Tag: Model Answer

  • [Solved] Social

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) – a year ago **files (1)** – ## ASSIGNMENT3.docx **## ASSIGNMENT3.docx** | | | | | — | — | — | | | | | ## Planning for Academic Success While it will be hard to meet with a member of your success network dur…

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

    – a year ago

    **files (1)**

    – ## ASSIGNMENT3.docx

    **## ASSIGNMENT3.docx**

    | | | |
    | — | — | — |
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    ## Planning for Academic Success

    While it will be hard to meet with a member of your success network during the winter intersession, it’s still important to consider your academic program and begin planning for success. Please provide your answers directly into the template. Areas where you
    contribute information to the template are shaded in light grey.

    | | |
    | — | — |
    | STEP | INSTRUCTIONS / ANSWERS |
    | Academic Program |
    | Identify Your Major | It’s always important to make sure that the time, energy, and money that you’re investing in your education is going to a program you want to pursue. Looking at your major before you’re fully invested can ensure you don’t waste resources on a path you don’t want to take. Log in to your Student Portal and find the panel titled “Degree Progress.” This will list what your major is. |
    | | What is your listed major?<br>[Enter Text Here] |
    | Investigate Your Major | Now, go into the Learning Resources for Unit 3 and find the resource titled “Explore Your Academic Program.” When you open this resource, you’ll be able to choose your major from the list and read about it. Pay close attention to the required courses for the major (you can click on each course to see the course description). |
    | | After reviewing your major, do you think this is the right fit for you? If yes, explain why. If not, what other majors would you like to explore and why?<br>[Enter Text Here] |
    | Program Highlight | Which class in your major do you think you’ll learn the most from? Why?<br>[Enter Text Here] |
    | l Enrollment |
    | Future Registration | Now, it’s time to consider your next classes. Remember to review the Planning Your Path learning resource, which explains the standard timeline for Fall, Spring, and Summer terms in Stateside division. <br>Have you registered for any classes that begin after this course ends? |
    | If “yes” | If you have registered for courses that begin after this course ends, list the courses for which you are registered and when they begin.<br>[Enter Text Here] |
    | If “no” | If you have not yet registered for courses that begin after PACE 100 ends, what is preventing you from registering? What steps might you take to help remove that barrier?<br>[Enter Text Here] |
    | Best Classes to Take Next | After the courses for which you’ve already registered (including any courses in which you’re currently enrolled or may be enrolled in for future terms), what are the next two courses that would be best to take? Why would these classes be best?<br>[Enter Text Here] |
    | Success Network |
    | Building a Relationship | During your time at UMGC, you will benefit from building strong relationships with our vast network of Success Coaches, Military Education Coordinators, Advisors, and Program Coordinators. Collectively, these individuals make up your success network. |
    | Who is your Success Network Partner? | In your Student Portal, you can find the name of your success network partner in the top right area of the screen. If you don’t see an individual name, don’t worry! You still have access to our full success network.<br>If you have a name listed in your Student Portal for your success network partner, list it here:<br>[Enter Text Here] |
    | | Reach out to your success network partner to schedule a meeting with them. It might take up to 48 hours to receive a response, so try to take this step early. <br>**Your meeting does**<br>**_not_ have to occur during this course.**<br>1. Look at your calendar for the coming month or two and find a time when you can spend around 30 minutes talking with your success network partner. You will want to have a synchronous meeting so that you can ask/answer questions in real-time!<br>Navigate to your Student Portal and view the information in the top right-hand corner.<br>2. Email, call, or select Make an Appointment. Meeting with your success network partner in person is okay, too, if that’s a viable option. The meeting can be with anyone from the team, even if it’s not with your assigned success network partner. <br>_Remember, while you need to schedule this meeting for this assignment, you do not need to meet with your success network partner before you submit the assignment_. |
    | Meeting Planning | When is your meeting scheduled?<br>[Enter Text Here] |
    | Topics to Cover | While your success network partner will be your guide, this is an individual time to ask questions, make plans, and celebrate successes!<br>Make a plan that works for you. Some things you may consider asking about include:<br>Navigating your classroom<br>Reviewing your AAR and planning your upcoming courses<br>Understanding your program requirements and path to graduation<br>· Understanding areas within your Student Portal <br>To-Do list items<br>Time management strategies |
    | | List two questions or topics that you want to bring up with your success network partner when you meet with them, along with why those topics are important to you:<br>1. [Enter Text Here]<br>2. [Enter Text Here] |

    Please submit the completed template to the assignment folder by 11:59 PM Eastern on Tuesday of Unit 3.

    | | | |
    | — | — | — |
    | | | |

    **## ASSIGNMENT3.docx**

    | | | |
    | — | — | — |
    | | | |

    ## Planning for Academic Success

    While it will be hard to meet with a member of your success network during the winter intersession, it’s still important to consider your academic program and begin planning for success. Please provide your answers directly into the template. Areas where you
    contribute information to the template are shaded in light grey.

