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  • [Solved] assitant needed E Kenniqua

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    please see attachment – 2 years ago **files (1)** – ## mysisterbabyname.docx **## mysisterbabyname.docx** Summary: This paper is worth 100 points. Topic: Three reasons that your sister should not name her baby a horrible name. Scenario: Your sister is expecting a child in just a few months. You have…

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    Assignment Prompt & Instructions

    please  see attachment

    – 2 years ago

    **files (1)**

    – ## mysisterbabyname.docx

    **## mysisterbabyname.docx**

    Summary:

    This paper is worth 100 points.

    Topic: Three reasons that your sister should not name her baby a horrible name.

    Scenario: Your sister is expecting a child in just a few months. You have just learned the name that she plans to give her baby. That name is so bad that you feel you must intervene and tell her that she needs to reconsider the name. This paper is your attempt to give your sister reasons to pick another name.

    Since this sister doesn't really exist, you (the writer and student) will choose or invent the horrible name that your "sister" has chosen in your scenario. You (the persona in the paper) will then argue against that name, giving three reasons.

    This will be a five-paragraph essay. You will write an introduction and conclusion as well as three body paragraphs. Although you are writing this to your sister, it is formatted as an essay rather than a letter; you will not write "Dear Sister," but you may use "you" in your paper because she is your audience.

    The three body paragraphs in your paper are explanations of the three reasons that your sister should pick a different name for her daughter. The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). In addition, you will apply what you learned about writing and correctly punctuating complete sentences in the coming weeks when you edit your paragraphs. A grading rubric will be provided before final revisions. The format of the paper will be MLA. Your reasons and examples may require research, but this is not a research paper. (In fact, I recommend that you Google this name and facts about it.) You will not have to give credit for your sources.

    Example Scenario from Class: Your sister is expecting her first child, your niece, in just a few months. She has told you that she would like to name her baby Aïta Salome Sandage. It would be pronounced like “I eat a SAL-oh-may.” You do not like this name at all and would like your niece to have a different name. You write to kindly persuade your sister to choose any other name.

    **## mysisterbabyname.docx**

    Summary:

    This paper is worth 100 points.

    Topic: Three reasons that your sister should not name her baby a horrible name.

    Scenario: Your sister is expecting a child in just a few months. You have just learned the name that she plans to give her baby. That name is so bad that you feel you must intervene and tell her that she needs to reconsider the name. This paper is your attempt to give your sister reasons to pick another name.

    Since this sister doesn't really exist, you (the writer and student) will choose or invent the horrible name that your "sister" has chosen in your scenario. You (the persona in the paper) will then argue against that name, giving three reasons.

    This will be a five-paragraph essay. You will write an introduction and conclusion as well as three body paragraphs. Although you are writing this to your sister, it is formatted as an essay rather than a letter; you will not write "Dear Sister," but you may use "you" in your paper because she is your audience.

    The three body paragraphs in your paper are explanations of the three reasons that your sister should pick a different name for her daughter. The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). In addition, you will apply what you learned about writing and correctly punctuating complete sentences in the coming weeks when you edit your paragraphs. A grading rubric will be provided before final revisions. The format of the paper will be MLA. Your reasons and examples may require research, but this is not a research paper. (In fact, I recommend that you Google this name and facts about it.) You will not have to give credit for your sources.

    Example Scenario from Class: Your sister is expecting her first child, your niece, in just a few months. She has told you that she would like to name her baby Aïta Salome Sandage. It would be pronounced like “I eat a SAL-oh-may.” You do not like this name at all and would like your niece to have a different name. You write to kindly persuade your sister to choose any other name.

  • [Solved] Law – Criminal Lee assignments 1

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – 2 years ago **files (1)** – ## leeassignment1.docx **## leeassignment1.docx** CH 1 1. Identify the most important actors in the courthouse. 2. List the steps in a typical felony prosecution. 3. Explain the importance of t…

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    Assignment Prompt & Instructions

    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

    – 2 years ago

    **files (1)**

    – ## leeassignment1.docx

    **## leeassignment1.docx**

    CH 1

    1. Identify the most important actors in the courthouse.

    2. List the steps in a typical felony prosecution.

    3. Explain the importance of the adversary system.

    4. Identify some of the most important legal defenses in American law.

    5. Distinguish between the crime control model of criminal justice and the due process model of criminal justice.

    CH 2

    6. Define the four primary types of jurisdiction: geographical, subject matter, personal, and hierarchical.

    7. Compare and contrast the tasks of trial and appellate courts.

    8. Explain the historical evolution of the federal courts into their present structure and operations.

    9. Evaluate the major problems facing the federal courts and the strengths and weaknesses of the major solutions that have been proposed to address these problems.

    CH 3

    10. Outline the four layers of a typical state court system.

    11. Identify how problem-solving courts using therapeutic jurisprudence handle cases.

    CH 4

    12. Describe the child-saving movement and its relationship to the doctrine of parens patriae.

    13. List the five ways that juvenile courts differ from adult courts.

    14. Identify and briefly describe the single most important Supreme Court case with respect to juvenile justice.

    15. Compare and contrast how adherents of the crime control model and proponents of the due process model of criminal justice see the future of juvenile courts.

    **## leeassignment1.docx**

    CH 1

    1. Identify the most important actors in the courthouse.

    2. List the steps in a typical felony prosecution.

    3. Explain the importance of the adversary system.

    4. Identify some of the most important legal defenses in American law.

    5. Distinguish between the crime control model of criminal justice and the due process model of criminal justice.

    CH 2

    6. Define the four primary types of jurisdiction: geographical, subject matter, personal, and hierarchical.

    7. Compare and contrast the tasks of trial and appellate courts.

    8. Explain the historical evolution of the federal courts into their present structure and operations.

    9. Evaluate the major problems facing the federal courts and the strengths and weaknesses of the major solutions that have been proposed to address these problems.

    CH 3

    10. Outline the four layers of a typical state court system.

    11. Identify how problem-solving courts using therapeutic jurisprudence handle cases.

    CH 4

    12. Describe the child-saving movement and its relationship to the doctrine of parens patriae.

    13. List the five ways that juvenile courts differ from adult courts.

    14. Identify and briefly describe the single most important Supreme Court case with respect to juvenile justice.

    15. Compare and contrast how adherents of the crime control model and proponents of the due process model of criminal justice see the future of juvenile courts.

  • [Solved] ju4

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    In-depth study guidance and analytical solution covering ju4.

