230108) that marks AI-written content.

    This section of the paper may be written in first person. No research is required.

    · Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms.

    · Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper?

    · Compare the two AI papers to what you wrote. Critically assess the writing styles.

    This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I,” “we,” and “you” are not appropriate.

    **Assignment Expectations**

    Use the
    [_Case 1_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501%20Case1%202023.docx?isCourseFile=true&ou=230108) APA-formatted template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence introduction, 4- to 4 ½- page body, 2- to 3-sentence conclusion)

    · A separate file containing the AI-generated paper.

    · The reference list page in APA format

    **## Case1.docx**

    3

    Case 1

    **Case 1**

    Remember to always indent the first line of a paragraph (use the tab key) or paragraph formatting (see below). The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings, do not change the formatting or style of font except as specified below. This template uses Times New Roman 12-point. You may also use: Calibri (11), Arial (11), Georgia (11) or Lucida Sans Unicode (10).
    _No quotations are permitted in this paper. Since you are engaging in research, be sure to_ [cite](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [reference the sources in APA format](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) _. NOTE: Failure to use research with accompanying_ [citations](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) _to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I”, “we”, and “you” are not appropriate._ **The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.**

    Stealing Others’ Words

    For this section, use only articles published within the last 18 months, research and address the following point: Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    Synthesis and Citation

    For this section, use only articles published within the last 18 months, research and address the following point: Examine the importance of synthesis and proper citation. (1 page)

    Appropriate Resources

    For this section, use only articles published within the last 18 months, research and address the following point: Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    Assessing AI Writing Style

    This section of the paper may be written in first person. No research is required. Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms. Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper? Compare the two AI papers to what you wrote. Critically assess the writing styles. This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    **Conclusion**

    Add some concluding remarks: 2 to 3-sentence conclusion.

    **References**

    Below are some basic rules to follow when creating a reference list:

    · Begin your reference list on a new page.

    · The word References should be centered and bold at the top of the page.

    · Double-space your reference list.

    · For each author, list the last name first followed by the initials for their first and middle names.

    ·
    **Arrange your reference list alphabetically** by the last name of the author.

    · Use a hanging indent after the first line of your citation (Word does this for you). Type your entry and then click “Paragraph” on the HOME tab to create the “hanging indent.”

    ![](https://www.sweetstudy.com/questions/english-apa-case-assignment)

    [**APA has a handout**](https://apastyle.apa.org/instructional-aids/reference-examples.pdf) for the most common types of references.

    ## image1.png

    **## TheEthicsofGraduateWriting.docx**

    **The Ethics of Graduate Writing**

    Researching and writing applications in a graduate program improve critical thinking, enhance knowledge depth, and demonstrate mastery of course or program learning objectives. These skills prepare graduates for professional challenges, ensuring they remain innovative and informed leaders in their respective disciplines.

    **Case 1 Resources**

    [_9 Critical reading strategies and how it can improve your writing_](https://researcher.life/blog/article/9-critical-reading-strategies-and-how-it-can-improve-your-writing/) (2023)

    [_Credible sources: How to know if a source is reliable_](https://researcher.life/blog/article/credible-sources-how-to-know-if-a-source-is-reliable/) (2023)
    Text:
    [_Chapter 1 – Why Ethics Matter_](https://openstax.org/books/business-ethics/pages/1-introduction) (2023)
    Text:
    [_Chapter 2 Ethics from Antiquity to the Present_](https://openstax.org/books/business-ethics/pages/2-introduction) (2023)
    Text: 4:
    [_Ethical Considerations in Business Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Business_Writing_for_Everyday_Use/01%3A_New_Page/1.04%3A_Ethical_Considerations_in_Business_Writing)
    Text: 4:
    [_Ethical Considerations in Technical Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Technical_Writing%3A_An_Open_Educational_Resource/01%3A_Chapters/1.04%3A_Ethical_Considerations_in_Technical_Writing) [_The Future of Writing: Examining the Ethical Implications of AI Content Creation_](https://www.linkedin.com/pulse/future-writing-examining-ethical-implications-ai-content-aj-ansari) (2023)

    **Scholarly Readings:**

    [_Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching_](https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1181712/full) (2023)

    **Case Assignment**

    **The Importance of Writing, Research & Application in your Graduate Program**

    Use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    For this section, use only articles published within the last 18 months to research and address the following points:

    · Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    · Examine the importance of synthesis and proper citation. (1 page)

    · Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    **The AI Detector**

    All submitted papers are automatically run through Turnitin. Faculty have access to the AI reports.
    [_Turnitin’s AI Detection FAQs_](https://www.turnitin.com/products/features/ai-writing-detection/faq) answers the question about using Grammarly for grammar checks. Turnitin’s detector “is not tuned to target Grammarly-generated spelling, grammar, and punctuation modifications to content.” Another Grammarly product called GrammarlyGo, which is a generative AI writing tool, will have its content flagged by the program.
    [_AI Writing Detection Capabilities – Frequently Asked Questions_](https://www.turnitin.com/products/features/ai-writing-detection/faq)

    · In ChatGPT or GrammarlyGo, request that a 1000-word graduate-level paper with three citations be written that could be submitted to address the three bullet points above.

    · Copy and paste your query and the paper written by AI into a Word document which will be submitted with your assignment. Your instructor will see a
    [_report_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501Case1%20Example-%20AI%20Report%20from%20TURNITIN.pdf?isCourseFile=true&ou=230108) that marks AI-written content.

    This section of the paper may be written in first person. No research is required.

    · Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms.

    · Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper?

    · Compare the two AI papers to what you wrote. Critically assess the writing styles.

    This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I,” “we,” and “you” are not appropriate.

    **Assignment Expectations**

    Use the
    [_Case 1_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501%20Case1%202023.docx?isCourseFile=true&ou=230108) APA-formatted template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence introduction, 4- to 4 ½- page body, 2- to 3-sentence conclusion)

    · A separate file containing the AI-generated paper.

    · The reference list page in APA format

    **## Case1.docx**

    3

    Case 1

    **Case 1**

    Remember to always indent the first line of a paragraph (use the tab key) or paragraph formatting (see below). The introduction should be short (2-3 sentences). The margins, font size, spacing, and font type (bold or plain) are set in APA format. While you may change the names of the headings, do not change the formatting or style of font except as specified below. This template uses Times New Roman 12-point. You may also use: Calibri (11), Arial (11), Georgia (11) or Lucida Sans Unicode (10).
    _No quotations are permitted in this paper. Since you are engaging in research, be sure to_ [cite](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [reference the sources in APA format](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_author_authors.html) _. NOTE: Failure to use research with accompanying_ [citations](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) _to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I”, “we”, and “you” are not appropriate._ **The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.**

    Stealing Others’ Words

    For this section, use only articles published within the last 18 months, research and address the following point: Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    Synthesis and Citation

    For this section, use only articles published within the last 18 months, research and address the following point: Examine the importance of synthesis and proper citation. (1 page)

    Appropriate Resources

    For this section, use only articles published within the last 18 months, research and address the following point: Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    Assessing AI Writing Style

    This section of the paper may be written in first person. No research is required. Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms. Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper? Compare the two AI papers to what you wrote. Critically assess the writing styles. This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    **Conclusion**

    Add some concluding remarks: 2 to 3-sentence conclusion.

    **References**

    Below are some basic rules to follow when creating a reference list:

    · Begin your reference list on a new page.

    · The word References should be centered and bold at the top of the page.

    · Double-space your reference list.

    · For each author, list the last name first followed by the initials for their first and middle names.

    ·
    **Arrange your reference list alphabetically** by the last name of the author.

    · Use a hanging indent after the first line of your citation (Word does this for you). Type your entry and then click “Paragraph” on the HOME tab to create the “hanging indent.”

    ![](https://www.sweetstudy.com/questions/english-apa-case-assignment)

    [**APA has a handout**](https://apastyle.apa.org/instructional-aids/reference-examples.pdf) for the most common types of references.

    ## image1.png

    **## TheEthicsofGraduateWriting.docx**

    **The Ethics of Graduate Writing**

    Researching and writing applications in a graduate program improve critical thinking, enhance knowledge depth, and demonstrate mastery of course or program learning objectives. These skills prepare graduates for professional challenges, ensuring they remain innovative and informed leaders in their respective disciplines.

