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

I NEED THIS DONE BY NOON ET TOMORROW DIRECTIONS IN THE ATTACHMENT!!

– [\
\
IMG_4133.jpeg](https://www.sweetstudy.com/files/img-4133-jpeg-10179055 "IMG_4133.jpeg")

– 2 years ago

November 5, 2026
[Solved] project 1

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[>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) – 2 years ago **files (3)** – ## SampleReport_US_Project15.pdf – USAFAOData4.xls – AEB3550_Project1_Spring20252.docx **## SampleReport_US_Project15.pdf** Sharp,Misti AEB3550 Project 1 SAMPLE REPORT: AN ANA…

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

– 2 years ago

**files (3)**

– ## SampleReport_US_Project15.pdf

– USAFAOData4.xls
– AEB3550_Project1_Spring20252.docx

**## SampleReport_US_Project15.pdf**

Sharp,Misti

AEB3550 Project 1

SAMPLE REPORT: AN
ANALYSIS OF US AVOCADO,
KIWI, AND FIG PRODUCTION

FROM 1961 TO 2023

1

Executive Summary
**Please note that you cannot copy and paste any of my writing into your report. You should
write your summary in your own words given your own data. I am only providing an example
with the US data. Your data should be different although some of your data and observations
may end up looking similar to my data.**

This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
quantitative information in this dataset, this report utilizes line charts, histograms, numerical
descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
that the US has a large variety of agricultural production with a large range of scale, avocado
production grew very quickly in the 1970s although it has since leveled off and lags both figs
and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
area harvested compared to kiwifruit and figs.

Data cleaning
Discuss in this section your cleaning process for each of your three datasets and information
about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
answer questions posed in step 2)

This report takes a closer look at the following:

1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
metric tons (~2000 pounds).

2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

(kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
for kiwifruit, this data is from 1980 to 2023 (n = 132).

Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
questions that can be explored with this data.

2

Agricultural Production in the US in 2023 (xsec analysis)
The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
a more tropical climate only observed in Florida, California, and Texas) have much lower
production estimates with some of these measures lacking official figures, relying instead of
imputed values or estimated values.

The average production area for an agricultural product in the US is 1.1 million hectares;
however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
production sectors (corn & soybeans) would be considered outliers with values exceeding three
standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
large outliers along with a large right skewness measure (skewness = 5.88) implies that the
median would be the most appropriate measure of central tendency. The data is highly variable
with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
is even more excessive at 35 million hectares. These statistics imply that agricultural production
in the US is very diverse in terms of the share of agricultural land devoted to each product and it
might not be meaningful to compare, for example, our top producing sectors to our lowest
producing sectors.

Table 1: Descriptive Statistics for Agricultural Production in the US

Agricultural Production (ha)

Mean 1107432
Standard Error 555878.8
Median 34176
Mode 5989
Standard
Deviation 5273529
Sample Variance 2.78E+13
Kurtosis 34.8176
Skewness 5.88703
Range 35010950
Minimum 0
Maximum 35010950
Sum 99668888
Count 90

3

Area Harvested for Avocados in the US
Given that agricultural production is so diverse, it is worth looking deeper at a particular product
overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
that even with you look at a particular product, there can be a great deal of variability over time
(figure 1). It is clear that avocado production went from a nice product in the 1960s (around
10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
hectares in 1986. Since that time, production of avocados has generally been in decline in the US
settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
“typical” level of harvest for the US with the highest category of production being between
24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
the future values of avocado production.

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Figure 1: Area Harvested for Avocados in the US (ha)
from 1961 to 2023

0

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9510 13146 16781 20417 24053 27689 31324 More

Fr
eq

ue
nc

y

Bin

Figure 2: Histogram for Avocado Area Harvested

4

A Comparison of Fruit Tree Production: Avocados, Kiwis,
and Figs
The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
make up the majority of production with over double the area harvested and production of figs
and kiwis combined. However, the production of avocados is less productive than both figs and
kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
compared to avocados and likely have more fruit per tree. Some varieties of figs can even
produce multiple crops in a given year although it still has only half the productivity rate of kiwi
(see row percentage).

Table 2: Pivot Tables for Avocados, Figs, and Kiwis

Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
some years being banner years and others barely garnering a handful per tree depending on
weather and the biological growth function of the tree. Figs have been the most consistent,
especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
previous section, yield has remained relatively consistent over time (again, with clear cycles)
with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
kg/ha).

