Tag: Homework Solution

[Solved] Nursing 1

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November 6, 2026
[Solved] tina

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Midterm. Spring 2026 Directions: You need to write a 5-paragraph summary addressing one of the prompts below. You must have an introductory paragraph concluding with your thesis. You need clear body paragraph points that support your thesis. Each body paragraph must contain a topic sentence, evidenc…

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Assignment Prompt & Instructions

Midterm. Spring 2026

Directions:

You need to write a 5-paragraph summary addressing one of the prompts below. You must have an

introductory paragraph concluding with your thesis. You need clear body paragraph

points that support your thesis. Each body paragraph must contain a topic sentence, evidence,

and an analysis of your evidence proving your topic sentence. You also need a concluding

paragraph. Your paragraphs need to be at least five sentences. This summary is to determine your

writing skills. Do not use outside sources; just use your head.

1. Have you ever traveled to a place that you found very meaningful and rewarding? Write

an summary that persuades others to visit this important place.

2. Good habits improve our physical, emotional, and/or financial health. Select one of your

good habits and write an summary persuading readers to make that habit a part of their lives.

3. What is your all-time favorite movie and why? Write an summary persuading readers to

watch this film.

4. Have you ever made a change that improved your life or the lives of others? Write an

summary that convinces readers to make a change for the better.

5. . Some people prefer to live in the quiet of the country; others prefer the hustle and bustle of

the city. Which do you think is the better choice? State your position and support it with specific

reasons and examples.

November 6, 2026
[Solved] nursing

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November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

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**files (1)** – ## LiteratureReviewmodule7.docx **## LiteratureReviewmodule7.docx** _Literature Review_ Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review inc…

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Assignment Prompt & Instructions

**files (1)**

– ## LiteratureReviewmodule7.docx

**## LiteratureReviewmodule7.docx**

_Literature Review_

Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review including projects or researches that incorporated this theory or model as a theoretical framework.

Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**Submission Instructions:**

· Submit your assignment by 11:59 PM Eastern on Sunday.

· Review the rubric to determine how your assignment will be graded.

· Your assignment will be run through Turnitin to check for plagiarism.

·
**Official Assignment Rubric**

| | | |
| — | — | — |
| – Official Assignment Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeProfessionalism<br>Concept Application | **20 to >18.0 ptsExcellent** The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**18 to >16.0 ptsGood** The student meets 80% to 89% of the required content criteria by recognizing the fundamental, rudimentary, and complex elements and applying proficient facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**16 to >14.0 ptsFair** The student meets 70% to 79% of the required content criteria by recognizing rudimentary and complex elements and demonstrating facts, theories, definitions, and other contextual aspects. All of the delivered information is compliant with the assignment instructions.<br> <br>**14 to >12.0 ptsPoor** The student meets less than 70% of the required content criteria with a low-level approach of rudimentary and complex elements and a lack of application facts, theories, definitions, and other contextual aspects. However, all the delivered information is compliant with the assignment instructions.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeGrammar<br>Written Communication | **20 to >18.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**18 to >16.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors<br> <br>**16 to >14.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**14 to >12.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**12 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 20 pts |
| This criterion is linked to a Learning OutcomeCommunication<br>Specific Formatting | **20 to >18.0 ptsExcellent** The assignment meets 90 % – 100% of the required formatting elements in the assignment description. Additionally, the presented information is complete in all the required components and exceeds expectations.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of the required formatting elements in the assignment description. Additionally, the presented information meets all the necessary components and formatting requirements.<br> <br>**16 to >14.0 ptsFair** The assignment meets 70% to 79% of the required formatting elements in the assignment description. However, the presented information is missing some key details, but overall does not disrupt the required format.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of the required formatting elements in the description. The presented information is missing some key details that disrupt the needed formatting.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical and Logical Thinking<br>Thought analysis process | **20 to >18.0 ptsExcellent** The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of rudimentary and complex details, situations, problems, and diagnosis awareness which are accurate and correctly documented. The analysis is well communicated, and the fundamental thought process presented in the written piece clearly aligns with the assignment expectations.<br> <br>**16 to >14.0 ptsFair** The assignment satisfies 70% to 79% of rudimentary and complex details, situations, problems, or diagnosis awareness but may overlook some essential parameters. The analysis and thought process presented in the written piece is evident; however, still developing.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of rudimentary details, situations, problems, or diagnosis awareness, but there was a severe overlook of some essential parameters. In addition, the analysis and thought process presented in the written piece is not evident and not founded on previous discussions or information.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeAcademic Literacy<br>Quality of Sources and APA Citations | **20 to >18.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly.<br> <br>**18 to >16.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**16 to >14.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**14 to >12.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |

· Total Points: 100

**## LiteratureReviewmodule7.docx**

_Literature Review_

Now that you had the possibility to discuss and examine the different nursing theories and models, choose the one ( or more) that must fix with your research topic. Develop a literature review including projects or researches that incorporated this theory or model as a theoretical framework.