    **Case 1 Resources**

    [_9 Critical reading strategies and how it can improve your writing_](https://researcher.life/blog/article/9-critical-reading-strategies-and-how-it-can-improve-your-writing/) (2023)

    [_Credible sources: How to know if a source is reliable_](https://researcher.life/blog/article/credible-sources-how-to-know-if-a-source-is-reliable/) (2023)
    Text:
    [_Chapter 1 – Why Ethics Matter_](https://openstax.org/books/business-ethics/pages/1-introduction) (2023)
    Text:
    [_Chapter 2 Ethics from Antiquity to the Present_](https://openstax.org/books/business-ethics/pages/2-introduction) (2023)
    Text: 4:
    [_Ethical Considerations in Business Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Business_Writing_for_Everyday_Use/01%3A_New_Page/1.04%3A_Ethical_Considerations_in_Business_Writing)
    Text: 4:
    [_Ethical Considerations in Technical Writing_](https://human.libretexts.org/Courses/Harrisburg_Area_Community_College/Technical_Writing%3A_An_Open_Educational_Resource/01%3A_Chapters/1.04%3A_Ethical_Considerations_in_Technical_Writing) [_The Future of Writing: Examining the Ethical Implications of AI Content Creation_](https://www.linkedin.com/pulse/future-writing-examining-ethical-implications-ai-content-aj-ansari) (2023)

    **Scholarly Readings:**

    [_Reflection on whether Chat GPT should be banned by academia from the perspective of education and teaching_](https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1181712/full) (2023)

    **Case Assignment**

    **The Importance of Writing, Research & Application in your Graduate Program**

    Use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    For this section, use only articles published within the last 18 months to research and address the following points:

    · Discuss the ethical implications of presenting others' ideas as one's own. (1 page)

    · Examine the importance of synthesis and proper citation. (1 page)

    · Explain why it is necessary to use appropriate resources in academic and professional writing. (1 page)

    **The AI Detector**

    All submitted papers are automatically run through Turnitin. Faculty have access to the AI reports.
    [_Turnitin’s AI Detection FAQs_](https://www.turnitin.com/products/features/ai-writing-detection/faq) answers the question about using Grammarly for grammar checks. Turnitin’s detector “is not tuned to target Grammarly-generated spelling, grammar, and punctuation modifications to content.” Another Grammarly product called GrammarlyGo, which is a generative AI writing tool, will have its content flagged by the program.
    [_AI Writing Detection Capabilities – Frequently Asked Questions_](https://www.turnitin.com/products/features/ai-writing-detection/faq)

    · In ChatGPT or GrammarlyGo, request that a 1000-word graduate-level paper with three citations be written that could be submitted to address the three bullet points above.

    · Copy and paste your query and the paper written by AI into a Word document which will be submitted with your assignment. Your instructor will see a
    [_report_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501Case1%20Example-%20AI%20Report%20from%20TURNITIN.pdf?isCourseFile=true&ou=230108) that marks AI-written content.

    This section of the paper may be written in first person. No research is required.

    · Assess the way your AI-authored paper sounds. Look at grammar choices, patterns, and repetition of terms.

    · Examine the content of the sample paper contained in the report above. Does it sound like your AI-authored paper?

    · Compare the two AI papers to what you wrote. Critically assess the writing styles.

    This section should be 1 – 1 ½ pages.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    The use of AI for generating content in classrooms is not permitted unless it is specifically required by assignments in classes. Certain classes may allow AI to be used for brainstorming or to kickstart research. Turnitin detects AI-generated content.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper; not a personal one based on feelings. The first half of the paper must be written in the third person; this means words like “I,” “we,” and “you” are not appropriate.

    **Assignment Expectations**

    Use the
    [_Case 1_](https://tlc.trident.edu/content/enforced/230108-ETH501-2025APR07FT-2/ETH501%20Case1%202023.docx?isCourseFile=true&ou=230108) APA-formatted template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence introduction, 4- to 4 ½- page body, 2- to 3-sentence conclusion)

    · A separate file containing the AI-generated paper.

    · The reference list page in APA format

  • [Solved] How Business Will Harness AI

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    assignment is attached – 2 years ago **files (1)** – ## HowBusinessWillHarnessAI.docx **## HowBusinessWillHarnessAI.docx** use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and gui…

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    Assignment Prompt & Instructions

    assignment is attached

    – 2 years ago

    **files (1)**

    – ## HowBusinessWillHarnessAI.docx

    **## HowBusinessWillHarnessAI.docx**

    use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    The assignment requires research and attribution. It cannot be based on opinion or personal experience. Ensure that you spend time and energy learning to research different types of sources and have a finished product that reflects your voice and is properly formatted using APA. No quotations are permitted in this submission.