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    Assignment Prompt & Instructions

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

  • [Solved] Human Resource Management HUMN RESOURCES WEEK 6 ASSIGNMENT REVISION

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    – 2 years ago **files (3)** – ## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx – ## REVISED.docx – RUBRICFEEDBACK.docx **## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx** 7 Week 5 Assignment Scholarly Paper Michelle Lynn Walden University HUMN 6000-1 Instructor Nerissa Str…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx

    – ## REVISED.docx

    – RUBRICFEEDBACK.docx

    **## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx**

    7

    Week 5 Assignment Scholarly Paper

    Michelle Lynn

    Walden University

    HUMN 6000-1

    Instructor Nerissa Strong

    March 30, 2025

    **The Mental Health Challenges**

    In terms of public health, mental health crises emerging among marginalized youth post-COVID-19 pandemic have become quite significant. Such populations, including racial and ethnic minorities, LGBTQ+ and others, suffer from different and intensified challenges, all negatively affecting their emotional and psychological well-being. , as highlighted by Murthy (2022), taking note of how the pandemic has worsened pre-existing disparities and clearly showing how these marginalized communities have suffered disproportionately from mental health impacts. These have been brought about by a combination of factors such as economic instability, systemic racism, social isolation, and discrimination, all contributing to increases in anxiety, depression, and trauma. Marginalized youth are, furthermore, faced with barriers to accessing mental health care. This could probably be why no appropriate facilities serve this group. The proposed paper will address the disparities in mental health care for marginalized youth, looking into factors behind the widening gap and the mitigation measures around such issues.

    **The Problem of Mental Health Disparities**

    **Factors Contributing to the Mental Health Challenges**

    i.
    **Socio-economic Trends, Trauma, and Discrimination**

    Socio-economic trends or disturbances, trauma, and discrimination enter into the lives of marginalized youth, thereby posing even more risks to their mental health. Murthy (2022) mentions that racial and ethnic minorities are disproportionately affected by grief, trauma, and systemic violence. For example, during the COVID-19 pandemic-related losses and grief, these groups were again significantly affected, as research has shown that the risks of death in the family were up to 4.5 times higher for those belonging to these groups than for their non-Hispanic White peers.

    ii.
    **Disapproval from the Family and Absence of the Social Support**

    Besides unique stressors like discrimination and harassment, those who engage in LGBTQ+ lifestyles also deal with disapproval from family and lack of social support: such issues can embed thicker layers into their mental capital struggles (Wolff et al., 2023). Culturally competent mental health care services for these groups seem few and far between, only heightening the difficulties posed by these very issues. Besides, Nunez-Rivera (2023) pointed out that although these risks have increased, the access to specific mental health services for LGBTQ+ persons remains very limited, with a minority of the LGBTQ+ population availing of such services due to geographical and systemic barriers.

    **Barriers to Mental Health Access**

    a.
    **Absence of Specific Services for Mental Healthcare**

    This access to specialized mental health services is poor among marginalized youth despite the increasing demand. According to Nunez-Rivera (2023), those identifying under the LGBTQ+ umbrella face additional challenges in accessing care because of the absence of specific services for their mental health care. Culturally competent and trained providers to serve marginalized communities are not available in many places. Such barriers in the system disallow these youth from receiving proper emotional help from their families Wolff et al. (2023). The effects can negatively affect healthy mental functioning and development for years. Access to particular services becomes more difficult due to the stigma attached to mental health care in underprivileged communities.

    b.
    **The Absence of the Insurance Coverage**

    Insurance coverage, as it stands, is unfortunately denying many poor youth who want to seek treatment or continue to go for it. This deprives them of the chance to take care of their psychological problems. In line with what Al-Tamimi and Leavey (2021) have stated, community-based interventions are the best solutions for areas with care deprivation that have conflict-torn spaces or are low-income countries.

    **Solutions to Address the Mental Health Disparities**

    a)
    **Trauma-Informed Care (TIC)**

    The incorporation of trauma-informed care (TIC) into mental health services represents a very equitable means by which to resolve these disparities. It emphasizes the creation of a context of maximum safety, trust, and support for people who have undergone trauma. The proposals by Goldstein et al. (2024) is that TIC is invaluable tool towards enhancement of the outcomes with marginalized youth. It helps in tackling the underlying causes of problems associated with trauma and discrimination in relation to psychiatric health. The development of TIC-supported spaces helps in the reduction of risk of re-traumatization while supporting suitable care access. The whole promising approach creates services that are just more attuned to the needs of the historically marginalized and would foster better engagement of these individuals within the mainstream mental health services themselves. The argument of the authors is that successful implementation of TIC demands for clarity on definitions, settings, and staining of staff and provides towards development of a conducive environments for the healing process.

    b)
    **The Expanding Access to Telepsychiatry and Community-Based Measures**

    Telepsychiatry and community-based interventions to make mental health services salient are another avenue to facilitating access for deserving persons. According to Mongelli et al. (2020), telepsychiatry is a good remedy to circumvent geographical and logistical barriers to care for the youth living in rural or underserved settings. The emphasis on remote care means these youths can consult their mental health professionals unencumbered by the obstacles of travel, stigma, or an absence of local providers. In preserving a climate of neighborliness and connection within the familiar environment, community-based interventions can arguably enhance mental health outcomes. These focused interventions thus enhance accessibility and responsiveness to the mental health needs of marginalized youth. As mentioned by Al-Tamimi and Leavey (2021), community-based interventions have already been successful in addressing the mental health needs of low-resourced youth living in conflict areas present in those countries. Consequently, they offer the required help a culturally suitable process, as well as being readily accessible.

    **Conclusions**

    Preexisting aggravations to unequal mental health conditions among marginalized youth existing in the face another social and economic complexion, discrimination, and access to care. All were exacerbated during the COVID-19 pandemic, which subjected people in marginalized communities to further trauma and stress. Trauma-informed care as an intervention, coupled with extended telepsychiatry services, is encouraging in closing existing gaps by increasing access to culturally competent care. Limiting access to mental health services for marginalized youth with intentionality in settings that support these groups helps lessen gaps in care and assure positive outcomes for all youth, regardless of differing backgrounds. Continued efforts in alleviating challenges in this connection should guarantee improved outcomes in mental health for the communities in question.

    **References**
    Al-Tamimi, S. A. G. A., & Leavey, G. (2021). Community-Based Interventions for the Treatment and Management of Conflict-Related Trauma in Low-Middle Income, Conflict-Affected Countries: a Realist Review.
    _Journal of Child & Adolescent Trauma_,
    _15_(2). https://doi.org/10.1007/s40653-021-00373-x

    Berring, L. L., Holm, T., Hansen, J. P., Delcomyn, C. L., Søndergaard, R., & Hvidhjelm, J. (2024). Implementing Trauma-Informed Care—Settings, Definitions, Interventions, Measures, and Implementation across Settings: A Scoping Review.
    _Healthcare_,
    _12_(9), 908. https://doi.org/10.3390/healthcare12090908

    Goldstein, E., Chokshi, B., Melendez-Torres, G., Rios, A., Jelley, M., & Lewis-O’Connor, A. (2024). Effectiveness of Trauma-Informed Care Implementation in Health Care Settings: Systematic Review of Reviews and Realist Synthesis.
    _The Permanente Journal_,
    _28_(1), 135–150. https://doi.org/10.7812/tpp/23.127

    Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and opportunities to meet the mental health needs of underserved and disenfranchised populations in the united states.
    _Focus_,
    _18_(1), 16–24. https://doi.org/10.1176/appi.focus.20190028