Contribute a minimum of 4 pages (excluding title page and references page). It should include at least 3 academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**Submission Instructions:**

· Submit your assignment by 11:59 PM Eastern on Sunday.

· Review the rubric to determine how your assignment will be graded.

· Your assignment will be run through Turnitin to check for plagiarism.

·
**Official Assignment Rubric**

| | | |
| — | — | — |
| – Official Assignment Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeProfessionalism<br>Concept Application | **20 to >18.0 ptsExcellent** The student meets 90% to 100% of the required content criteria by mastering both rudimentary and complex elements and, in addition, applying high-level facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**18 to >16.0 ptsGood** The student meets 80% to 89% of the required content criteria by recognizing the fundamental, rudimentary, and complex elements and applying proficient facts, theories, definitions, and other contextual aspects. Lastly, all the delivered information is compliant with the assignment instructions.<br> <br>**16 to >14.0 ptsFair** The student meets 70% to 79% of the required content criteria by recognizing rudimentary and complex elements and demonstrating facts, theories, definitions, and other contextual aspects. All of the delivered information is compliant with the assignment instructions.<br> <br>**14 to >12.0 ptsPoor** The student meets less than 70% of the required content criteria with a low-level approach of rudimentary and complex elements and a lack of application facts, theories, definitions, and other contextual aspects. However, all the delivered information is compliant with the assignment instructions.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeGrammar<br>Written Communication | **20 to >18.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure. Sentences are not too long and are complete sentences.<br> <br>**18 to >16.0 ptsGood** Minimal (1 – 3) typos, spelling, grammatical, punctuation, or translation errors<br> <br>**16 to >14.0 ptsFair** Multiple (4 -7) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**14 to >12.0 ptsPoor** Severe (8 – 10) typos, spelling, grammatical, punctuation, or translation errors.<br> <br>**12 to >0 ptsUnacceptable** Unacceptable (11 or more) typos, spelling, grammatical, punctuation, or translation errors. | 20 pts |
| This criterion is linked to a Learning OutcomeCommunication<br>Specific Formatting | **20 to >18.0 ptsExcellent** The assignment meets 90 % – 100% of the required formatting elements in the assignment description. Additionally, the presented information is complete in all the required components and exceeds expectations.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of the required formatting elements in the assignment description. Additionally, the presented information meets all the necessary components and formatting requirements.<br> <br>**16 to >14.0 ptsFair** The assignment meets 70% to 79% of the required formatting elements in the assignment description. However, the presented information is missing some key details, but overall does not disrupt the required format.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of the required formatting elements in the description. The presented information is missing some key details that disrupt the needed formatting.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical and Logical Thinking<br>Thought analysis process | **20 to >18.0 ptsExcellent** The assignment meets 90% to 100% of rudimentary and complex details, situations, problems, and diagnosis awareness that are accurate and correctly documented. In addition, the analysis offers a clear and concise analysis along with an impeccable and precise, well-thought process.<br> <br>**18 to >16.0 ptsGood** The assignment meets 80% to 89% of rudimentary and complex details, situations, problems, and diagnosis awareness which are accurate and correctly documented. The analysis is well communicated, and the fundamental thought process presented in the written piece clearly aligns with the assignment expectations.<br> <br>**16 to >14.0 ptsFair** The assignment satisfies 70% to 79% of rudimentary and complex details, situations, problems, or diagnosis awareness but may overlook some essential parameters. The analysis and thought process presented in the written piece is evident; however, still developing.<br> <br>**14 to >12.0 ptsPoor** The assignment meets at most 69% of rudimentary details, situations, problems, or diagnosis awareness, but there was a severe overlook of some essential parameters. In addition, the analysis and thought process presented in the written piece is not evident and not founded on previous discussions or information.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeAcademic Literacy<br>Quality of Sources and APA Citations | **20 to >18.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount. Additionally, all sources are recognized or cited properly.<br> <br>**18 to >16.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**16 to >14.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount. The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**14 to >12.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met. The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |

· Total Points: 100

November 6, 2026
[Solved] Communication

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Discuss the importance ofstudying communication in various aspects of your life. Use APA format

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Assignment Prompt & Instructions

Discuss the importance ofstudying communication in various aspects of your life. Use APA format

November 6, 2026
[Solved] Nursing

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In-depth study guidance and analytical solution covering Nursing.

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Assignment Prompt & Instructions

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

November 6, 2026
[Solved] Assigment .Apa seven . All instructions attached.