    | | |
    | — | — |
    | STEP | INSTRUCTIONS / ANSWERS |
    | Academic Program |
    | Identify Your Major | It’s always important to make sure that the time, energy, and money that you’re investing in your education is going to a program you want to pursue. Looking at your major before you’re fully invested can ensure you don’t waste resources on a path you don’t want to take. Log in to your Student Portal and find the panel titled “Degree Progress.” This will list what your major is. |
    | | What is your listed major?<br>[Enter Text Here] |
    | Investigate Your Major | Now, go into the Learning Resources for Unit 3 and find the resource titled “Explore Your Academic Program.” When you open this resource, you’ll be able to choose your major from the list and read about it. Pay close attention to the required courses for the major (you can click on each course to see the course description). |
    | | After reviewing your major, do you think this is the right fit for you? If yes, explain why. If not, what other majors would you like to explore and why?<br>[Enter Text Here] |
    | Program Highlight | Which class in your major do you think you’ll learn the most from? Why?<br>[Enter Text Here] |
    | l Enrollment |
    | Future Registration | Now, it’s time to consider your next classes. Remember to review the Planning Your Path learning resource, which explains the standard timeline for Fall, Spring, and Summer terms in Stateside division. <br>Have you registered for any classes that begin after this course ends? |
    | If “yes” | If you have registered for courses that begin after this course ends, list the courses for which you are registered and when they begin.<br>[Enter Text Here] |
    | If “no” | If you have not yet registered for courses that begin after PACE 100 ends, what is preventing you from registering? What steps might you take to help remove that barrier?<br>[Enter Text Here] |
    | Best Classes to Take Next | After the courses for which you’ve already registered (including any courses in which you’re currently enrolled or may be enrolled in for future terms), what are the next two courses that would be best to take? Why would these classes be best?<br>[Enter Text Here] |
    | Success Network |
    | Building a Relationship | During your time at UMGC, you will benefit from building strong relationships with our vast network of Success Coaches, Military Education Coordinators, Advisors, and Program Coordinators. Collectively, these individuals make up your success network. |
    | Who is your Success Network Partner? | In your Student Portal, you can find the name of your success network partner in the top right area of the screen. If you don’t see an individual name, don’t worry! You still have access to our full success network.<br>If you have a name listed in your Student Portal for your success network partner, list it here:<br>[Enter Text Here] |
    | | Reach out to your success network partner to schedule a meeting with them. It might take up to 48 hours to receive a response, so try to take this step early. <br>**Your meeting does**<br>**_not_ have to occur during this course.**<br>1. Look at your calendar for the coming month or two and find a time when you can spend around 30 minutes talking with your success network partner. You will want to have a synchronous meeting so that you can ask/answer questions in real-time!<br>Navigate to your Student Portal and view the information in the top right-hand corner.<br>2. Email, call, or select Make an Appointment. Meeting with your success network partner in person is okay, too, if that’s a viable option. The meeting can be with anyone from the team, even if it’s not with your assigned success network partner. <br>_Remember, while you need to schedule this meeting for this assignment, you do not need to meet with your success network partner before you submit the assignment_. |
    | Meeting Planning | When is your meeting scheduled?<br>[Enter Text Here] |
    | Topics to Cover | While your success network partner will be your guide, this is an individual time to ask questions, make plans, and celebrate successes!<br>Make a plan that works for you. Some things you may consider asking about include:<br>Navigating your classroom<br>Reviewing your AAR and planning your upcoming courses<br>Understanding your program requirements and path to graduation<br>· Understanding areas within your Student Portal <br>To-Do list items<br>Time management strategies |
    | | List two questions or topics that you want to bring up with your success network partner when you meet with them, along with why those topics are important to you:<br>1. [Enter Text Here]<br>2. [Enter Text Here] |

    Please submit the completed template to the assignment folder by 11:59 PM Eastern on Tuesday of Unit 3.

    | | | |
    | — | — | — |
    | | | |

  • [Solved] discussion post

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  • [Solved] Evidence-Based Practice and the Quadruple Aim

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    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs. More recently, this approach has evolve…

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    Healthcare organizations continually seek to optimize healthcare performance. For years, this approach was a three-pronged one known as the Triple Aim, with efforts focused on improved population health, enhanced patient experience, and lower healthcare costs.

    More recently, this approach has evolved to a Quadruple Aim by including a focus on improving the work life of healthcare providers. Each of these measures are impacted by decisions made at the organizational level, and organizations have increasingly turned to EBP to inform and justify these decisions.

    **To Prepare:**

    – Read the articles by Sikka, Morath, & Leape (2015); Crabtree, Brennan, Davis, & Coyle (2016); and Kim et al. (2016) provided in the Resources.
    – Reflect on how EBP might impact (or not impact) the Quadruple Aim in healthcare.
    – Consider the impact that EBP may have on factors impacting these quadruple aim elements, such as preventable medical errors or healthcare delivery.

    **To Complete:**

    Write a brief analysis (no longer than 2 pages) of the connection between EBP and the Quadruple Aim.

    Your analysis should address how EBP might (or might not) help reach the Quadruple Aim, including each of the four measures of:

    – Patient experience
    – Population health
    – Costs
    – Work life of healthcare providers

    Weekly Resources

    – Schmidt, N. A. & Brown, J. M. (2025). _Evidence-based practice for nurses: Appraisal and application of research_ (6th ed.). Jones & Bartlett Learning