    Murthy, V. H. (2022). The Mental Health of Minority and Marginalized Young People: An Opportunity for Action.
    _Public Health Reports_,
    _137_(4), 003335492211023. https://doi.org/10.1177/00333549221102390

    Nunez-Rivera, S. (2023).
    _CSUSB ScholarWorks CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of Graduate Studies 5-2023 BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. WHEN ACQUIRING MENTAL HEALTH CARE SERVICES_. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2865&context=etd

    Wolff, J. M., Anderson, R., & Mickelson, K. (2023). LGBTQ+ Stress and Trauma Within the DSM-5: A Case Study Adaptation of the UConn Racial/Ethnic Stress and Trauma Survey (UnRESTS).
    _The Behavior Therapist_,
    _46_(4), 165. https://pmc.ncbi.nlm.nih.gov/articles/PMC11376306/

    **## REVISED.docx**

    Week 6 Assignment: Scholarly Paper Revision

    In its basic form, to revise means “to see again.” Building revision into your scholarly writing practice allows you to see the content again with fresh eyes. It also relieves pressure on you to write something perfect in the first draft. Through revision, you can better mold that first draft into a logically organized paper with clearer sentences and a strong scholarly voice.

    Revision involves more than simply addressing spelling or grammar errors. “Seeing again” means you may need to take a risk and change something large—like the sequence of topics or the paragraph structure—in order to make a paper demonstrably better.

    In this final Assignment, you examine the paper you wrote in Week 5 and, using strategies described in the Resources, revise it to be stronger.

    To Prepare

    · Review the feedback you received on your Week 5 scholarly paper.

    · Examine your paper on your own using the strategies found in the Writing Center’s Revising resource. You may also want to read the paper aloud to yourself.

    · Check the paraphrasing in your paper to ensure you are not inadvertently plagiarizing. You may also run your paper through Turnitin, found in the Canvas classroom.

    · Do additional literature searches in the library to enrich your paper as needed.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-6-learning-resources?module_item_id=6282678)

    By Day 7

    Revise your Week 5 scholarly paper based on Instructor feedback and self-editing. Submit a clean copy of the paper for your final submission. The paper should include:

    · Paragraphs that are organized, with a clear focus and use of evidence to analyze the topic.

    · Use of scholarly voice and tone.

    · Proper application of APA-style and grammar norms.

    ·
    **HUMN_6000_Week6_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | HUMN_6000_Week6_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRevise your Week 5 scholarly paper based on Instructor feedback and self-editing. Paragraphs are organized, with a clear focus and use of evidence to analyze the topic. | | | | | |
    | — | — | — | — |
    | **125 to >111.2 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows clear evidence of the student having read and applied Instructor feedback. | **111.2 to >98.9 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows evidence of the student having read and applied Instructor feedback. | **98.9 to >86.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved organization, focus, use of evidence, and/or analysis of the problem. Paper shows limited evidence of the student having read and applied Instructor feedback. | **86.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 125 pts |
    | This criterion is linked to a Learning OutcomeUse scholarly voice and tone. | | | | | |
    | — | — | — | — |
    | **50 to >44.5 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves scholarly voice and tone. | **44.5 to >39.4 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves scholarly voice and tone. | **39.4 to >34.6 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved scholarly voice and tone. | **34.6 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 50 pts |
    | This criterion is linked to a Learning OutcomeProper application of APA-style and grammar norms. | | | | | |
    | — | — | — | — |
    | **25 to >22.4 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves use of APA-style and grammar norms. | **22.4 to >19.7 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves use of APA-style and grammar norms. | **19.7 to >17.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved use of APA-style and/or grammar norms. | **17.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 25 pts |
    | Total Points: 200 |

    **RUBRICFEEDBACK.docx**

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

    **RUBRICFEEDBACK.docx**

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

    **## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx**

    7

    Week 5 Assignment Scholarly Paper

    Michelle Lynn

    Walden University

    HUMN 6000-1

    Instructor Nerissa Strong

    March 30, 2025

    **The Mental Health Challenges**

    In terms of public health, mental health crises emerging among marginalized youth post-COVID-19 pandemic have become quite significant. Such populations, including racial and ethnic minorities, LGBTQ+ and others, suffer from different and intensified challenges, all negatively affecting their emotional and psychological well-being. , as highlighted by Murthy (2022), taking note of how the pandemic has worsened pre-existing disparities and clearly showing how these marginalized communities have suffered disproportionately from mental health impacts. These have been brought about by a combination of factors such as economic instability, systemic racism, social isolation, and discrimination, all contributing to increases in anxiety, depression, and trauma. Marginalized youth are, furthermore, faced with barriers to accessing mental health care. This could probably be why no appropriate facilities serve this group. The proposed paper will address the disparities in mental health care for marginalized youth, looking into factors behind the widening gap and the mitigation measures around such issues.

    **The Problem of Mental Health Disparities**

    **Factors Contributing to the Mental Health Challenges**

    i.
    **Socio-economic Trends, Trauma, and Discrimination**

    Socio-economic trends or disturbances, trauma, and discrimination enter into the lives of marginalized youth, thereby posing even more risks to their mental health. Murthy (2022) mentions that racial and ethnic minorities are disproportionately affected by grief, trauma, and systemic violence. For example, during the COVID-19 pandemic-related losses and grief, these groups were again significantly affected, as research has shown that the risks of death in the family were up to 4.5 times higher for those belonging to these groups than for their non-Hispanic White peers.

    ii.
    **Disapproval from the Family and Absence of the Social Support**

    Besides unique stressors like discrimination and harassment, those who engage in LGBTQ+ lifestyles also deal with disapproval from family and lack of social support: such issues can embed thicker layers into their mental capital struggles (Wolff et al., 2023). Culturally competent mental health care services for these groups seem few and far between, only heightening the difficulties posed by these very issues. Besides, Nunez-Rivera (2023) pointed out that although these risks have increased, the access to specific mental health services for LGBTQ+ persons remains very limited, with a minority of the LGBTQ+ population availing of such services due to geographical and systemic barriers.

    **Barriers to Mental Health Access**

    a.
    **Absence of Specific Services for Mental Healthcare**

    This access to specialized mental health services is poor among marginalized youth despite the increasing demand. According to Nunez-Rivera (2023), those identifying under the LGBTQ+ umbrella face additional challenges in accessing care because of the absence of specific services for their mental health care. Culturally competent and trained providers to serve marginalized communities are not available in many places. Such barriers in the system disallow these youth from receiving proper emotional help from their families Wolff et al. (2023). The effects can negatively affect healthy mental functioning and development for years. Access to particular services becomes more difficult due to the stigma attached to mental health care in underprivileged communities.

    b.
    **The Absence of the Insurance Coverage**

    Insurance coverage, as it stands, is unfortunately denying many poor youth who want to seek treatment or continue to go for it. This deprives them of the chance to take care of their psychological problems. In line with what Al-Tamimi and Leavey (2021) have stated, community-based interventions are the best solutions for areas with care deprivation that have conflict-torn spaces or are low-income countries.