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**files (1)** – ## caseStudyAnalysisadys.docx **## caseStudyAnalysisadys.docx** ase Study Analysis ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20964445) An understanding of cells and cell behavior is a critically important component of disease diagnosis and…

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Assignment Prompt & Instructions

**files (1)**

– ## caseStudyAnalysisadys.docx

**## caseStudyAnalysisadys.docx**

ase Study Analysis

![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20964445)

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.

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/210815/modules/items/9032293)

**To prepare:**

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

**The Assignment**

Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.

Week 2 Case Study

A 28-year-old African American woman presents with 4 months of worsening fatigue, joint
pain, and intermittent low-grade fevers. She reports:
• Symmetrical pain and stiffness in hands and wrists (morning stiffness ~1 hour)
• Photosensitivity
• Facial rash that worsens with sun exposure
• Hair thinning
• Bilateral ankle swelling
No recent infection. No new medications.
Physical Examination
• BP: 148/92 mmHg
• Temp: 99.4°F
• Erythematous malar rash sparing nasolabial folds
• Tender MCP and PIP joints bilaterally
• Mild bilateral ankle edema
Laboratory Data
Test Result
Hgb 9.8 g/dL
WBC 3,000/mm³
Platelets 110,000/mm³
Creatinine 1.6 mg/dL
Urinalysis 2+ protein, RBC casts
ESR 65 mm/hr
ANA Positive (1:640)
Anti-dsDNA Elevated
Anti-Smith Positive
Complement C3/C4 Decreased
Questions:
1. Develop a 1- to 2-page case study analysis, examining the patient signs and
symptoms presented in the case study; discussing the primary cellular
pathophysiological processes, and the significance for symptom development and
diagnosis.
2. What role do genetic mutations play in the development of the disease?
3. What is the impact of the disease on the immune system? How do treatment
strategies target the pathophysiological mechanisms of the disease?

**NURS_6501_Week 2_Case Study_Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6501_Week 2_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1- to 2-page case study analysis, examining the patient signs and symptoms presented in the case study; discussing the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague or inaccurate. … The response is supported with explanations that are vague or based on inappropriate evidence/research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague and inaccurate, or the description is missing. … The response does not include rationales, or the explanations are vague or based on inappropriate or no evidence/research. | 30 pts |
| This criterion is linked to a Learning OutcomeWhat role do genetic mutations play in the development of the disease? | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate analysis of the genes that may be associated with the development of the disease.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. | 25 pts |
| This criterion is linked to a Learning OutcomeWhat is the impact of the disease on the immune system? …… How do treatment strategies target the pathophysiological mechanisms of the disease? | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed, and specific explanation of the impact of the disease on the immune system. Response includes an accurate, complete, detailed, and specific explanation of how treatment strategies target the pathophysiological mechanisms of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate explanation of the impact of disease on the immune system.<br> <br>**24 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of the impact of disease on the immune system.<br> <br>**17 to >0 ptsPoor** The response includes a vague and inaccurate explanation of the impact of disease on the immune system. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. Content is supported by current evidence-based sources. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … Content is supported by current evidence-based sources.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Some content is supported by current evidence-based sources.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Some content is supported by current evidence-based sources.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No content is supported by current evidence-based source. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

Total Points: 100

## image1.jpeg

**## caseStudyAnalysisadys.docx**

ase Study Analysis

![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20964445)

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.

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/210815/modules/items/9032293)

**To prepare:**

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

**The Assignment**

Develop a 1- to 2-page case study analysis by answering the questions provided following the case scenario.

Week 2 Case Study

A 28-year-old African American woman presents with 4 months of worsening fatigue, joint
pain, and intermittent low-grade fevers. She reports:
• Symmetrical pain and stiffness in hands and wrists (morning stiffness ~1 hour)
• Photosensitivity
• Facial rash that worsens with sun exposure
• Hair thinning
• Bilateral ankle swelling
No recent infection. No new medications.
Physical Examination
• BP: 148/92 mmHg
• Temp: 99.4°F
• Erythematous malar rash sparing nasolabial folds
• Tender MCP and PIP joints bilaterally
• Mild bilateral ankle edema
Laboratory Data
Test Result
Hgb 9.8 g/dL
WBC 3,000/mm³
Platelets 110,000/mm³
Creatinine 1.6 mg/dL
Urinalysis 2+ protein, RBC casts
ESR 65 mm/hr
ANA Positive (1:640)
Anti-dsDNA Elevated
Anti-Smith Positive
Complement C3/C4 Decreased
Questions:
1. Develop a 1- to 2-page case study analysis, examining the patient signs and
symptoms presented in the case study; discussing the primary cellular
pathophysiological processes, and the significance for symptom development and
diagnosis.
2. What role do genetic mutations play in the development of the disease?
3. What is the impact of the disease on the immune system? How do treatment
strategies target the pathophysiological mechanisms of the disease?