    – Chapter 1, “What is Evidence-based practice?” (pp 3-31)
    – Chapter 1 will help students understand the importance of EBP, the research process, barriers to the adoption of EBP and strategies to overcome them as well as strategies to transition evidence into nursing practice.
    – Boller, J. (2017). [Nurse educators: Leading health care to the quadruple aim sweet spot.Links to an external site.](https://search.proquest.com/docview/1972281107?accountid=14872) _Journal of Nursing Education, 56_ (12), 707–708. doi:10.3928/01484834-20171120-01
    – Crabtree, E., Brennan, E., Davis, A., & Coyle, A. (2016). [Improving patient care through nursing engagement in evidence-based practiceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=114436496&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (2), 172–175. doi:10.1111/wvn.12126
    – Kim, S. C., Stichler, J. F., Ecoff, L., Brown, C. E., Gallo, A.-M., & Davidson, J. E. (2016). [Predictors of evidence-based practice implementation, job satisfaction, and group cohesion among regional fellowship program participantsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=118687527&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 13_ (5), 340–348. doi:10.1111/wvn.12171
    – Melnyk, B.M., Fineout-Overhold, E., Stillwell, S.B., & Williamson, K.M. (2010). [Evidence-based practice step-by-step: The seven steps of evidence-based practiceLinks to an external site.](https://access.ovid.com/custom/redirector/index.html?dest=https://go.openathens.net/redirector/waldenu.edu?url=http://ovidsp.ovid.com/ovidweb.cgi?T=JS&CSC=Y&NEWS=N&PAGE=fulltext&AN=00000446-201001000-00030&LSLINK=80&D=ovft). _American Journal of Nursing, 110_ (1), 51-53.
    – Melnyk, B. M., Gallagher-Ford, L., Long, L. E., & Fineout-Overholt, E. (2014). [The establishment of evidence-based practice competencies for practicing registered nurses and advanced practice nurses in real-world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costsLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104034942&site=eds-live&scope=site&authtype=shib&custid=s6527200). _Worldviews on Evidence-Based Nursing, 11_ (1), 5–15. doi:10.1111/wvn.12021
    – Sikka, R., Morath, J. M., & Leape, L. (2015). [The Quadruple Aim: Care, health, cost and meaning in workLinks to an external site.](https://search.proquest.com/docview/1778837907?accountid=14872). _BMJ Quality & Safety, 24_ , 608–610. doi:10.1136/bmjqs-2015-004160
    – Walden University Library. (n.d.-a). [Databases A-Z: NursingLinks to an external site.](https://academicguides.waldenu.edu/az.php?s=19981) _._ https://academicguides.waldenu.edu/az.php?s=19981

    – a year ago

  • [Solved] Nursing

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  • [Solved] Assigment .Apa seven . All instructions attached.

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    – a year ago **files (4)** – ## HeathPromotionpart1.docx – ## WritingAssignmentHealthProblemProposal3.docx – ResearchDevlopment1.jpg – LieratureReview1.jpg **## HeathPromotionpart1.docx** **4 pages in length (excluding title page, references, and appendices)** **Follow APA format** **Cite a minimum …

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    – a year ago

    **files (4)**

    – ## HeathPromotionpart1.docx

    – ## WritingAssignmentHealthProblemProposal3.docx

    – ResearchDevlopment1.jpg
    – LieratureReview1.jpg

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

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    **LieratureReview1.jpg**

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    **LieratureReview1.jpg**

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    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/lieraturereview1-jpg)

    **## HeathPromotionpart1.docx**

    **4 pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Health Promotion Proposal, Part 1

    **Exercise Instructions**

    **Health Promotion Proposal, Part 1**

    **Description**

    Over the duration of this course,
    **you will submit a scholarly PowerPoint “Health Promotion Program Proposal,”**

    **addressing existing nursing knowledge related to health promotion and a written proposal.**

    In the written proposal, you will also develop a health promotion program to meet the health needs of a vulnerable

    population in your potential concentration area or community. The PowerPoint portion is your presentation of that proposal.

    The proposal must demonstrate graduate school-level writing and critical analysis. The final version of

    your proposal is due in week 8.

    For this assignment you will submit
    **Part One** of your proposal, detailing a health problem that is

    prevalent within
    **your selected group** and demonstrating your
    **research of health promotion strategies for**

    **addressing this specific health problem**. At this point, you already developed in your discussions the core ideas of the topic contained in this assignment. You will use the same information, but it won’t be a copy-and-paste exercise. The purpose is that you enhance your ideas with the comments and outcomes of the weekly discussions and previous evaluations.

    Directions

    1. Introduction. Describe the health problem. Don't type "Introduction".  (1 paragraph at least).

    Using data and statistics, support your claim that the issue you selected is a problem.

    What specifically will you address in your proposed health promotion program?

    Be sure your proposed outcome is realistic and measurable.

    2. Describe the vulnerable population.  (1-3 paragraphs).

    What are the risk factors that make this a vulnerable population?

    Use evidence to support the risk factors you have identified.

    3. Provide a review of literature from scholarly journals (at least 2) of evidence-based interventions that address the problem. (2 paragraphs, one for each article).

    After completing a literature search related to effective interventions for your chosen health promotion activity, write a review that evaluates the strengths and weaknesses of all the sources you have found. (2-3 paragraphs).

    4. Select and present an appropriate health promotion/disease prevention theoretical or conceptual model that best serves as the guiding framework for the proposal.  (2-3 paragraphs).

    For this assignment, a conclusion paragraph is not required.