    **Solutions to Address the Mental Health Disparities**

    a)
    **Trauma-Informed Care (TIC)**

    The incorporation of trauma-informed care (TIC) into mental health services represents a very equitable means by which to resolve these disparities. It emphasizes the creation of a context of maximum safety, trust, and support for people who have undergone trauma. The proposals by Goldstein et al. (2024) is that TIC is invaluable tool towards enhancement of the outcomes with marginalized youth. It helps in tackling the underlying causes of problems associated with trauma and discrimination in relation to psychiatric health. The development of TIC-supported spaces helps in the reduction of risk of re-traumatization while supporting suitable care access. The whole promising approach creates services that are just more attuned to the needs of the historically marginalized and would foster better engagement of these individuals within the mainstream mental health services themselves. The argument of the authors is that successful implementation of TIC demands for clarity on definitions, settings, and staining of staff and provides towards development of a conducive environments for the healing process.

    b)
    **The Expanding Access to Telepsychiatry and Community-Based Measures**

    Telepsychiatry and community-based interventions to make mental health services salient are another avenue to facilitating access for deserving persons. According to Mongelli et al. (2020), telepsychiatry is a good remedy to circumvent geographical and logistical barriers to care for the youth living in rural or underserved settings. The emphasis on remote care means these youths can consult their mental health professionals unencumbered by the obstacles of travel, stigma, or an absence of local providers. In preserving a climate of neighborliness and connection within the familiar environment, community-based interventions can arguably enhance mental health outcomes. These focused interventions thus enhance accessibility and responsiveness to the mental health needs of marginalized youth. As mentioned by Al-Tamimi and Leavey (2021), community-based interventions have already been successful in addressing the mental health needs of low-resourced youth living in conflict areas present in those countries. Consequently, they offer the required help a culturally suitable process, as well as being readily accessible.

    **Conclusions**

    Preexisting aggravations to unequal mental health conditions among marginalized youth existing in the face another social and economic complexion, discrimination, and access to care. All were exacerbated during the COVID-19 pandemic, which subjected people in marginalized communities to further trauma and stress. Trauma-informed care as an intervention, coupled with extended telepsychiatry services, is encouraging in closing existing gaps by increasing access to culturally competent care. Limiting access to mental health services for marginalized youth with intentionality in settings that support these groups helps lessen gaps in care and assure positive outcomes for all youth, regardless of differing backgrounds. Continued efforts in alleviating challenges in this connection should guarantee improved outcomes in mental health for the communities in question.

    **References**
    Al-Tamimi, S. A. G. A., & Leavey, G. (2021). Community-Based Interventions for the Treatment and Management of Conflict-Related Trauma in Low-Middle Income, Conflict-Affected Countries: a Realist Review.
    _Journal of Child & Adolescent Trauma_,
    _15_(2). https://doi.org/10.1007/s40653-021-00373-x

    Berring, L. L., Holm, T., Hansen, J. P., Delcomyn, C. L., Søndergaard, R., & Hvidhjelm, J. (2024). Implementing Trauma-Informed Care—Settings, Definitions, Interventions, Measures, and Implementation across Settings: A Scoping Review.
    _Healthcare_,
    _12_(9), 908. https://doi.org/10.3390/healthcare12090908

    Goldstein, E., Chokshi, B., Melendez-Torres, G., Rios, A., Jelley, M., & Lewis-O’Connor, A. (2024). Effectiveness of Trauma-Informed Care Implementation in Health Care Settings: Systematic Review of Reviews and Realist Synthesis.
    _The Permanente Journal_,
    _28_(1), 135–150. https://doi.org/10.7812/tpp/23.127

    Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and opportunities to meet the mental health needs of underserved and disenfranchised populations in the united states.
    _Focus_,
    _18_(1), 16–24. https://doi.org/10.1176/appi.focus.20190028

    Murthy, V. H. (2022). The Mental Health of Minority and Marginalized Young People: An Opportunity for Action.
    _Public Health Reports_,
    _137_(4), 003335492211023. https://doi.org/10.1177/00333549221102390

    Nunez-Rivera, S. (2023).
    _CSUSB ScholarWorks CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of Graduate Studies 5-2023 BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. WHEN ACQUIRING MENTAL HEALTH CARE SERVICES_. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2865&context=etd

    Wolff, J. M., Anderson, R., & Mickelson, K. (2023). LGBTQ+ Stress and Trauma Within the DSM-5: A Case Study Adaptation of the UConn Racial/Ethnic Stress and Trauma Survey (UnRESTS).
    _The Behavior Therapist_,
    _46_(4), 165. https://pmc.ncbi.nlm.nih.gov/articles/PMC11376306/

    **## REVISED.docx**

    Week 6 Assignment: Scholarly Paper Revision

    In its basic form, to revise means “to see again.” Building revision into your scholarly writing practice allows you to see the content again with fresh eyes. It also relieves pressure on you to write something perfect in the first draft. Through revision, you can better mold that first draft into a logically organized paper with clearer sentences and a strong scholarly voice.

    Revision involves more than simply addressing spelling or grammar errors. “Seeing again” means you may need to take a risk and change something large—like the sequence of topics or the paragraph structure—in order to make a paper demonstrably better.

    In this final Assignment, you examine the paper you wrote in Week 5 and, using strategies described in the Resources, revise it to be stronger.

    To Prepare

    · Review the feedback you received on your Week 5 scholarly paper.

    · Examine your paper on your own using the strategies found in the Writing Center’s Revising resource. You may also want to read the paper aloud to yourself.

    · Check the paraphrasing in your paper to ensure you are not inadvertently plagiarizing. You may also run your paper through Turnitin, found in the Canvas classroom.

    · Do additional literature searches in the library to enrich your paper as needed.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-6-learning-resources?module_item_id=6282678)

    By Day 7

    Revise your Week 5 scholarly paper based on Instructor feedback and self-editing. Submit a clean copy of the paper for your final submission. The paper should include:

    · Paragraphs that are organized, with a clear focus and use of evidence to analyze the topic.

    · Use of scholarly voice and tone.

    · Proper application of APA-style and grammar norms.