**NURS_6501_Week 2_Case Study_Assignment_Rubric**

| | | |
| — | — | — |
| NURS_6501_Week 2_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1- to 2-page case study analysis, examining the patient signs and symptoms presented in the case study; discussing the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis. … The response supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague or inaccurate. … The response is supported with explanations that are vague or based on inappropriate evidence/research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary cellular pathophysiological processes, and the significance for symptom development and diagnosis in a manner that is vague and inaccurate, or the description is missing. … The response does not include rationales, or the explanations are vague or based on inappropriate or no evidence/research. | 30 pts |
| This criterion is linked to a Learning OutcomeWhat role do genetic mutations play in the development of the disease? | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate analysis of the genes that may be associated with the development of the disease.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. | 25 pts |
| This criterion is linked to a Learning OutcomeWhat is the impact of the disease on the immune system? …… How do treatment strategies target the pathophysiological mechanisms of the disease? | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed, and specific explanation of the impact of the disease on the immune system. Response includes an accurate, complete, detailed, and specific explanation of how treatment strategies target the pathophysiological mechanisms of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate explanation of the impact of disease on the immune system.<br> <br>**24 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of the impact of disease on the immune system.<br> <br>**17 to >0 ptsPoor** The response includes a vague and inaccurate explanation of the impact of disease on the immune system. | 30 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. Content is supported by current evidence-based sources. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. … Content is supported by current evidence-based sources.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Some content is supported by current evidence-based sources.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. … Some content is supported by current evidence-based sources.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No content is supported by current evidence-based source. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | **5 to >4.0 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |

Total Points: 100

## image1.jpeg

November 6, 2026
[Solved] week 33

✓ Verified Academic Solution Available

Executive Solution Overview

**files (1)** – ## week33.docx **## week33.docx** Prior to beginning work on this assignment, review the following: · Chapters 5, 6, and 7 from the text _Understanding Homeland Security_ (4th ed.) · Chapter 1 from the book _The U. S. Intelligence Community_ · [Local Government Emergency ManagementLi…

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Assignment Prompt & Instructions

**files (1)**

– ## week33.docx

**## week33.docx**

Prior to beginning work on this assignment, review the following:

· Chapters 5, 6, and 7 from the text
_Understanding Homeland Security_ (4th ed.)

· Chapter 1 from the book
_The U. S. Intelligence Community_

·
[Local Government Emergency ManagementLinks to an external site.](https://www.proquest.com/docview/2791600778?accountid=32521)

·
[Hurricane Harvey Hospital Flood Impacts: Accuracy of Federal Emergency Management Agency Flood Hazard Areas in Harris County, TexasLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/6zo4ig7djr)

·
[Factors Influencing Preparedness Self-Efficacy Among Hispanics and Latinos in The United StatesLinks to an external site.](https://www.proquest.com/docview/2698596622?accountid=32521)

·
[Health and Social Impacts of California Wildfires and the Deficiencies in Current Recovery Resources: An Exploratory Qualitative Study of Systems-Level IssuesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.656418632&site=eds-live&scope=site&custid=s8856897)

·
[_Disasters_ Links to an external site.](https://www.dhs.gov/topics/disasters)

·
[_About Us_ Links to an external site.](https://www.fema.gov/about)

·
[_Equity_ Links to an external site.](https://www.fema.gov/)

·
[_Controlling Our Airspace in the Age of Drones_ Links to an external site.](https://www.dhs.gov/science-and-technology/controlling-our-airspace-age-drones)

·
[_Office of Intelligence and Analysis_ Links to an external site.](https://www.dhs.gov/office-intelligence-and-analysis)

·
[_Disaster Response and Recovery_ Links to an external site.](https://www.dhs.gov/disaster-response-and-recovery)

·
[_Fusion Centers_ Links to an external site.](https://www.dhs.gov/fusion-centers)

·
[_Tribal Homeland Security Advisory Council (THSAC)_ Links to an external site.](https://www.dhs.gov/tribal-advisory-council)

·
[_Counter-Unmanned Aircraft Systems (C-UAS)_ Links to an external site.](https://www.dhs.gov/science-and-technology/counter-unmanned-aircraft-systems-c-uas)

The scenario for this assignment focuses on emergency response and homeland security. For this assignment, DHS is requesting your service as a consultant. You have received a request to analyze three events that have occurred within the past ten years in the United States. For this assignment, you will need to select three events.

For this assignment, you will need to select one homeland security case involving a natural disaster that has occurred within the past ten years in the United States. Consider the following sources to assist you in your selection of a natural disaster case:

·
[_Declared Disasters_ Links to an external site.](https://www.fema.gov/disaster/declarations)

·
[_Disaster Declarations for States and Counties_ Links to an external site.](https://www.fema.gov/data-visualization/disaster-declarations-states-and-counties)

·
[_Hazard Mitigation Assistance_ Links to an external site.](https://www.fema.gov/grants/mitigation/hazard-mitigation-assistance-guidance)

You will need to find scholarly or credible sources that provide information on your selected cases, so keep this in mind as you select them. You have been asked to present your analysis through slides with audio narration. Please write a written script for the audio narration for each slide and place the script in the notes section for each slide. The slide content should reflect a style and format consistent with guidance from the University of Arizona Global Campus Writing Center on PowerPoint presentations.