    Writing Assignment Requirements

    **Three to five pages in length (excluding title page, references, and appendices)**

    **Follow APA format**

    **Cite a minimum of five research articles- 6 references in total.**

    **Please review the rubric prior to submission.**

    Sample APA paper for your reference:

    **APA 7 – Professional Sample Paper – 2020.pdf**

    **## WritingAssignmentHealthProblemProposal3.docx**

    2

    **The Burden of Hypertension Disparities**

    Yitsy Serrano

    Florida National University

    Health Promotion & Role Development in Adv. Nursing Practice

    Dr. Nora Hernandez-Pupo

    May 17, 2025

    **The Burden of Hypertension Disparities**

    Hypertension, or high blood pressure, is a widespread population health problem that is a major risk factor for cardiovascular diseases, stroke, and premature mortality. Hypertension is not evenly distributed in the population, despite its presence in individuals from all walks of life. Racial and ethnic minorities, and in particular African Americans, are disproportionately burdened, with earlier onset, increased severity, and increased complications. In addition, socioeconomic determinants like low income, less education, and lack of insurance increase the disparities in hypertension outcomes. The disparities continue despite availability of effective prevention methods and treatment, indicating systemic barriers to availability, health literacy, and quality of care. Identification of hypertension disparities at global, country, and local levels is necessary for planning health promotion programs that are both equitable and effective. The awareness of hypertension disparities on several different levels is examined in this paper, and the foundation is set for a health promotion program proposal.

    **Global Relevance of Hypertension Disparities**

    Hypertension is a worldwide health emergency and a top cause of mortality around the world. Based on the estimation by Moloro et al., (2023), there are around 1.28 billion adults aged 30–79 years with hypertension worldwide, of whom two-thirds reside in the low- and middle-income countries (LMICs). Hypertension remains undiagnosed and uncontrolled in most of these areas due to poor health infrastructure, limited availability of medication, and poor health systems. Inequalities in the control of hypertension are most visible in the African and South Asian regions, with alarmingly low rates of awareness and treatment. For instance, Shakil et al. (2022) reports that merely 17% of those with hypertension in sub-Saharan Africa have their blood pressure controlled. Even gender inequalities are high, with men in most areas less willing to receive medical treatment or comply with treatment schedules. The worldwide trends, therefore, demonstrate the need for integrated, culturally specific health intervention that can mitigate the burden of hypertension in different groups of individuals.

    Furthermore, globalization and urbanization have increased the burden of hypertension in hitherto low-risk groups. Consumption of processed food, sedentary behavior, and stress have all boosted rates of hypertension in city dwellers in developing nations. According to Mills et al., (2020), from 1975 through 2015, the prevalence of increased blood pressure declined in high-income nations but rose in most developing areas, including regions of Africa and South Asia. International policy lags, along with the uneven distribution of health resources, also contribute to the world inequality of hypertension outcomes. If there are not specifically focused public health efforts, the inequalities are expected to increase, causing an increased global health and economic burden of undiagnosed hypertension and its sequelae.

    **National Relevance of Hypertension Disparities**

    In the United States, hypertension affects nearly half of the adult population—approximately 122 million people as reported by the Centers for Disease Control and Prevention (CDC, 2025). However, this burden is unequally distributed. African Americans have the highest prevalence of hypertension compared to any other racial or ethnic group in the U.S. Not only are they more likely to develop hypertension at an earlier age, but they are also more likely to experience related complications such as stroke, kidney disease, and heart failure. According to Ferdinand et al. (2021), around 56% of non-Hispanic Black adults have hypertension, compared to 48% of Whites and 39% of Hispanic adults. This disparity is partly attributed to a combination of genetic predispositions, structural racism, socioeconomic status, and limited access to quality healthcare.

    Additionally, insurance coverage and education levels significantly impact hypertension outcomes in the U.S. Uninsured individuals are less likely to receive regular blood pressure screenings or adhere to medication regimens. Studies show that individuals with less than a high school education are at higher risk of uncontrolled hypertension due to lower health literacy. Flaubert et al., (2021) emphasizes that these disparities contribute to avoidable healthcare costs and poor population health outcomes. In response, national health initiatives like “Million Hearts 2027” aim to reduce disparities by promoting clinical-community linkages and equitable access to preventive services. However, sustained effort is necessary to address the root causes of hypertension inequities at the systemic level.

    **Local Relevance and Perspective**

    In Chicago, Illinois, hypertension remains one of the most prevalent chronic conditions, disproportionately affecting communities of color and low-income neighborhoods. Abrahamowicz et al., (2023), approximately 36% of African American adults in the city have been diagnosed with hypertension, compared to 23% of White adults. These disparities are concentrated in South and West Side neighborhoods, which face long-standing structural barriers to health. Contributing factors include limited access to affordable healthcare, higher levels of neighborhood violence and stress, and fewer resources for nutritious food and physical activity. Many of these areas are federally designated “food deserts,” where residents must travel long distances to find fresh produce, making it difficult to adhere to dietary recommendations that help manage blood pressure.

    Healthcare institutions in Chicago also struggle to meet the needs of the city’s underserved populations. Safety-net hospitals and community health centers are often underfunded and overburdened, leading to inconsistent care and limited hypertension follow-up. According to CDPH data, nearly 58% of patients with uncontrolled hypertension in Chicago are from households earning below the federal poverty level, with a disproportionate share identifying as Black or Hispanic. Language barriers, mistrust of medical systems, and transportation issues further compound access challenges. In response, initiatives like the
    _Healthy Chicago 2025_ plan and
    _West Side United_ have introduced mobile health units, community-based screenings, and neighborhood wellness campaigns. These interventions have shown early promise in improving hypertension awareness and treatment adherence. However, to significantly reduce disparities, more integrated and sustained public health investments are needed that address both clinical care and the social determinants driving hypertension in vulnerable Chicago communities.