    Topic: Provide a research-based summary on the “uses of AI in business.” The body of the paper will be two pages. Select a focus area that is related to your field or future career. (2 pages)

    Although you are using 4 different sources, do not write an overview of each source. It is necessary to integrate content into a single focused effort addressing the topic.

    Research Requirements: You must use all four types of resources below:

    · Book: Rise of Generative AI and ChatGPT: Understand How Generative AI and ChatGPT are Transforming and Reshaping the Business World. (2023). Select one chapter that best matches your career discipline (Chapters 13, 15-22 are suggested). **If the direct search method does not work, click “Additional Library Resources” and scroll to the end of the list and click “Skillsoft Books (BusinessPro and ITPro)” and paste the book title in the search box.

    · A scholarly journal article from Business Source Complete (EBSCO) (see module resources to identify this type of source) published in the last 18 months.

    · A periodical (newspaper or magazine) article from Proquest Central published in the last 18 months.

    · Resource found through an internet search, published in the last 18 months. You learned how to set dates in Google searches for this module’s discussion.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    **Research Analysis:**

    In the Appendix of the paper, you will provide feedback on the resources you used.

    Business Source Complete (EBSCO): How did you know that the article was scholarly? What attributes told you this? What search term did you use and why?

    Proquest Central: How was this type of article different than the scholarly one? Explain the process you used regarding search terms.

    Internet Source: How did you determine that the web resource was appropriate for a graduate-level paper? Was the author or source legitimate? Explain.

    This SLP will be written in 3rd person; this means words like “I,” “we,” and “you” are not appropriate. For more information see
    [_Differences Between First and Third Person_](https://www.grammarly.com/blog/first-second-and-third-person/). Your Analysis in the Appendix may be written in 1st person.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper, not a personal one based on feelings.

    **SLP Assignment Expectations**

    Use the  template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence overview, 2-page body, 2- to 3-sentence conclusion)

    · The reference list page in APA format

    · An appendix explaining how research was done and how sources were chosen.

    **## HowBusinessWillHarnessAI.docx**

    use the assignment-specific template file in the Assignment Expectations section for all Cases and SLPs in this class. The templates are APA-formatted, may contain links and guidance, and include headings for each required section.

    The assignment requires research and attribution. It cannot be based on opinion or personal experience. Ensure that you spend time and energy learning to research different types of sources and have a finished product that reflects your voice and is properly formatted using APA. No quotations are permitted in this submission.

    Topic: Provide a research-based summary on the “uses of AI in business.” The body of the paper will be two pages. Select a focus area that is related to your field or future career. (2 pages)

    Although you are using 4 different sources, do not write an overview of each source. It is necessary to integrate content into a single focused effort addressing the topic.

    Research Requirements: You must use all four types of resources below:

    · Book: Rise of Generative AI and ChatGPT: Understand How Generative AI and ChatGPT are Transforming and Reshaping the Business World. (2023). Select one chapter that best matches your career discipline (Chapters 13, 15-22 are suggested). **If the direct search method does not work, click “Additional Library Resources” and scroll to the end of the list and click “Skillsoft Books (BusinessPro and ITPro)” and paste the book title in the search box.

    · A scholarly journal article from Business Source Complete (EBSCO) (see module resources to identify this type of source) published in the last 18 months.

    · A periodical (newspaper or magazine) article from Proquest Central published in the last 18 months.

    · Resource found through an internet search, published in the last 18 months. You learned how to set dates in Google searches for this module’s discussion.

    Be sure to check your paper with Grammarly for Word and make corrections before submission.

    **Research Analysis:**

    In the Appendix of the paper, you will provide feedback on the resources you used.

    Business Source Complete (EBSCO): How did you know that the article was scholarly? What attributes told you this? What search term did you use and why?

    Proquest Central: How was this type of article different than the scholarly one? Explain the process you used regarding search terms.

    Internet Source: How did you determine that the web resource was appropriate for a graduate-level paper? Was the author or source legitimate? Explain.