Totals Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 1453265 344290 85894 1883449
Production (t) 9437037.05 2564178 1188935 13190150
Yield (kg/ha) 404709.6 499662.9 612432 1516804
Grand Total 11295011.65 3408130 1887261 16590403

Row percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 13% 10% 5% 11%
Production (t) 84% 75% 63% 80%
Yield (kg/ha) 4% 15% 32% 9%
Grand Total 100% 100% 100% 100%

Column percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 77% 18% 5% 100%
Production (t) 72% 19% 9% 100%
Yield (kg/ha) 27% 33% 40% 100%
Grand Total 68% 21% 11% 100%

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Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

from 1961 to 2023

Yield – Avocados Yield – Figs Yield – Kiwi fruit

– Executive Summary
– Data cleaning
– Agricultural Production in the US in 2023 (xsec analysis)
– Area Harvested for Avocados in the US
– A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

**USAFAOData4.xls**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usafaodata4-xls)

**AEB3550_Project1_Spring20252.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

**AEB3550_Project1_Spring20252.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

**## SampleReport_US_Project15.pdf**

Sharp,Misti

AEB3550 Project 1

SAMPLE REPORT: AN
ANALYSIS OF US AVOCADO,
KIWI, AND FIG PRODUCTION

FROM 1961 TO 2023

1

Executive Summary
**Please note that you cannot copy and paste any of my writing into your report. You should
write your summary in your own words given your own data. I am only providing an example
with the US data. Your data should be different although some of your data and observations
may end up looking similar to my data.**

This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
quantitative information in this dataset, this report utilizes line charts, histograms, numerical
descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
that the US has a large variety of agricultural production with a large range of scale, avocado
production grew very quickly in the 1970s although it has since leveled off and lags both figs
and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
area harvested compared to kiwifruit and figs.

Data cleaning
Discuss in this section your cleaning process for each of your three datasets and information
about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
answer questions posed in step 2)

This report takes a closer look at the following:

1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
metric tons (~2000 pounds).

2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

(kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
for kiwifruit, this data is from 1980 to 2023 (n = 132).

Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
questions that can be explored with this data.

2

Agricultural Production in the US in 2023 (xsec analysis)
The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
a more tropical climate only observed in Florida, California, and Texas) have much lower
production estimates with some of these measures lacking official figures, relying instead of
imputed values or estimated values.

The average production area for an agricultural product in the US is 1.1 million hectares;
however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
production sectors (corn & soybeans) would be considered outliers with values exceeding three
standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
large outliers along with a large right skewness measure (skewness = 5.88) implies that the
median would be the most appropriate measure of central tendency. The data is highly variable
with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
is even more excessive at 35 million hectares. These statistics imply that agricultural production
in the US is very diverse in terms of the share of agricultural land devoted to each product and it
might not be meaningful to compare, for example, our top producing sectors to our lowest
producing sectors.

Table 1: Descriptive Statistics for Agricultural Production in the US

Agricultural Production (ha)

Mean 1107432
Standard Error 555878.8
Median 34176
Mode 5989
Standard
Deviation 5273529
Sample Variance 2.78E+13
Kurtosis 34.8176
Skewness 5.88703
Range 35010950
Minimum 0
Maximum 35010950
Sum 99668888
Count 90

3

Area Harvested for Avocados in the US
Given that agricultural production is so diverse, it is worth looking deeper at a particular product
overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
that even with you look at a particular product, there can be a great deal of variability over time
(figure 1). It is clear that avocado production went from a nice product in the 1960s (around
10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
hectares in 1986. Since that time, production of avocados has generally been in decline in the US
settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
“typical” level of harvest for the US with the highest category of production being between
24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
the future values of avocado production.

0

5000

10000

15000

20000

25000

30000

35000

40000

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61

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63

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Ar
ea

h
ar

ve
st

ed
(h

a)

Figure 1: Area Harvested for Avocados in the US (ha)
from 1961 to 2023

0

5

10

15

20

9510 13146 16781 20417 24053 27689 31324 More

Fr
eq

ue
nc

y

Bin

Figure 2: Histogram for Avocado Area Harvested

4

A Comparison of Fruit Tree Production: Avocados, Kiwis,
and Figs
The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
make up the majority of production with over double the area harvested and production of figs
and kiwis combined. However, the production of avocados is less productive than both figs and
kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
compared to avocados and likely have more fruit per tree. Some varieties of figs can even
produce multiple crops in a given year although it still has only half the productivity rate of kiwi
(see row percentage).