    **Promoting Equity in Hypertension Prevention**

    Due to the worldwide, nationwide, and local burden of hypertension disparities, there is a clear need for integrated health promotion activities that are specific to affected groups. They should be supported by cultural competence, health equity, and community involvement. Interventions addressing social determinants of health—education, income, and environment—should be deployed in order to mitigate hypertension outcomes. Widespread screening, diet and lifestyle education, enhanced availability of affordable medication, and arrangements with credible community-based organizations are essential in programs. At global, nationwide, and local levels, health professionals can alleviate the burden of hypertension and narrow the gap in health outcomes in diverse populations by applying interventions that act in several domains. Creating an inclusive and responsive health promotion program not only saves lives but also supports the overall objective of health equity.

    **References**

    Abrahamowicz, A. A., Ebinger, J., Whelton, S. P., Mensah, Y. C., & Yang, E. (2023). Racial and ethnic disparities in hypertension: Barriers and opportunities to improve blood pressure control.
    _Current Cardiology Reports_,
    _25_(1), 17–27. https://doi.org/10.1007/s11886-022-01826-x

    CDC. (2025, January 28).
    _High blood pressure facts_. High Blood Pressure. https://www.cdc.gov/high-blood-pressure/data-research/facts-stats/index.html

    Ferdinand, K., Batieste, T., & Fleurestil, M. (2021). Contemporary and Future Concepts on Hypertension in African Americans: COVID-19 and Beyond.
    _Journal of the National Medical Association_,
    _112_(3), 315–323. https://doi.org/10.1016/j.jnma.2020.05.018

    Flaubert, J., Menestrel, S., Williams, D., & Wakefield, M. (2021). Social determinants of health and health equity. In
    _www.ncbi.nlm.nih.gov_. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK573923/

    Mills, K. T., Stefanescu, A., & He, J. (2020). The Global Epidemiology of Hypertension.
    _Nature Reviews Nephrology_,
    _16_(4), 223–237. https://doi.org/10.1038/s41581-019-0244-2

    Moloro, A. H., Seid, A. A., & Jaleta, F. Y. (2023). A systematic review and meta-analysis protocol on hypertension prevalence and associated factors among bank workers in Africa.
    _Sage Open Medicine_,
    _11_, 205031212311720-205031212311720. https://doi.org/10.1177/20503121231172001

    Shakil, S., Ojji, D., Longenecker, C. T., & Roth, G. A. (2022). Early Stage and Established Hypertension in Sub-Saharan Africa: Results From Population Health Surveys in 17 Countries, 2010–2017.
    _Circulation-Cardiovascular Quality and Outcomes_,
    _15_(12). https://doi.org/10.1161/circoutcomes.122.009046

    **ResearchDevlopment1.jpg**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/researchdevlopment1-jpg-10304105)

    **LieratureReview1.jpg**

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    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management) ### **Assigned Readings** This assignment introduces to one of our assigned texts, _Feminism is for Everybody_, by bell hooks. You'll use a tool called "Hypothesis" to annotate the text a…

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    Assignment Prompt & Instructions

    [>Operations Management homework help](https://www.sweetstudy.com/fields/business-finance-operations-management)

    ### **Assigned Readings**

    This assignment introduces to one of our assigned texts, _Feminism is for Everybody_, by bell hooks. You'll use a tool called "Hypothesis" to annotate the text along with your classmates as you read the Introduction and chapter 1 of the book.

    ### **Key Terms/Concepts**

    As you move through the course, take notes on your copy of the [Key Terms/Concepts spreadsheetLinks to an external site.](https://docs.google.com/spreadsheets/d/187ZgAIZ0i-py2nOcdzYeJYYg3zMegXrzSafwZyg1POw/edit?usp=sharing).

    #### **Key Terms/Concepts in this lecture or readings:**

    – reformist feminism
    – revolutionary feminism
    – patriarchy

    ### **Engage in Discussion**

    #### **First Post – Due Saturday**

    This is an annotated reading assignment, using Hypothesis. For this assignment, you'll practice the S-I-T model for reading the text:

    **S** – Surprising **I** – Interesting **T** – Troubling or tricky

    Please provide three annotations, as follows:

    1. Point out something you found **surprising**. Explain what was surprising or new.
    2. Comment on something you found **interesting**. Explain why you found it interesting.
    3. Comment on something you found **troubling or tricky**. Explain why you found it to be so.

    #### **Second Post – Optional**

    Typically, a second post is required for collaborative assignments–but not for this one! Week 1 is a bit hectic, so **you are encouraged, but not required**, to respond to a classmate.

    **Make sure to also read/view** _**my**_ **annotations on the document.** (Two short videos and one written comment.)

    Note: While I am monitoring discussion, I typically do not participate (or participate very little), as this is meant to be a collaborative space for students.

    ### **Time Frame**

    About one hour.

    ### **Submission Help**

    Hypothesis tutorial:

    https://youtu.be/xlkUBM9MJZ4

    – a year ago

  • [Solved] human resource

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    I need your help – [\ \ DebreResponseWeek8BusinessResponse.jpeg](https://www.sweetstudy.com/files/debreresponseweek8businessresponse-jpeg "DebreResponseWeek8BusinessResponse.jpeg") – [\ \ DiscussionResponseWeek8Communications.jpeg](https://www.sweetstudy.com/files/discussionresponseweek8communic…

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    I need your help

    – [\
    \
    DebreResponseWeek8BusinessResponse.jpeg](https://www.sweetstudy.com/files/debreresponseweek8businessresponse-jpeg "DebreResponseWeek8BusinessResponse.jpeg")
    – [\
    \
    DiscussionResponseWeek8Communications.jpeg](https://www.sweetstudy.com/files/discussionresponseweek8communications-jpeg "DiscussionResponseWeek8Communications.jpeg")

    – a year ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Read the assigned readings and take notes. Complete the Google document handout under "What to Submit." ### **Assigned Readings** Read the assigned readings below before proceeding with this assignment. You sh…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Read the assigned readings and take notes. Complete the Google document handout under "What to Submit."