    This SLP will be written in 3rd person; this means words like “I,” “we,” and “you” are not appropriate. For more information see
    [_Differences Between First and Third Person_](https://www.grammarly.com/blog/first-second-and-third-person/). Your Analysis in the Appendix may be written in 1st person.

    No quotations are permitted in this paper. Since you are engaging in research, be sure to
    [_cite_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html) and
    [_reference the sources in APA format_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html). NOTE: Failure to use research with accompanying
    [_citations_](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_author_authors.html) to support content will result in reduced scoring “Level 2-Developing” across the grading rubric. This is a professional paper, not a personal one based on feelings.

    **SLP Assignment Expectations**

    Use the  template to create your submission.

    · The template is set up in APA 7: double-spacing, font, margins, headings, page breaks, APA help links.

    Your submission will include:

    · A paper with APA citations (2- to 3-sentence overview, 2-page body, 2- to 3-sentence conclusion)

    · The reference list page in APA format

    · An appendix explaining how research was done and how sources were chosen.

  • [Solved] what constitutes plagiarism and how to recognize and avoid it.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Assignment is attached – 2 years ago **files (1)** – ## UsingGooglesearchthephraseWh.txt **## UsingGooglesearchthephraseWh.txt** Using Google, search the phrase: “Why are business ethics Important?” After you get results, click “tools”, “any time” and then “past year.” Write a 100-word answer to thi…

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    Assignment Prompt & Instructions

    Assignment is attached

    – 2 years ago

    **files (1)**

    – ## UsingGooglesearchthephraseWh.txt

    **## UsingGooglesearchthephraseWh.txt**

    Using Google, search the phrase: “Why are business ethics Important?” After you get results, click “tools”, “any time” and then “past year.” Write a 100-word answer to this question using at least one source and a citation: (Author, year) or (Short Title, year).

    Next, open an AI writing program and enter the same query.

    Post the answer you wrote and AI’s answer to this week’s discussion. Be sure to specify which program you used and state that the content was copied and pasted from AI.

    This post should be 1 paragraph (100 words). Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format. NOTE: Failure to use research with accompanying in-text citations to support content will result in reduced scoring “Level 2-Developing” on the grading rubric.

    This post will also contain the output from the AI program.

    **## UsingGooglesearchthephraseWh.txt**

    Using Google, search the phrase: “Why are business ethics Important?” After you get results, click “tools”, “any time” and then “past year.” Write a 100-word answer to this question using at least one source and a citation: (Author, year) or (Short Title, year).

    Next, open an AI writing program and enter the same query.

    Post the answer you wrote and AI’s answer to this week’s discussion. Be sure to specify which program you used and state that the content was copied and pasted from AI.

    This post should be 1 paragraph (100 words). Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format. NOTE: Failure to use research with accompanying in-text citations to support content will result in reduced scoring “Level 2-Developing” on the grading rubric.

    This post will also contain the output from the AI program.

  • [Solved] Topics consumerism teens buying products

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Annotated Bibliography on social media Teens how it influences what teens are buying – [\ \ IMG_5628.jpeg](https://www.sweetstudy.com/files/img-5628-jpeg "IMG_5628.jpeg") – [\ \ IMG_5630.jpeg](https://www.sweetstudy.com/files/img-5630-jpeg-10267095 "IMG_5630.jpeg") – [\ \ IMG_5629.jpeg](htt…

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    Assignment Prompt & Instructions

    Annotated Bibliography on social media Teens how it influences what teens are buying

    – [\
    \
    IMG_5628.jpeg](https://www.sweetstudy.com/files/img-5628-jpeg "IMG_5628.jpeg")
    – [\
    \
    IMG_5630.jpeg](https://www.sweetstudy.com/files/img-5630-jpeg-10267095 "IMG_5630.jpeg")
    – [\
    \
    IMG_5629.jpeg](https://www.sweetstudy.com/files/img-5629-jpeg-10267097 "IMG_5629.jpeg")

    – 2 years ago

  • [Solved] M3 Practitioner Application

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Assistance with M3 Practitioner Application 1200 words Ten (10) references, with at least three (3) being from scholarly academic journals References must be prepared using the latest version of APA style Word uploaded with instruction and reading material. – [\ \ M3PractitionerApplication.docx](h…

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    Assignment Prompt & Instructions

    Assistance with  M3 Practitioner Application

    1200 words

    Ten (10) references, with at least three (3) being from scholarly academic journals

    References must be prepared using the latest version of APA style

    Word uploaded with instruction and reading material.