Table 2: Pivot Tables for Avocados, Figs, and Kiwis

Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
some years being banner years and others barely garnering a handful per tree depending on
weather and the biological growth function of the tree. Figs have been the most consistent,
especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
previous section, yield has remained relatively consistent over time (again, with clear cycles)
with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
kg/ha).

Totals Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 1453265 344290 85894 1883449
Production (t) 9437037.05 2564178 1188935 13190150
Yield (kg/ha) 404709.6 499662.9 612432 1516804
Grand Total 11295011.65 3408130 1887261 16590403

Row percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 13% 10% 5% 11%
Production (t) 84% 75% 63% 80%
Yield (kg/ha) 4% 15% 32% 9%
Grand Total 100% 100% 100% 100%

Column percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 77% 18% 5% 100%
Production (t) 72% 19% 9% 100%
Yield (kg/ha) 27% 33% 40% 100%
Grand Total 68% 21% 11% 100%

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)
Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

from 1961 to 2023

Yield – Avocados Yield – Figs Yield – Kiwi fruit

– Executive Summary
– Data cleaning
– Agricultural Production in the US in 2023 (xsec analysis)
– Area Harvested for Avocados in the US
– A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

**USAFAOData4.xls**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/usafaodata4-xls)

**AEB3550_Project1_Spring20252.docx**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/aeb3550-project1-spring20252-docx)

**## SampleReport_US_Project15.pdf**

Sharp,Misti

AEB3550 Project 1

SAMPLE REPORT: AN
ANALYSIS OF US AVOCADO,
KIWI, AND FIG PRODUCTION

FROM 1961 TO 2023

1

Executive Summary
**Please note that you cannot copy and paste any of my writing into your report. You should
write your summary in your own words given your own data. I am only providing an example
with the US data. Your data should be different although some of your data and observations
may end up looking similar to my data.**

This report looks at data downloaded from the Food and Agriculture Organization (FAO) related
to US Agricultural production from 1961 to 2023. It is very reliable data constituting official
figures from US agricultural reporting (USDA). Since we have a rich mix of qualitative and
quantitative information in this dataset, this report utilizes line charts, histograms, numerical
descriptive statistics, histograms, and pivot tables to summarize the data. Key findings include
that the US has a large variety of agricultural production with a large range of scale, avocado
production grew very quickly in the 1970s although it has since leveled off and lags both figs
and kiwifruit in terms of yield. Nevertheless, it encompasses the lions share of production and
area harvested compared to kiwifruit and figs.

Data cleaning
Discuss in this section your cleaning process for each of your three datasets and information
about the resulting three datasets (elements, variables, potential research questions, etc—i.e.
answer questions posed in step 2)

This report takes a closer look at the following:

1. US agricultural production in 2023 with 90 agricultural products (n = 90) measured in
metric tons (~2000 pounds).

2. Area harvested in hectares for avocados in the US from 1961 to 2023 (n = 63).
3. Fig, avocado, and kiwifruit production (tons), area harvested (hectares), and yield

(kilograms per hectare). For figs and avocados, this data is from 1961 to 2023 (n = 378),
for kiwifruit, this data is from 1980 to 2023 (n = 132).

Next, describe whether the data are nominal, ordinal, interval or ratio and potential research
questions that can be explored with this data.

2

Agricultural Production in the US in 2023 (xsec analysis)
The US produced everything from ginger (19 hectares) to corn (35 million hectares) in 2023. The
US has millions of hectares of production for the following crops (from most to least) 1) corn 2)
soybeans 3) wheat 4) cotton 5) sorghum 6) rice 7) barley. Exotic fruits and vegetables (requiring
a more tropical climate only observed in Florida, California, and Texas) have much lower
production estimates with some of these measures lacking official figures, relying instead of
imputed values or estimated values.