    ·
    **HUMN_6000_Week6_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | HUMN_6000_Week6_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRevise your Week 5 scholarly paper based on Instructor feedback and self-editing. Paragraphs are organized, with a clear focus and use of evidence to analyze the topic. | | | | | |
    | — | — | — | — |
    | **125 to >111.2 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows clear evidence of the student having read and applied Instructor feedback. | **111.2 to >98.9 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows evidence of the student having read and applied Instructor feedback. | **98.9 to >86.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved organization, focus, use of evidence, and/or analysis of the problem. Paper shows limited evidence of the student having read and applied Instructor feedback. | **86.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 125 pts |
    | This criterion is linked to a Learning OutcomeUse scholarly voice and tone. | | | | | |
    | — | — | — | — |
    | **50 to >44.5 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves scholarly voice and tone. | **44.5 to >39.4 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves scholarly voice and tone. | **39.4 to >34.6 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved scholarly voice and tone. | **34.6 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 50 pts |
    | This criterion is linked to a Learning OutcomeProper application of APA-style and grammar norms. | | | | | |
    | — | — | — | — |
    | **25 to >22.4 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves use of APA-style and grammar norms. | **22.4 to >19.7 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves use of APA-style and grammar norms. | **19.7 to >17.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved use of APA-style and/or grammar norms. | **17.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 25 pts |
    | Total Points: 200 |

    **RUBRICFEEDBACK.docx**

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

    **## HumanResourceManagementHUMANRESOURCESWEEK6ASSIGNMENT1.docx**

    7

    Week 5 Assignment Scholarly Paper

    Michelle Lynn

    Walden University

    HUMN 6000-1

    Instructor Nerissa Strong

    March 30, 2025

    **The Mental Health Challenges**

    In terms of public health, mental health crises emerging among marginalized youth post-COVID-19 pandemic have become quite significant. Such populations, including racial and ethnic minorities, LGBTQ+ and others, suffer from different and intensified challenges, all negatively affecting their emotional and psychological well-being. , as highlighted by Murthy (2022), taking note of how the pandemic has worsened pre-existing disparities and clearly showing how these marginalized communities have suffered disproportionately from mental health impacts. These have been brought about by a combination of factors such as economic instability, systemic racism, social isolation, and discrimination, all contributing to increases in anxiety, depression, and trauma. Marginalized youth are, furthermore, faced with barriers to accessing mental health care. This could probably be why no appropriate facilities serve this group. The proposed paper will address the disparities in mental health care for marginalized youth, looking into factors behind the widening gap and the mitigation measures around such issues.

    **The Problem of Mental Health Disparities**

    **Factors Contributing to the Mental Health Challenges**

    i.
    **Socio-economic Trends, Trauma, and Discrimination**

    Socio-economic trends or disturbances, trauma, and discrimination enter into the lives of marginalized youth, thereby posing even more risks to their mental health. Murthy (2022) mentions that racial and ethnic minorities are disproportionately affected by grief, trauma, and systemic violence. For example, during the COVID-19 pandemic-related losses and grief, these groups were again significantly affected, as research has shown that the risks of death in the family were up to 4.5 times higher for those belonging to these groups than for their non-Hispanic White peers.

    ii.
    **Disapproval from the Family and Absence of the Social Support**

    Besides unique stressors like discrimination and harassment, those who engage in LGBTQ+ lifestyles also deal with disapproval from family and lack of social support: such issues can embed thicker layers into their mental capital struggles (Wolff et al., 2023). Culturally competent mental health care services for these groups seem few and far between, only heightening the difficulties posed by these very issues. Besides, Nunez-Rivera (2023) pointed out that although these risks have increased, the access to specific mental health services for LGBTQ+ persons remains very limited, with a minority of the LGBTQ+ population availing of such services due to geographical and systemic barriers.

    **Barriers to Mental Health Access**

    a.
    **Absence of Specific Services for Mental Healthcare**

    This access to specialized mental health services is poor among marginalized youth despite the increasing demand. According to Nunez-Rivera (2023), those identifying under the LGBTQ+ umbrella face additional challenges in accessing care because of the absence of specific services for their mental health care. Culturally competent and trained providers to serve marginalized communities are not available in many places. Such barriers in the system disallow these youth from receiving proper emotional help from their families Wolff et al. (2023). The effects can negatively affect healthy mental functioning and development for years. Access to particular services becomes more difficult due to the stigma attached to mental health care in underprivileged communities.

    b.
    **The Absence of the Insurance Coverage**

    Insurance coverage, as it stands, is unfortunately denying many poor youth who want to seek treatment or continue to go for it. This deprives them of the chance to take care of their psychological problems. In line with what Al-Tamimi and Leavey (2021) have stated, community-based interventions are the best solutions for areas with care deprivation that have conflict-torn spaces or are low-income countries.

    **Solutions to Address the Mental Health Disparities**

    a)
    **Trauma-Informed Care (TIC)**

    The incorporation of trauma-informed care (TIC) into mental health services represents a very equitable means by which to resolve these disparities. It emphasizes the creation of a context of maximum safety, trust, and support for people who have undergone trauma. The proposals by Goldstein et al. (2024) is that TIC is invaluable tool towards enhancement of the outcomes with marginalized youth. It helps in tackling the underlying causes of problems associated with trauma and discrimination in relation to psychiatric health. The development of TIC-supported spaces helps in the reduction of risk of re-traumatization while supporting suitable care access. The whole promising approach creates services that are just more attuned to the needs of the historically marginalized and would foster better engagement of these individuals within the mainstream mental health services themselves. The argument of the authors is that successful implementation of TIC demands for clarity on definitions, settings, and staining of staff and provides towards development of a conducive environments for the healing process.

    b)
    **The Expanding Access to Telepsychiatry and Community-Based Measures**

    Telepsychiatry and community-based interventions to make mental health services salient are another avenue to facilitating access for deserving persons. According to Mongelli et al. (2020), telepsychiatry is a good remedy to circumvent geographical and logistical barriers to care for the youth living in rural or underserved settings. The emphasis on remote care means these youths can consult their mental health professionals unencumbered by the obstacles of travel, stigma, or an absence of local providers. In preserving a climate of neighborliness and connection within the familiar environment, community-based interventions can arguably enhance mental health outcomes. These focused interventions thus enhance accessibility and responsiveness to the mental health needs of marginalized youth. As mentioned by Al-Tamimi and Leavey (2021), community-based interventions have already been successful in addressing the mental health needs of low-resourced youth living in conflict areas present in those countries. Consequently, they offer the required help a culturally suitable process, as well as being readily accessible.

    **Conclusions**

    Preexisting aggravations to unequal mental health conditions among marginalized youth existing in the face another social and economic complexion, discrimination, and access to care. All were exacerbated during the COVID-19 pandemic, which subjected people in marginalized communities to further trauma and stress. Trauma-informed care as an intervention, coupled with extended telepsychiatry services, is encouraging in closing existing gaps by increasing access to culturally competent care. Limiting access to mental health services for marginalized youth with intentionality in settings that support these groups helps lessen gaps in care and assure positive outcomes for all youth, regardless of differing backgrounds. Continued efforts in alleviating challenges in this connection should guarantee improved outcomes in mental health for the communities in question.