    – [\
    \
    M3PractitionerApplication.docx](https://www.sweetstudy.com/files/m3practitionerapplication-docx "M3PractitionerApplication.docx")
    – [\
    \
    ADAPTI1.PDF](https://www.sweetstudy.com/files/adapti1-pdf "ADAPTI1.PDF")

    – 2 years ago

  • [Solved] art

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    In-depth study guidance and analytical solution covering art.

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    Assignment Prompt & Instructions

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

  • [Solved] assitant needed E Kenniqua

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    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## ICEPromptsSP241.docx **## ICEPromptsSP241.docx** **In-Class Essay – Spring 2024** · Choose one of the following (numbered) prompts to write an essay paragraph. · Make sure your answer has all the features of a strong essay and is written in comp…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## ICEPromptsSP241.docx

    **## ICEPromptsSP241.docx**

    **In-Class Essay – Spring 2024**

    · Choose one of the following (numbered) prompts to write an essay paragraph.

    · Make sure your answer has all the features of a strong essay and is written in complete sentences.

    · Pay special attention to giving support: examples, names, and numbers in your answers.

    · You will have 50 minutes to write your answer. Budget your time wisely.

    1. Some students complain that there is nothing to do in Campbellsville. Although Campbellsville has limited entertainment options–a matter that does need to be addressed–other issues prevent students from taking full advantage of what Campbellsville has to offer. Community events and resources are not necessarily communicated well to students, depriving them of an opportunity to connect with local residents. In addition, lack of transportation limits access to some recreation. What actions would you like the University or the community to take to address students’ needs for entertainment and recreation?

    2. The freshman year is a big adjustment, especially for students who are living away from home for the first time, and the intensity of study and time management can be difficult to balance with health and social needs. What knowledge, tips, or support would have made your freshman year more successful?

    3. My ENG 110 focuses on clear communication through the traditional academic five-paragraph essay format. We further study sentence types and associated punctuation rules and grammar errors to allow students to revise their papers into grammatically correct essays. In what ways has this class (Basic English) helped or failed to help you with writing for your other courses this semester?

    4. Now that you have completed at least one semester at Campbellsville University, do you see yourself graduating from Campbellsville University with a degree in 3 to 4 years? This reflection is similar to the response paragraphs you have written in that your strongly felt opinions still need to be organized into the essay structure we practiced this semester and supported with reasons and examples. This response will be an entire five-paragraph essay. You can be honest, but be reasonable by backing up what you say.

    **## ICEPromptsSP241.docx**

    **In-Class Essay – Spring 2024**

    · Choose one of the following (numbered) prompts to write an essay paragraph.

    · Make sure your answer has all the features of a strong essay and is written in complete sentences.

    · Pay special attention to giving support: examples, names, and numbers in your answers.

    · You will have 50 minutes to write your answer. Budget your time wisely.

    1. Some students complain that there is nothing to do in Campbellsville. Although Campbellsville has limited entertainment options–a matter that does need to be addressed–other issues prevent students from taking full advantage of what Campbellsville has to offer. Community events and resources are not necessarily communicated well to students, depriving them of an opportunity to connect with local residents. In addition, lack of transportation limits access to some recreation. What actions would you like the University or the community to take to address students’ needs for entertainment and recreation?

    2. The freshman year is a big adjustment, especially for students who are living away from home for the first time, and the intensity of study and time management can be difficult to balance with health and social needs. What knowledge, tips, or support would have made your freshman year more successful?

    3. My ENG 110 focuses on clear communication through the traditional academic five-paragraph essay format. We further study sentence types and associated punctuation rules and grammar errors to allow students to revise their papers into grammatically correct essays. In what ways has this class (Basic English) helped or failed to help you with writing for your other courses this semester?

    4. Now that you have completed at least one semester at Campbellsville University, do you see yourself graduating from Campbellsville University with a degree in 3 to 4 years? This reflection is similar to the response paragraphs you have written in that your strongly felt opinions still need to be organized into the essay structure we practiced this semester and supported with reasons and examples. This response will be an entire five-paragraph essay. You can be honest, but be reasonable by backing up what you say.