    ### **Assigned Readings**

    Read the assigned readings below before proceeding with this assignment. You should always take notes as you work through the content, perhaps using a [note-taker like this oneLinks to an external site.](https://docs.google.com/document/d/1W4esysAweh8Y4mqnp6PEOr-h8jskxQBa-15oEfjuPhk/edit?usp=sharing). Save your notes in a dedicated folder for this class.

    – ["Critical Introduction to the Field"Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/chapter-1/) from _Introduction to Women, Gender, and Sexuality Studies_ by Kang et al.

    – ["What are the Four Waves of Feminism? And What Comes Next?"Links to an external site.](https://theconversation.com/what-are-the-four-waves-of-feminism-and-what-comes-next-224153) by Sharon Crozier-De Rosa (Note: This article comes out of Australia and gives lots of Australian examples, but the big moments in the movement were the same in the US.)

    ### **Key Terms/Concepts**

    As you move through the course, take notes on your copy of the [Key Terms/Concepts spreadsheetLinks to an external site.](https://docs.google.com/spreadsheets/d/187ZgAIZ0i-py2nOcdzYeJYYg3zMegXrzSafwZyg1POw/edit?usp=sharing).

    #### **Key Terms/Concepts in this lecture or readings:**

    – androcentricsm
    – intersectionality
    – first wave of feminism
    – second wave of feminism/women's liberation movement
    – third wave of feminism
    – fourth wave of feminism
    – patriarchy

    ### **What to Submit**

    Complete and submit this Google document: [Feminist Movement ActivityLinks to an external site.](https://docs.google.com/document/d/1BRG4WRhcl27x_tnnfD7kpvegJDODgxuiKFnPNs8qf3c/edit?usp=sharing)

    ### **Time Frame**

    45 minutes to an hour.

    ### **How to Submit**

    Upload the Google document as a PDF. (Don't try to submit directly from Google Docs.)

    #### **Submission Help**

    – [How to convert your Google Document to a PDFLinks to an external site.](https://cerritos.instructuremedia.com/embed/d0aa7230-b61e-4d7d-8bb6-278a00fee197) (video)
    – [How to upload a file for submissionLinks to an external site.](https://community.canvaslms.com/t5/Student-Guide/How-do-I-upload-a-file-as-an-assignment-submission-in-Canvas/ta-p/274) (article)

    ### **Further Reading**

    The following materials are optional, but you may find them useful for furthering your understanding.

    – ["Introduction: Feminist Movements"Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/introduction-2/) from _Introduction to Women's, Gender, and Sexuality Studies_ by Kang et al.
    – ["19th Century Feminist Movements"Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/19th-century-feminist-movements/) from _Introduction to Women's, Gender, and Sexuality Studies_ by Kang et al.
    – ["Early to Late 20th Century Feminist Movements"Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/early-to-late-20th-century-feminist-movements/) from _Introduction to Women's, Gender, and Sexuality Studies_ by Kang et al.
    – ["Third Wave and Queer Feminist Movements" Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/third-wave-and-queer-feminist-movements/ "Link") from _Introduction to Women's, Gender, and Sexuality Studies_ by Kang et al.
    – ["Women in the 19th Century: Crash Course US History"Links to an external site.](https://www.youtube.com/watch?v=fM1czS_VYDI) (video)
    – ["Women's Suffrage: Crash Course US History"Links to an external site.](https://www.youtube.com/watch?v=HGEMscZE5dY) (video)
    – ["The 1960s in America: Crash Course US History"Links to an external site.](https://www.youtube.com/watch?v=lkXFb1sMa38) (video)

    – a year ago

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Read the assigned readings and the lecture material below, including watching the embedded videos. Please also complete the Padlet activity under the "Gender Expectations" heading. As you read, take notes for …

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Read the assigned readings and the lecture material below, including watching the embedded videos. Please also complete the Padlet activity under the "Gender Expectations" heading. As you read, take notes for each reading, and also make notes in your Key Terms/Concepts spreadsheet as you come across relevant terms. Once you've studied all the materials, complete the short assignment under "What to Submit."

    ### **Assigned Readings**

    Read the assigned readings below before proceeding with this assignment. You should always take notes as you work through the content, perhaps using a [note-taker like this oneLinks to an external site.](https://docs.google.com/document/d/1W4esysAweh8Y4mqnp6PEOr-h8jskxQBa-15oEfjuPhk/edit?usp=sharing). Save your notes in a dedicated folder for this class. https://docs.google.com/document/d/1W4esysAweh8Y4mqnp6PEOr-h8jskxQBa-15oEfjuPhk/edit?usp=sharing