    **References**
    Al-Tamimi, S. A. G. A., & Leavey, G. (2021). Community-Based Interventions for the Treatment and Management of Conflict-Related Trauma in Low-Middle Income, Conflict-Affected Countries: a Realist Review.
    _Journal of Child & Adolescent Trauma_,
    _15_(2). https://doi.org/10.1007/s40653-021-00373-x

    Berring, L. L., Holm, T., Hansen, J. P., Delcomyn, C. L., Søndergaard, R., & Hvidhjelm, J. (2024). Implementing Trauma-Informed Care—Settings, Definitions, Interventions, Measures, and Implementation across Settings: A Scoping Review.
    _Healthcare_,
    _12_(9), 908. https://doi.org/10.3390/healthcare12090908

    Goldstein, E., Chokshi, B., Melendez-Torres, G., Rios, A., Jelley, M., & Lewis-O’Connor, A. (2024). Effectiveness of Trauma-Informed Care Implementation in Health Care Settings: Systematic Review of Reviews and Realist Synthesis.
    _The Permanente Journal_,
    _28_(1), 135–150. https://doi.org/10.7812/tpp/23.127

    Mongelli, F., Georgakopoulos, P., & Pato, M. T. (2020). Challenges and opportunities to meet the mental health needs of underserved and disenfranchised populations in the united states.
    _Focus_,
    _18_(1), 16–24. https://doi.org/10.1176/appi.focus.20190028

    Murthy, V. H. (2022). The Mental Health of Minority and Marginalized Young People: An Opportunity for Action.
    _Public Health Reports_,
    _137_(4), 003335492211023. https://doi.org/10.1177/00333549221102390

    Nunez-Rivera, S. (2023).
    _CSUSB ScholarWorks CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of Graduate Studies 5-2023 BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE BARRIERS AND CHALLENGES THAT LGBTQ+ INDIVIDUALS FACE WHEN ACQUIRING MENTAL HEALTH CARE SERVICES. WHEN ACQUIRING MENTAL HEALTH CARE SERVICES_. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=2865&context=etd

    Wolff, J. M., Anderson, R., & Mickelson, K. (2023). LGBTQ+ Stress and Trauma Within the DSM-5: A Case Study Adaptation of the UConn Racial/Ethnic Stress and Trauma Survey (UnRESTS).
    _The Behavior Therapist_,
    _46_(4), 165. https://pmc.ncbi.nlm.nih.gov/articles/PMC11376306/

    **## REVISED.docx**

    Week 6 Assignment: Scholarly Paper Revision

    In its basic form, to revise means “to see again.” Building revision into your scholarly writing practice allows you to see the content again with fresh eyes. It also relieves pressure on you to write something perfect in the first draft. Through revision, you can better mold that first draft into a logically organized paper with clearer sentences and a strong scholarly voice.

    Revision involves more than simply addressing spelling or grammar errors. “Seeing again” means you may need to take a risk and change something large—like the sequence of topics or the paragraph structure—in order to make a paper demonstrably better.

    In this final Assignment, you examine the paper you wrote in Week 5 and, using strategies described in the Resources, revise it to be stronger.

    To Prepare

    · Review the feedback you received on your Week 5 scholarly paper.

    · Examine your paper on your own using the strategies found in the Writing Center’s Revising resource. You may also want to read the paper aloud to yourself.

    · Check the paraphrasing in your paper to ensure you are not inadvertently plagiarizing. You may also run your paper through Turnitin, found in the Canvas classroom.

    · Do additional literature searches in the library to enrich your paper as needed.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/156493/pages/week-6-learning-resources?module_item_id=6282678)

    By Day 7

    Revise your Week 5 scholarly paper based on Instructor feedback and self-editing. Submit a clean copy of the paper for your final submission. The paper should include:

    · Paragraphs that are organized, with a clear focus and use of evidence to analyze the topic.

    · Use of scholarly voice and tone.

    · Proper application of APA-style and grammar norms.

    ·
    **HUMN_6000_Week6_Assignment_Rubric**

    | | | | |
    | — | — | — | — |
    | HUMN_6000_Week6_Assignment_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeRevise your Week 5 scholarly paper based on Instructor feedback and self-editing. Paragraphs are organized, with a clear focus and use of evidence to analyze the topic. | | | | | |
    | — | — | — | — |
    | **125 to >111.2 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows clear evidence of the student having read and applied Instructor feedback. | **111.2 to >98.9 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves organization, focus, use of evidence, and/or analysis of the problem. Paper shows evidence of the student having read and applied Instructor feedback. | **98.9 to >86.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved organization, focus, use of evidence, and/or analysis of the problem. Paper shows limited evidence of the student having read and applied Instructor feedback. | **86.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 125 pts |
    | This criterion is linked to a Learning OutcomeUse scholarly voice and tone. | | | | | |
    | — | — | — | — |
    | **50 to >44.5 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves scholarly voice and tone. | **44.5 to >39.4 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves scholarly voice and tone. | **39.4 to >34.6 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved scholarly voice and tone. | **34.6 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 50 pts |
    | This criterion is linked to a Learning OutcomeProper application of APA-style and grammar norms. | | | | | |
    | — | — | — | — |
    | **25 to >22.4 pts**<br>**Exceeds Expectations**<br>Revisions are thorough; revision significantly improves use of APA-style and grammar norms. | **22.4 to >19.7 pts**<br>**Meets Expectations**<br>Revisions are evident; revision improves use of APA-style and grammar norms. | **19.7 to >17.2 pts**<br>**Fair**<br>Revisions are limited and may relate only to superficial fixes, and/or revision choices do not result in improved use of APA-style and/or grammar norms. | **17.2 to >0 pts**<br>**Needs Improvement**<br>Revisions (if any) demonstrate little or no consideration or effort. Paper shows limited evidence of the student having read and applied Instructor feedback. | | 25 pts |
    | Total Points: 200 |

    **RUBRICFEEDBACK.docx**

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    [Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)

    Epidemiological Study Designs in the Media

    ![A person looking through a microscope AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-7-dis-epid)

    Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials

    Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.

    For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    [Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.

    · Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”

    · American Journal of Health Behavior. (n.d.).
    [_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/

    · The James Lind Library. (n.d.).
    [https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)

    · Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
    [Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
    _Journal of Public Health Policy_,
    _42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7

    · Shah, H. M., & Chung, K. C. (2009).
    [Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
    _Plastic and reconstructive surgery_,
    _124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928

    · Walden University Doctoral Capstone Form and Style. (n.d.).
    [_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length

    · Walden University Library. (n.d.).
    [_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)

    To prepare:

    · Locate a mass media article published
    **within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.

    · Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.

    By Day 3 of Week 7

    **Post** a response to the following:

    · Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.

    · Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.

    · Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.

    · Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.

    By Day 6 of Week 7

    **Respond** to
    **at least two colleagues** on
    **two different days** in one or more of the following ways:

    · Compare your selected articles with respect to differences in study design.

    · Discuss differences or similarities in the media coverage of your selected studies.

    · Expand on a colleague’s posting with additional insight and resources.

    · Make a suggestion or comment that guides or facilitates the discussion.

    Remember to include information from the Learning Resources as appropriate.

    ## image1.jpeg

    **## AbstractForCapstone.docx**

    **Overview**

    An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.

    **Formatting**

    An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.

    Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.

    Walden Abstract Formatting Requirements:

    · Writers should not use the first person.