**Format:** For each slide, there will be two content areas: the slide itself and the “notes” section corresponding to each slide.

· Slide content: As you prepare your slides, follow guidance from the University of Arizona Global Campus Writing Center on PowerPoint presentations.

· Narration with script: For each slide, prepare a script and place the script in the “notes” section corresponding to each slide. Record your voice reading the script word for word for each slide. This will support accessibility for those attending your presentation.

In your slide presentation,

· Explain methods and response effectiveness of FEMA in a natural disaster case in the United States in the past ten years.

· Differentiate homeland security responsibilities and functions of agencies across jurisdictions for natural disasters, threats, technological hazards, and biological hazards.

· Examine the use of fusion centers, intelligence, drones, and skills of members of a DHS agency for one of the following: a natural disaster, threats, or hazards.

· Analyze applications for the “intelligence cycle” and the Office of Intelligence Analysis for homeland security policy issues in federal, state, tribal, and local jurisdictions.

· Evaluate ethical, legal, and social justice issues for homeland security actions in a natural disaster case and a diversity policy issue in homeland security.

The slide presentation

· must be six to eight slides in length (not including title and references slides) and formatted according to
[_APA Style_](https://writingcenter.uagc.edu/apa-style)

· must include a separate title slide with the following in title case:

· title of presentation in bold font

· Space should appear between the title and the rest of the information on the title page.

· student’s name

· name of institution (The University of Arizona Global Campus)

· course name and number

· instructor’s name

· due date

· must utilize academic voice. Review the
[_Academic Voice_](https://writingcenter.uagc.edu/academic-voice)

must include an introduction and conclusion paragraph.

· Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

must use at least four scholarly or credible sources in addition to the course text

must include a separate references slide that is formatted according to APA Style

**## week33.docx**

Prior to beginning work on this assignment, review the following:

· Chapters 5, 6, and 7 from the text
_Understanding Homeland Security_ (4th ed.)

· Chapter 1 from the book
_The U. S. Intelligence Community_

·
[Local Government Emergency ManagementLinks to an external site.](https://www.proquest.com/docview/2791600778?accountid=32521)

·
[Hurricane Harvey Hospital Flood Impacts: Accuracy of Federal Emergency Management Agency Flood Hazard Areas in Harris County, TexasLinks to an external site.](https://research.ebsco.com/c/6cb5lq/viewer/html/6zo4ig7djr)

·
[Factors Influencing Preparedness Self-Efficacy Among Hispanics and Latinos in The United StatesLinks to an external site.](https://www.proquest.com/docview/2698596622?accountid=32521)

·
[Health and Social Impacts of California Wildfires and the Deficiencies in Current Recovery Resources: An Exploratory Qualitative Study of Systems-Level IssuesLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgao&AN=edsgcl.656418632&site=eds-live&scope=site&custid=s8856897)

·
[_Disasters_ Links to an external site.](https://www.dhs.gov/topics/disasters)

·
[_About Us_ Links to an external site.](https://www.fema.gov/about)

·
[_Equity_ Links to an external site.](https://www.fema.gov/)

·
[_Controlling Our Airspace in the Age of Drones_ Links to an external site.](https://www.dhs.gov/science-and-technology/controlling-our-airspace-age-drones)

·
[_Office of Intelligence and Analysis_ Links to an external site.](https://www.dhs.gov/office-intelligence-and-analysis)

·
[_Disaster Response and Recovery_ Links to an external site.](https://www.dhs.gov/disaster-response-and-recovery)

·
[_Fusion Centers_ Links to an external site.](https://www.dhs.gov/fusion-centers)

·
[_Tribal Homeland Security Advisory Council (THSAC)_ Links to an external site.](https://www.dhs.gov/tribal-advisory-council)

·
[_Counter-Unmanned Aircraft Systems (C-UAS)_ Links to an external site.](https://www.dhs.gov/science-and-technology/counter-unmanned-aircraft-systems-c-uas)

The scenario for this assignment focuses on emergency response and homeland security. For this assignment, DHS is requesting your service as a consultant. You have received a request to analyze three events that have occurred within the past ten years in the United States. For this assignment, you will need to select three events.