    – ["Social Constructionism,"Links to an external site.](https://openbooks.library.umass.edu/introwgss/chapter/social-constructionism/) https://openbooks.library.umass.edu/introwgss/chapter/social-constructionism/from _Introduction to Women's, Gender, and Sexuality Studies_ by Kang et al
    – ["The Boys are Not All Right"Links to an external site.](https://cerritoscoll.idm.oclc.org/login?url=https://www.proquest.com/blogs-podcasts-websites/boys-are-not-all-right/docview/2006901178/se-2?accountid=45477)  https://cerritoscoll.idm.oclc.org/login?url=https://www.proquest.com/blogs-podcasts-websites/boys-are-not-all-right/docview/2006901178/se-2?accountid=45477by Michael Ian Black
    – [The Gender UnicornLinks to an external site.](https://drive.google.com/file/d/1P315ugz2qMk6qQjaD8BylzwIijyZi6TU/view?usp=sharing) https://drive.google.com/file/d/1P315ugz2qMk6qQjaD8BylzwIijyZi6TU/view?usp=sharing

    Sometimes called "gender roles," **gender expectations** are the socially constructed expectations that a society places on individuals, based on their assigned gender. We receive messages about gender throughout our entire lives about how we are expected to behave based on our gender–from children's t-whirts that say "friends forever" for girls and "tough guy" for boys, to the expectation that men shouldn't cry and women shouldn't act too aggressively–society has a way of rewarding expected behaviors and discouraging (or even punishing) behaviors that challenge these norms.

    For example, women who wear make-up in the workplace tend to be perceived as nicer and more agreeable, an example of a reward ( [sourceLinks to an external site.](https://www.goodreads.com/book/show/38532207-rage-becomes-her)). Women who enjoy sex with multiple individuals are called disparaging names like "slut" or "whore," an example of a punishment. On the other hand, men who engage in the same behavior may be praised as "studs" or "players," an example of a reward. (This is also an example of a **sexual double standard**!) (See the reading ["The Boys are Not All Right"Links to an external site.](https://cerritoscoll.idm.oclc.org/login?url=https://www.proquest.com/blogs-podcasts-websites/boys-are-not-all-right/docview/2006901178/se-2?accountid=45477 "Link") for more examples of these punishments and their impacts.)

    **Gender expectations** for men and for women generally come down to two key characteristics:

    **Agency** for men – Men are expected to be strong, active agents who make things happen.

    **Passivity** for women – Women are expected be passive recipients, doing for others more than for themselves, and being acted upon rather than taking action.

    Let's break this down even further. On the Padlet below, share a few characteristics that are associated with femininity and a few that are associated with masculinity. (Remember, this doesn't mean you are advocating for these behaviors! I am simply asking you to describe what you have noticed in the world around you.) [ [How to post to PadletLinks to an external site.](https://www.youtube.com/watch?v=j2VIZUa8bIA "Link") video]

    https://padlet.com/MF22/gender-expectations-zj5r2m0fq1c0#share

    ### **Gender is a Social Construct**

    I used to explain here the difference between sex and gender–that sex is biological, and gender is socially constructed. However, it's pretty clear that, actually, _both_ are socially constructed.

    Biology refers to body parts and DNA–genitals and secondary sex characteristics like amount and placement of body hair, shoulder and hip width, etc, along with X and Y chromosomes.

    Even in biological terms, though, there is not a clear definition of male and female. To illustrate this, consider that up to 10% of the population is **intersex**, which means that they have biological sex characteristics that don't fit with traditional definitions of male and female. Learn more about the intersex experience with the video below:

    https://youtu.be/cAUDKEI4QKI

    Notice that for several of the individuals mentioned in the video, they were born with ambiguous genitalia, or genitalia associated with both maleness _and_ femaleness. They were raised to conform to the gender expectations of the sex _that their genitals most closely_ _resembled_, even if their gender identity did not match. This illustrates how a lot of _meaning_ is attached to the physical characteristics that we associate with a person's sex.

    When we talk about, "meaning," however, we are officially talking about social constructs. A "social construct" is an idea that is created and reinforced by a society, rather than being the product of concrete reality or biology. Penises and vaginas are concrete reality–but what they _mean_ in society is socially constructed.

    It's easy to tell that gender is socially constructed because it is different in different societies; it changes over time and from culture to culture and place to place. For example, I am a **cisgender** woman ("cisgender" will be defined below) who lives in California in the 21st century. If I were a cisgender woman in California in 1843, I would dress very differently, speak differently, have different relationships with my family, and my ability to move through the world or hold any power or autonomy would vary. I certainly wouldn't be a professor! Likewise, a woman living now, but in a very different culture, like the [matriarchal Bribri tribe of Costa Rica,Links to an external site.](https://intercontinentalcry.org/bribri-un-matriarcado-moderno-costa-ricas-living-matriarchy/) would experience her womanness very differently than me. Culture determines what gender _means._

    _Just like sex, gender identity doesn't fit into a simple binary._ A **binary** is when two ideas are presented as polar opposites, with no options in between. Binary thinking results in an exaggeration of the _differences_ between the two groups–an exaggeration that is constructed by society, and not necessarily reflective of real lived experience. Male vs. female is an example of a binary. Other examples include gay vs. straight, and even sex vs. gender! The reality is that _binaries rarely ever fully capture any experience, and they certainly don't when it comes to gender._

    Even though the most powerful influences on many societies throughout the world have reinforced a rigid male vs. female binary, neither sex nor gender have ever been that simple. _There have always existed cultures that identified three or more genders_, including the [Two SpiritLinks to an external site.](https://en.wikipedia.org/wiki/Two-spirit) individuals of many Indigenous North American groups, and the [HijraLinks to an external site.](https://en.wikipedia.org/wiki/Hijra_(South_Asia)) of India. And the experience that we now call "transgender," has always always existed across time and across human cultures, even if that particular term is quite new.