    · Avoid “I” in favor of the passive voice ONLY in the abstract.

    · Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)

    · No citations should be included.

    · Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”

    · Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.

    · Note: This is often used when presenting the main findings of the study.

    · Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”

    · Include a discussion of social change implications.

    **Content**

    Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:

    · Opening statement on the state of research on the topic and general introduction of the problem

    Example: “[Topic] has been an area of study among scholars since…”

    Example: “According to recent studies…”

    · Identification of the problem and why it is relevant

    Example: “[Topic, variable, or concept] leads to [additional outcome].”

    · Summary findings from existing research and what is missing (i.e., the gap)

    Example: “Researchers have demonstrated that… but have not established…”

    · Purpose of the study

    Example: “The purpose of this qualitative single case study was to…”

    Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.

    Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”

    · Theoretical or conceptual framework

    Example: “[Theory or mode’] approach was used to analyze/explore…”

    · Method and research design

    Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”

    · Results.

    Example: “The results of these analyzes indicated…”

    Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.

    · Social change
    implications

    Example: “[Specific population] may benefit from the results of this study through…”

    Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.

    Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.

    **Additional Abstract Resources**

    · Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:

    ·
    [Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
    documents)

    Office of Student Disability Services

    Any concerns about accessibility of materials on this site or compatibility with assistive technology should be addressed to
    [disability@mail.waldenu.edu](mailto:disability@mail.waldenu.edu)

    Walden Resources

    Departments

    ·
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    [Office of Student Affairs](https://academicguides.waldenu.edu/studentaffairs)

    ·
    [Office of Student Disability Services](https://academicguides.waldenu.edu/disability-services)

    Student Resources

    ·
    [Doctoral Writing Assessment](https://academicguides.waldenu.edu/doctoral/writing-assessment)

    ·
    [Form & Style Review](https://academicguides.waldenu.edu/formandstyle)

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    [Quick Answers](https://academicanswers.waldenu.edu/)

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    **## WK7DIS.EPID.docx**

    1 Reply

    UnsubscribedManage Discussion

    [Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)

    Epidemiological Study Designs in the Media

    ![A person looking through a microscope AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-7-dis-epid)

    Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials

    Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.

    For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    [Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.

    · Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”

    · American Journal of Health Behavior. (n.d.).
    [_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/

    · The James Lind Library. (n.d.).
    [https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)

    · Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
    [Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
    _Journal of Public Health Policy_,
    _42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7

    · Shah, H. M., & Chung, K. C. (2009).
    [Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
    _Plastic and reconstructive surgery_,
    _124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928

    · Walden University Doctoral Capstone Form and Style. (n.d.).
    [_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length

    · Walden University Library. (n.d.).
    [_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)

    To prepare:

    · Locate a mass media article published
    **within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.

    · Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.

    By Day 3 of Week 7

    **Post** a response to the following:

    · Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.

    · Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.

    · Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.

    · Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.

    By Day 6 of Week 7

    **Respond** to
    **at least two colleagues** on
    **two different days** in one or more of the following ways:

    · Compare your selected articles with respect to differences in study design.

    · Discuss differences or similarities in the media coverage of your selected studies.

    · Expand on a colleague’s posting with additional insight and resources.

    · Make a suggestion or comment that guides or facilitates the discussion.

    Remember to include information from the Learning Resources as appropriate.

    ## image1.jpeg

    **## AbstractForCapstone.docx**

    **Overview**

    An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.

    **Formatting**

    An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.

    Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.

    Walden Abstract Formatting Requirements:

    · Writers should not use the first person.

    · Avoid “I” in favor of the passive voice ONLY in the abstract.

    · Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)

    · No citations should be included.

    · Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”

    · Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.

    · Note: This is often used when presenting the main findings of the study.

    · Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”

    · Include a discussion of social change implications.

    **Content**

    Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:

    · Opening statement on the state of research on the topic and general introduction of the problem

    Example: “[Topic] has been an area of study among scholars since…”

    Example: “According to recent studies…”

    · Identification of the problem and why it is relevant

    Example: “[Topic, variable, or concept] leads to [additional outcome].”

    · Summary findings from existing research and what is missing (i.e., the gap)

    Example: “Researchers have demonstrated that… but have not established…”

    · Purpose of the study

    Example: “The purpose of this qualitative single case study was to…”

    Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.

    Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”

    · Theoretical or conceptual framework

    Example: “[Theory or mode’] approach was used to analyze/explore…”

    · Method and research design

    Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”

    · Results.

    Example: “The results of these analyzes indicated…”

    Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.

    · Social change
    implications

    Example: “[Specific population] may benefit from the results of this study through…”

    Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.

    Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.

    **Additional Abstract Resources**

    · Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:

    ·
    [Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
    documents)

    Office of Student Disability Services

    Any concerns about accessibility of materials on this site or compatibility with assistive technology should be addressed to
    [disability@mail.waldenu.edu](mailto:disability@mail.waldenu.edu)

    Walden Resources

    Departments

    ·
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    ·
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    [Office of Student Disability Services](https://academicguides.waldenu.edu/disability-services)

    Student Resources

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    [Doctoral Writing Assessment](https://academicguides.waldenu.edu/doctoral/writing-assessment)

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    **## WK7DIS.EPID.docx**

    1 Reply

    UnsubscribedManage Discussion

    [Back to Week at a Glance](https://waldenu.instructure.com/courses/155998/modules/items/6259889)

    Epidemiological Study Designs in the Media

    ![A person looking through a microscope AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/wk-7-dis-epid)

    Nearly every day, population health studies appear in the media. The studies often include epidemiological research. The type of study design used can have a profound impact on how the study results are analyzed, interpreted, and reported. Common study designs include case control, cohort, cross-sectional, and community intervention trials

    Based on media descriptions of the research, however, facts about the issue under study may appear less than obvious. Media reports may sensationalize results and overstate outcomes. Someone familiar with epidemiological methodology may note a lack of detail in mass media reports of research findings compared to articles published in peer-reviewed journals.

    For this Discussion, you will compare an epidemiological study to a mass media article written about the study to examine ways epidemiologic information is disseminated to and utilized by different audiences.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/155998/modules/items/6259905)

    [Required Readings](https://waldenu.instructure.com/courses/155998/pages/week-7-learning-resources?module_item_id=6259905)

    · Curley, A. L. C. (Ed.). (2024).
    _Population-based nursing: Concepts and competencies for advanced practice_ (4th ed.). Springer.

    · Chapter 6, “Applying Evidence at the Population Level” (pp. 128-157)

    · Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182)

    · Friis, R. H., & Sellers, T. A. (2021).
    [Epidemiology for public health practiceLinks to an external site.](https://ajhb.org/journal/writing-press-release/)(6th ed.). Jones & Bartlett.