For this assignment, you will need to select one homeland security case involving a natural disaster that has occurred within the past ten years in the United States. Consider the following sources to assist you in your selection of a natural disaster case:

·
[_Declared Disasters_ Links to an external site.](https://www.fema.gov/disaster/declarations)

·
[_Disaster Declarations for States and Counties_ Links to an external site.](https://www.fema.gov/data-visualization/disaster-declarations-states-and-counties)

·
[_Hazard Mitigation Assistance_ Links to an external site.](https://www.fema.gov/grants/mitigation/hazard-mitigation-assistance-guidance)

You will need to find scholarly or credible sources that provide information on your selected cases, so keep this in mind as you select them. You have been asked to present your analysis through slides with audio narration. Please write a written script for the audio narration for each slide and place the script in the notes section for each slide. The slide content should reflect a style and format consistent with guidance from the University of Arizona Global Campus Writing Center on PowerPoint presentations.

**Format:** For each slide, there will be two content areas: the slide itself and the “notes” section corresponding to each slide.

· Slide content: As you prepare your slides, follow guidance from the University of Arizona Global Campus Writing Center on PowerPoint presentations.

· Narration with script: For each slide, prepare a script and place the script in the “notes” section corresponding to each slide. Record your voice reading the script word for word for each slide. This will support accessibility for those attending your presentation.

In your slide presentation,

· Explain methods and response effectiveness of FEMA in a natural disaster case in the United States in the past ten years.

· Differentiate homeland security responsibilities and functions of agencies across jurisdictions for natural disasters, threats, technological hazards, and biological hazards.

· Examine the use of fusion centers, intelligence, drones, and skills of members of a DHS agency for one of the following: a natural disaster, threats, or hazards.

· Analyze applications for the “intelligence cycle” and the Office of Intelligence Analysis for homeland security policy issues in federal, state, tribal, and local jurisdictions.

· Evaluate ethical, legal, and social justice issues for homeland security actions in a natural disaster case and a diversity policy issue in homeland security.

The slide presentation

· must be six to eight slides in length (not including title and references slides) and formatted according to
[_APA Style_](https://writingcenter.uagc.edu/apa-style)

· must include a separate title slide with the following in title case:

· title of presentation in bold font

· Space should appear between the title and the rest of the information on the title page.

· student’s name

· name of institution (The University of Arizona Global Campus)

· course name and number

· instructor’s name

· due date

· must utilize academic voice. Review the
[_Academic Voice_](https://writingcenter.uagc.edu/academic-voice)

must include an introduction and conclusion paragraph.

· Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

must use at least four scholarly or credible sources in addition to the course text

must include a separate references slide that is formatted according to APA Style

November 6, 2026
[Solved] neva

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment **files (1)** – ## nevamidterm.docx **## nevamidterm.docx** **Digital Biographies: Black Historical Figures Project-Midterm** **Project Overview** Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasin…

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Assignment Prompt & Instructions

Please see attachment

**files (1)**

– ## nevamidterm.docx

**## nevamidterm.docx**

**Digital Biographies: Black Historical Figures Project-Midterm**

**Project Overview**

Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

The formats that you can use are listed in module seven under project format options. You can always use this
[link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

**Learning Objectives**

· Conduct in-depth historical research using primary and secondary sources

· Analyze the cultural, social, and political contexts of historical figures

· Create professional digital content using appropriate technology tools

· Develop critical thinking about representation and historical narratives

· Practice digital literacy and media creation skills

**Project Timeline**

**Total Duration:** 3-4 weeks

·
**Week 1:** Research and source gathering

·
**Week 2:** Content development and outline creation

·
**Week 3:** Source submission and product development

·
**Week 4:** Digital product creation and submission

**Part 1: Selecting a Historical Figure**

**Requirements**

Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

**Category A: Afro-Latinx Historical Figures**

·
**Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

·
**José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

·
**Vicente Guerrero**(Mexico)- First Black Mexican President

·
**Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

·
**Juana Ramírez** (Venezuela) – Independence war heroine

·
**Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

·
**Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

·
**Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

·
**Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

·
**Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

·
**Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

**Category B: Caribbean Historical Figures**

·
**Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

·
**Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

·
**Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

·
**Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

·
**Marcus Garvey** (Jamaica) – Pan-Africanist leader

·
**Walter Rodney** (Guyana) – Historian and political activist

·
**Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

·
**C.L.R. James** (Trinidad) – Historian, journalist, and socialist

·
**Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

·
**Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

·
**Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

·
**Bob Marley** (Jamaica) – Musician and cultural icon

**Category C: African and African American Historical Figures**

·
**Harriet Tubman** – Abolitionist and Underground Railroad conductor

·
**Frederick Douglass** – Abolitionist, orator, and writer

·
**Sojourner Truth** – Abolitionist and women's rights activist

·
**Ida B. Wells** – Journalist and anti-lynching activist

·
**Booker T. Washington** – Educator and advisor

·
**W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

·
**Zora Neale Hurston** – Anthropologist and author

·
**Bayard Rustin** – Civil rights organizer

·
**Fannie Lou Hamer** – Voting rights activist

·
**Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

·
**Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

·
**Queen Nzinga** (Angola) – 17th-century warrior queen

·
**Yaa Asantewaa** (Ghana) – Queen Mother and military leader

**Part 2: Research Requirements**

**Essential Research Components**

Students must gather information on the following:

1.
**Biographical Information**

· Birth and death dates/locations

· Family background and early life

· Education and formative experiences

2.
**Historical Context**

· Time period and major historical events

· Social, political, and economic conditions

· Cultural environment and influences

3.
**Major Contributions**

· Key accomplishments and achievements

· Leadership roles and positions held

· Specific actions or works created

4.
**Challenges and Obstacles**

· Forms of oppression or resistance faced

· Personal struggles and how they were overcome

· Opposition encountered

5.
**Legacy and Impact**

· Immediate effects of their work

· Long-term influence on society

· Contemporary relevance

· How they're remembered today

6.
**Primary and Secondary Sources**

· Minimum 3 primary sources (speeches, letters, photographs, documents)

· Minimum 3 secondary sources (books, scholarly articles, documentaries)

· At least 2 sources must be from academic databases or scholarly publications

**Research Documentation**

Students must maintain an
**Annotated Bibliography** including:

· Full citation in MLA format

· 2-3 sentence summary of each source

· 2-3 sentence evaluation of its impact or effectiveness

· 2-3 sentence reflection on how it will be useful to your project

**## nevamidterm.docx**

**Digital Biographies: Black Historical Figures Project-Midterm**

**Project Overview**

Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

The formats that you can use are listed in module seven under project format options. You can always use this
[link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

**Learning Objectives**

· Conduct in-depth historical research using primary and secondary sources

· Analyze the cultural, social, and political contexts of historical figures

· Create professional digital content using appropriate technology tools

· Develop critical thinking about representation and historical narratives

· Practice digital literacy and media creation skills

**Project Timeline**

**Total Duration:** 3-4 weeks

·
**Week 1:** Research and source gathering

·
**Week 2:** Content development and outline creation

·
**Week 3:** Source submission and product development

·
**Week 4:** Digital product creation and submission

**Part 1: Selecting a Historical Figure**

**Requirements**

Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

**Category A: Afro-Latinx Historical Figures**

·
**Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

·
**José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

·
**Vicente Guerrero**(Mexico)- First Black Mexican President

·
**Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

·
**Juana Ramírez** (Venezuela) – Independence war heroine

·
**Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

·
**Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

·
**Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

·
**Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

·
**Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

·
**Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

**Category B: Caribbean Historical Figures**

·
**Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

·
**Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

·
**Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

·
**Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

·
**Marcus Garvey** (Jamaica) – Pan-Africanist leader

·
**Walter Rodney** (Guyana) – Historian and political activist

·
**Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

·
**C.L.R. James** (Trinidad) – Historian, journalist, and socialist

·
**Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

·
**Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

·
**Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

·
**Bob Marley** (Jamaica) – Musician and cultural icon

**Category C: African and African American Historical Figures**

·
**Harriet Tubman** – Abolitionist and Underground Railroad conductor

·
**Frederick Douglass** – Abolitionist, orator, and writer

·
**Sojourner Truth** – Abolitionist and women's rights activist

·
**Ida B. Wells** – Journalist and anti-lynching activist

·
**Booker T. Washington** – Educator and advisor

·
**W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

·
**Zora Neale Hurston** – Anthropologist and author

·
**Bayard Rustin** – Civil rights organizer

·
**Fannie Lou Hamer** – Voting rights activist

·
**Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

·
**Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

·
**Queen Nzinga** (Angola) – 17th-century warrior queen

·
**Yaa Asantewaa** (Ghana) – Queen Mother and military leader

**Part 2: Research Requirements**

**Essential Research Components**

Students must gather information on the following:

1.
**Biographical Information**

· Birth and death dates/locations

· Family background and early life

· Education and formative experiences

2.
**Historical Context**

· Time period and major historical events

· Social, political, and economic conditions

· Cultural environment and influences

3.
**Major Contributions**

· Key accomplishments and achievements

· Leadership roles and positions held

· Specific actions or works created

4.
**Challenges and Obstacles**

· Forms of oppression or resistance faced

· Personal struggles and how they were overcome

· Opposition encountered

5.
**Legacy and Impact**

· Immediate effects of their work

· Long-term influence on society

· Contemporary relevance

· How they're remembered today

6.
**Primary and Secondary Sources**

· Minimum 3 primary sources (speeches, letters, photographs, documents)

· Minimum 3 secondary sources (books, scholarly articles, documentaries)

· At least 2 sources must be from academic databases or scholarly publications

**Research Documentation**

Students must maintain an
**Annotated Bibliography** including:

· Full citation in MLA format

· 2-3 sentence summary of each source

· 2-3 sentence evaluation of its impact or effectiveness

· 2-3 sentence reflection on how it will be useful to your project

November 6, 2026
[Solved] Outbreak Investigation

✓ Verified Academic Solution Available

Executive Solution Overview

**Note: This week's discussion is a reflection on the experience of completing this assignment.** Try to complete your assignment early in the week to give yourself time to create your discussion and respond to peers. In the fields of epidemiology and public health, the ability to swiftly and effect…

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Assignment Prompt & Instructions

**Note: This week's discussion is a reflection on the experience of completing this assignment.** Try to complete your assignment early in the week to give yourself time to create your discussion and respond to peers.