The average production area for an agricultural product in the US is 1.1 million hectares;
however, the median is much lower at only 34,176 hectares (Table 1). Indeed, the two largest
production sectors (corn & soybeans) would be considered outliers with values exceeding three
standard deviations above the mean (𝑧𝑧𝑐𝑐𝑐𝑐𝑐𝑐𝑐𝑐 = 6.42, 𝑧𝑧𝑠𝑠𝑐𝑐𝑠𝑠 = 6.11). The presence of these two very
large outliers along with a large right skewness measure (skewness = 5.88) implies that the
median would be the most appropriate measure of central tendency. The data is highly variable
with a standard deviation of 5.2 million which is almost 5 times the size of the mean. The range
is even more excessive at 35 million hectares. These statistics imply that agricultural production
in the US is very diverse in terms of the share of agricultural land devoted to each product and it
might not be meaningful to compare, for example, our top producing sectors to our lowest
producing sectors.

Table 1: Descriptive Statistics for Agricultural Production in the US

Agricultural Production (ha)

Mean 1107432
Standard Error 555878.8
Median 34176
Mode 5989
Standard
Deviation 5273529
Sample Variance 2.78E+13
Kurtosis 34.8176
Skewness 5.88703
Range 35010950
Minimum 0
Maximum 35010950
Sum 99668888
Count 90

3

Area Harvested for Avocados in the US
Given that agricultural production is so diverse, it is worth looking deeper at a particular product
overtime. For this analysis, the area harvested for avocados is investigated overtime illustrating
that even with you look at a particular product, there can be a great deal of variability over time
(figure 1). It is clear that avocado production went from a nice product in the 1960s (around
10,000 hectares in production) to a highly sought-after product in the 1980s (peaking at 34,920
hectares in 1986. Since that time, production of avocados has generally been in decline in the US
settling close to 20,000 hectares of production in 2023. Figure 2 confirms that there really is no
“typical” level of harvest for the US with the highest category of production being between
24,054 and 27,689 hectares. The distribution appears to be bi-modal with two peak production
levels and a few potential outliers (Figure 2). When considering what to expect going forward, I
would say the latest figure (21,117 hectares) is probably the most relevant statistic for predicting
the future values of avocado production.

0

5000

10000

15000

20000

25000

30000

35000

40000

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61

19
63

19
65

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Ar
ea

h
ar

ve
st

ed
(h

a)

Figure 1: Area Harvested for Avocados in the US (ha)
from 1961 to 2023

0

5

10

15

20

9510 13146 16781 20417 24053 27689 31324 More

Fr
eq

ue
nc

y

Bin

Figure 2: Histogram for Avocado Area Harvested

4

A Comparison of Fruit Tree Production: Avocados, Kiwis,
and Figs
The US produces a modest quantity of avocados, Kiwis and Figs totally 1.8 million hectares in
production resulting in 13.1 million tons produced collectively (Table 2). Nevertheless, avocados
make up the majority of production with over double the area harvested and production of figs
and kiwis combined. However, the production of avocados is less productive than both figs and
kiwis that generate more kilograms per hectare than avocados (409,662 kg/ha and 612,432 kg/ha
compared to 404,709 kg/ha) since 1961. This makes sense as figs and kiwis are smaller fruits
compared to avocados and likely have more fruit per tree. Some varieties of figs can even
produce multiple crops in a given year although it still has only half the productivity rate of kiwi
(see row percentage).

Table 2: Pivot Tables for Avocados, Figs, and Kiwis

Looking deeper at productivity, it is clear that productivity has been highly variable for all fruits
over time (Figure 3). This makes sense given how fruit tree production is highly cyclical with
some years being banner years and others barely garnering a handful per tree depending on
weather and the biological growth function of the tree. Figs have been the most consistent,
especially in recent years with just over 10,000 kg/ha in yield for the US. On the other hand,
Kiwi production has been highly variant, even in recent years with peak productivity at 21,702
kg/ha in 2018. In spite of the increasing breadth of production for avocados observed in the
previous section, yield has remained relatively consistent over time (again, with clear cycles)
with productivity at around 5,535 kg/ha in 2023 being very near to productivity in 1961 (4,899
kg/ha).