    · Appendix A, “Guide to the Critical Appraisal of an Epidemiologic/Public Health Research Article”

    · American Journal of Health Behavior. (n.d.).
    [_Writing a press release_ Links to an external site.](https://ajhb.org/journal/writing-press-release/). https://ajhb.org/journal/writing-press-release/

    · The James Lind Library. (n.d.).
    [https://www.jameslindlibrary.org/Links to an external site.](https://www.jameslindlibrary.org/)

    · Hammes, L. S., Rossi, A. P., Pedrotti, L. G., Pitrez, P. M., Mutlaq, M. P., & Rosa, R. G. (2021).
    [Is the press properly presenting the epidemiological data on COVID-19? An analysis of newspapers from 25 countriesLinks to an external site.](https://www.proquest.com/scholarly-journals/is-press-properly-presenting-epidemiological-data/docview/2574562166/se-2?accountid=14872).
    _Journal of Public Health Policy_,
    _42_(3), 359–372. https://doi.org/10.1057/s41271-021-00298-7

    · Shah, H. M., & Chung, K. C. (2009).
    [Archie Cochrane and his vision for evidence-based medicineLinks to an external site.](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2746659/).
    _Plastic and reconstructive surgery_,
    _124_(3), 982–988. https://doi.org/10.1097/PRS.0b013e3181b03928

    · Walden University Doctoral Capstone Form and Style. (n.d.).
    [_APA style for capstone writers: Abstracts for the capstone_.Links to an external site.](https://academicguides.waldenu.edu/formandstyle/apa/abstracts) https://academicguides.waldenu.edu/formandstyle/apa/abstracts#:~:text=The%20abstract%20should%20begin%20on,exceed%20one%20page%20in%20length

    · Walden University Library. (n.d.).
    [_Evaluating resources: Journals_.Links to an external site.](https://academicguides.waldenu.edu/library/evaluating/resource-types/journals) https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

    [Previous](https://waldenu.instructure.com/courses/155998/modules/items/6259894)

    [Next](https://waldenu.instructure.com/courses/155998/modules/items/6259911)

    To prepare:

    · Locate a mass media article published
    **within the last year** that describes findings of an epidemiological study. Be sure that the article is about an epidemiological study and not another area of population health.

    · Then, use the Walden Library to locate the peer-reviewed research article on which the mass media report is based.

    By Day 3 of Week 7

    **Post** a response to the following:

    · Briefly summarize the study you found, and then include the citations for both the mass media and the peer-reviewed articles.

    · Explain what epidemiological concepts are included in the mass media article (e.g., measures of association, study design, confounders, and bias) and how they compare to those in the peer-reviewed article.

    · Give your assessment of how well the mass media article represented the actual research that was conducted. Describe any obvious omissions from the mass media article that epidemiologists critiquing the study would need to know.

    · Finally, imagine that a patient brings this mass media article to you and asks you for your informed opinion. Explain how you would respond or interpret the article for the patient.

    By Day 6 of Week 7

    **Respond** to
    **at least two colleagues** on
    **two different days** in one or more of the following ways:

    · Compare your selected articles with respect to differences in study design.

    · Discuss differences or similarities in the media coverage of your selected studies.

    · Expand on a colleague’s posting with additional insight and resources.

    · Make a suggestion or comment that guides or facilitates the discussion.

    Remember to include information from the Learning Resources as appropriate.

    ## image1.jpeg

    **## AbstractForCapstone.docx**

    **Overview**

    An abstract is "a brief, comprehensive summary of the contents of the paper" (American Psychological Association [APA], 2020, p. 38). This summary is intended to share the topic, argument, and conclusions of a research study, similar to the text on the back cover of a book. An abstract is often the first piece of the study a potential reader will encounter, so it is important to make the abstract clear, concise, and inclusive of the relevant, key information pertaining to the study.

    **Formatting**

    An abstract is a single paragraph preceded by the heading "Abstract," centered and in plain type (unbolded). The abstract should begin on the next line and should not begin with an indented line. The abstract should be double spaced, 12-point type, like all narrative in the capstone.

    Walden capstone abstracts should be written in the past tense (as the study is complete) and should not exceed one page in length.

    Walden Abstract Formatting Requirements:

    · Writers should not use the first person.

    · Avoid “I” in favor of the passive voice ONLY in the abstract.

    · Numbers in the abstract follow regular APA 7, Section 6.33 rules. (This is a change from APA 6 where numerals appeared in the abstract, even for numbers less than 10.)

    · No citations should be included.

    · Instead of writing “The theoretical framework for this study was transformational leadership (Bass, 1985),” write “The theoretical framework for this study was Bass’s transformational leadership…”

    · Seriation (e.g., a, b, c) can be used to clarify and visually mark lists.

    · Note: This is often used when presenting the main findings of the study.

    · Example: “The resulting themes were (a) [Theme 1], (b) [Theme 2], and (c) [Theme 3].”

    · Include a discussion of social change implications.

    **Content**

    Per APA (2020), an abstract should be "dense with information" (p. 73). A good abstract is accurate, nonevaluative, coherent and readable, concise (APA, 2020, pp. 73-74). The specific information included in the Walden capstone abstract may vary by degree type and program. In general, Walden Writing Center editors advise that Walden abstracts include the following types of information:

    · Opening statement on the state of research on the topic and general introduction of the problem

    Example: “[Topic] has been an area of study among scholars since…”

    Example: “According to recent studies…”

    · Identification of the problem and why it is relevant

    Example: “[Topic, variable, or concept] leads to [additional outcome].”

    · Summary findings from existing research and what is missing (i.e., the gap)

    Example: “Researchers have demonstrated that… but have not established…”

    · Purpose of the study

    Example: “The purpose of this qualitative single case study was to…”

    Note: This is often a good place to mention participants/population; sample size, and inclusion criteria.

    Example: “Using a cross-sectional, correlational design, a survey was administered to 90 managers…”

    · Theoretical or conceptual framework

    Example: “[Theory or mode’] approach was used to analyze/explore…”

    · Method and research design

    Example: “Using [method/design], surveys from [sample] were analyzed using [mode of analysis]…”

    · Results.

    Example: “The results of these analyzes indicated…”

    Note: Writers should choose a few key findings to highlight here as the “hook” (main message/finding) of the study.

    · Social change
    implications

    Example: “[Specific population] may benefit from the results of this study through…”

    Note: This is merely a set of suggested items/topics to be mentioned in the abstract, not a set of requirements. This list does not necessarily mean that there must be one sentence on each item. Often, students can combine sentences to improve the flow. Our suggestion is for students to begin writing the abstract by focusing on these ideas and then revising for flow. Additional information can also be added for clarification or further details and explanation, provided that the abstract does not exceed one page.

    Additional note: This suggested list is designed for the presentation of a standard research design (execution of original research). Some of the items may not apply to some programs or capstone types. We suggest students include what is relevant and simply skip over items that are not related to the capstone.

    **Additional Abstract Resources**

    · Office of Research and Doctoral Services (ORDS) documents and resources related to writing the abstract:

    ·
    [Abstract Assistance](https://academicguides.waldenu.edu/research-center/student-research/writing) (view the Abstract Guidelines and Abstract Primer
    documents)

    Office of Student Disability Services

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