In the fields of epidemiology and public health, the ability to swiftly and effectively investigate disease outbreaks is a critical skill for epidemiologists and other health professionals. Outbreak investigations not only serve to identify the source and contain the spread of infectious diseases, but they also provide valuable insights into disease patterns, risk factors, and effective interventions. This knowledge can inform public health policies and strategies, ultimately protecting communities and improving health outcomes. In this assignment, we will delve into the importance of outbreak investigation and practice some of the investigative and critical thinking skills you will need in your career.

## Instructions

For this assignment you will need to access the CDC's [Solve the OutbreakLinks to an external site.](https://www.cdc.gov/digital-social-media-tools/mobile/applications/sto/web-app.html) tool.

– If needed, please access the [508 Accessible: Solve the Outbreak Links to an external site.](https://www.cdc.gov/digital-social-media-tools/mobile/applications/sto/508STO.html) page and work with your instructor on options to submit the assignment.

After you have accessed Solve the Outbreak, look for the Level 1 section. You should see thirteen possible outbreak scenarios for you to choose from. You can earn up to 1500 points on a scenario. Your goal for this assignment is to score at least 1000 points on three of the scenarios and score a total of 5000 points total across all the scenarios you attempt.

As you complete the simulations, be sure to click on the supplementary materials embedded within the activities so that you can learn more about the disease conditions as well as important epidemiological terms.

To complete this assignment, do the following, after accessing the Solve the Outbreak website:

– Click on Level 1.
– Preview the available scenarios.
– Select your first scenario and work through it until you've achieved a score of at least 1000 points.
– Take a screenshot of your completion screen that shows you scored at least 1000 points.
– Insert the screenshot into a Word document.
– You should have one screenshot in your Word document.
– Complete the same steps for a second and third scenario.
– You should have three screenshots of your score pages in your Word document now.
– At this point you should have at minimum 3000 total points and at most 4500 total points. Your goal is to reach 5000 total points.
– Work through as many additional scenarios as you need to reach 5000 total points on the Solve the Outbreak challenge.
– After reaching 5000 total points, click on “Scores” at the bottom of the screen and then, click on “Stats.”
– Take a screenshot of your “Stats” screen that shows you have at least 5000 total points.
– Insert the screenshot into your Word document.
– You should now have 4 total screenshots.
– Submit the Word document with your 4 screenshots in the assignment area.

## Competencies Measured

By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and rubric criteria:

– Competency 1: Apply epidemiological methods to the breadth of settings and situations in public health practice.
– Submit a screenshot that shows a score of at least 1000 points on one of the Solve the Outbreak scenarios.
– Submit a screenshot that shows a score of at least 1000 points on a second Solve the Outbreak scenarios.
– Submit a screenshot that shows a score of at least 1000 points on a third Solve the Outbreak scenarios.
– Submit a screenshot of the Your Stats page that shows a cumulative score of at least 5000 points.

| | | |
| — | — | — |
| Week 9 Assignment: Outbreak Investigation |
| — |
| Criteria | Ratings | Pts |
| — | — | — |
| Submit a screenshot that shows a score of at least 1000 points on one of the Solve the Outbreak scenarios. | 50 pts<br>DEMONSTRATED<br>YES<br>0 pts<br>NOT_DEMONSTRATED<br>NO | / 50 pts |
| Submit a screenshot that shows a score of at least 1000 points on a second Solve the Outbreak scenarios. | 50 pts<br>DEMONSTRATED<br>YES<br>0 pts<br>NOT_DEMONSTRATED<br>NO | / 50 pts |
| Submit a screenshot that shows a score of at least 1000 points on a third Solve the Outbreak scenarios. | 50 pts<br>DEMONSTRATED<br>YES<br>0 pts<br>NOT_DEMONSTRATED<br>NO | / 50 pts |
| Submit a screenshot of the Your Stats page that shows a cumulative score of at least 5000 points. | 50 pts<br>DEMONSTRATED<br>YES<br>0 pts<br>NOT_DEMONSTRATED<br>NO | / 50 pts |
| Total Points: 0 |

Week 9 Assignment: Outbreak Investigation

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[PreviousWhat You Need to Know](https://courseroom.capella.edu/courses/55963/modules/items/2816557)

November 6, 2026