    Please watch the video below to learn more about cultures that embrace this fluidity of gender:

    https://youtu.be/AqEgsHGiK-s

    Keep in mind that each of us identifies internally based our own understanding of our own gender–though this can change over time as we learn more about the world and about ourselves. When someone determines that their own understanding of their gender, their **gender identity**, differs from the gender assigned to them at birth, their **gender assignment**, this person may identify as **transgender**. **Cisgender** refers to a person whose **gender identity** matches their **gender assignment**. For example, when I was born, a doctor looked at me and said "It's a girl!" and I agree; I _identify_ as female. This makes me cisgender because my _gender assignment_ and my _gender identity_ are the _same_. Another way to describe gender assignment is to say " **sex assigned at birth**." For example, I was assigned female at birth (sometimes abbreviated AFAB). A person with a penis is generally assigned male at birth (sometimes abbreviated AMAB).

    So, not only might someone's identity differ from their assigned gender (or sex assigned at birth), but a person might also identify as outside of the male-female **gender** **binary** by identifying as **non-binary**, **gender non-conforming**, **gender fluid**, or another identity category. Regardless of how someone identifies, their **gender expression** may match their gender identity or not. **Gender expression** is about how a person looks–clothing, hairstyle, makeup, etc. (See the ["Gender Unicorn"Links to an external site.](https://drive.google.com/file/d/1P315ugz2qMk6qQjaD8BylzwIijyZi6TU/view?usp=sharing "Link") reading for a visual representation of some of these terms.)

    If you're someone who is cisgender like me, you might find it a bit confusing understanding all of these different identities, and you might fear saying the wrong thing. My advice about this is to avoid making assumptions, listen to people when they tell you about themselves, and simply try your best and be apologetic when you get something wrong. _Identity is complicated, regardless of the fact that our culture reinforces the false idea that it is simple._ (In fact, I may have even gotten some of these terms wrong, as the language around gender evolves frequently and sometimes it takes me some time to catch up. If you believe I've used a gender identity term incorrectly, I ask you kindly to please let me know!)

    In sum, life is complicated and so is gender! And so is sex! And the lines are blurred between sex and gender. _It seems that the underlying difficulty here is not gender, but a historical obsession with categorizing and labeling that has never fully been able to encompass the complexity of the human experience._

    Welcome to studying gender!

    ### **Social Constructionism**

    Why does it matter that gender is **socially constructed**? Does this mean it isn't "real?"

    Just like other identity categories–like race, sexual orientation, or ability–what gender _means_ and how we experience the world as a result of our **gender assignment** and **gender identity** is shaped by society. Though these categories are **socially constructed** and not concrete or biological, they still have very real impacts on our lives, as they shape the way people treat us and often determine our access to power. Consider other social constructs that also have very real impacts on our lives, like _money_ and _time!_

    Besides, society is _us_. You, me, everyone– _we_ are society. And that means that _we_ are the "social" in social construct. In other words, we have the power the shape change and combat social inequities.

    As Kang et al note in the assigned chapter, " **Social Constructionism**," "What are the implications of a social constructionist approach to understanding the world? Because social constructionist analyses examine categories of difference as fluid, dynamic, and changing according to historical and geographical context, a social constructionist perspective suggests that existing inequalities are neither inevitable nor immutable." If inequalities are not inevitable or unchangeable, _knowing that they are socially constructed reminds us that we have the power to work toward changing those inequalities!_

    ### **A Note about Terminology**

    As this lecture demonstrates, the English language is imperfect and ever-evolving when it comes to discussing gender. It can be challenging to balance precision in language with respect for individuals' own gender labels, particularly when discussing the past. You will notice throughout the course that I often use the terms "women" and "men." This usually means "cisgender women" and "cisgender men," respectively, but can also mean anyone being perceived in the world as a woman or man, or who was "assigned female at birth" or "assigned male at birth," even if that individual identifies as transgender or non-binary. I haven't yet figured out the perfect language to use to discuss the ideas of the class, and I hope it comes across that I attempt to be inclusive and respectful at all times. Throughout the course, I welcome and appreciate feedback about ways in which my language around gender can be improved.

    ### **Key Terms/Concepts**

    As you move through the course, take notes on your copy of the [Key Terms/Concepts spreadsheetLinks to an external site.](https://docs.google.com/spreadsheets/d/187ZgAIZ0i-py2nOcdzYeJYYg3zMegXrzSafwZyg1POw/edit?usp=sharing).

    #### **Key Terms/Concepts in this lecture or readings:**

    – intersex
    – binary
    – gender identity
    – gender assignment
    – gender expectations
    – gender expression
    – transgender
    – cisgender
    – non-binary
    – gender non-conforming
    – gender fluid
    – social constructionism
    – sex assigned at birth

    ### **What to Submit**

    Submit a typed response in the text box. Your response should be at least 300 words and respond to this prompt:

    Gender is a social construct, rather than biologically determined. To understand this, it's important to understand what "social constructionist theory" is. Imagine you're telling your friend about your first week in WGS 101. To the best of your ability, explain to your friend (1) the meaning of social constructionism _in your own words_ (don't copy from the text), and (2) explain how understanding social constructionism is important for studying gender. Refer to examples or definitions from the lecture above or the assigned readings to demonstrate how your understanding the materials so far.

    – a year ago