Totals Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 1453265 344290 85894 1883449
Production (t) 9437037.05 2564178 1188935 13190150
Yield (kg/ha) 404709.6 499662.9 612432 1516804
Grand Total 11295011.65 3408130 1887261 16590403

Row percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 13% 10% 5% 11%
Production (t) 84% 75% 63% 80%
Yield (kg/ha) 4% 15% 32% 9%
Grand Total 100% 100% 100% 100%

Column percent Avocados Figs Kiwi fruit Grand Total
Area harvested (ha) 77% 18% 5% 100%
Production (t) 72% 19% 9% 100%
Yield (kg/ha) 27% 33% 40% 100%
Grand Total 68% 21% 11% 100%

5

0

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10000

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20000

25000
19

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Yi
el

d
(k

g/
ha

)
Figure 3: Yield for Avocados, Figs, and Kiwi Fruit in the US

from 1961 to 2023

Yield – Avocados Yield – Figs Yield – Kiwi fruit

– Executive Summary
– Data cleaning
– Agricultural Production in the US in 2023 (xsec analysis)
– Area Harvested for Avocados in the US
– A Comparison of Fruit Tree Production: Avocados, Kiwis, and Figs

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**SWP 331: Social Work Theories of Practice Winter 2025**
**Assignment 1: Dominant Philosophy Assignment (20%)**

**Due:** Week 5 class/Feb 12, 2025, before 11:59 p.m. uploaded to Brightspace, D2L

**Instructions:**

For this assignment, you must find a current example (from within the past two years) that clearly relates to one of the dominant philosophies influencing social work, as discussed in classes two and three (Modernism, Structuralism, or Post-conventionalism). You may select an example from various sources, such as a
**short text** (e.g., a journal article, website, song, poem, story) or a visual representation (e.g., a photo, video – 3 minutes or less, building, space, action, piece of art, or other forms of representation). Whatever you choose, the example should directly reflect the central ideas of the dominant philosophy selected.

For your paper, you should develop a clear and coherent argument that demonstrates how your chosen example embodies a particular philosophy. Ensure your argument is clear and thorough and supports the connection between your example and the dominant philosophy. Your paper should be organized with a logical flow and a clear and smooth transition between ideas.

**Assignment Structure:**

1. Written Argument (2 pages)

· A brief, clear explanation of the chosen dominant philosophy

· A brief, clear explanation of the example

· A clear, well-supported argument of why this example is directly connected to the philosophy discussed in class (web link, book citation, etc.)

2. Example Submission (1 page)

· A copy of, or link to, your example

**Formatting Guidelines:**

· Cover page with a title for your paper, your name, date, course number and section, and instructor’s name

· Double-space your work

· Use a 12-point Times New Roman font

· Word only

· Editing and proofreading are essential

· While
**no additional references are required outside of the class lectures**, if you include them, ensure they enhance your argument and are correctly cited in APA format (7th edition). For guidance on APA style, please visit the Purdue OWL website: [
[APA Formatting and Style Guide]](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

· Including the cover page, the submission should be four pages in total.

· This should be submitted to your course shell on D2L.

**Assignment Checklist:**

· Have I made it clear how my example links to the dominant philosophy?

· Is my argument detailed and well-supported?

· Is my example recent and directly connected to the philosophy?

· Does it clearly illustrate the central ideas discussed in class?

· Does my final submission still reflect my voice and understanding?

· Is my paper free of errors and easy to read?

· Have I followed all APA formatting rules correctly?

· Is my paper organized logically, with a clear beginning, middle, and end?

· Have I included all the required sections and formatted them correctly?

**Rubric: Assignment 1 – Dominant Philosophy Assignment (20%)**

| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Weight 20 marks** |
| **Understanding of Philosophy** | Demonstrates a thorough and accurate understanding of the chosen dominant philosophy. Explanation is insightful and detailed. | Demonstrates a clear understanding of the chosen philosophy. Explanation is accurate but may lack depth. | Demonstrates a basic understanding of the chosen philosophy. Explanation is somewhat unclear or incomplete. | Demonstrates minimal or incorrect understanding of the chosen philosophy. Explanation is vague or inaccurate. | 5 |
| **Connection to Example** | Provides a compelling, well-supported argument linking the example to the dominant philosophy. Analysis is clear and thorough. | Provides a clear and supported argument linking the example to the dominant philosophy. Some minor gaps in analysis. | Provides a basic argument linking the example to the philosophy. Analysis lacks depth or sufficient support. | Provides an unclear or unsupported argument. Connection between the example and philosophy is weak or absent. | 5 |
| **Selection of Example** | Example is highly relevant, recent, and clearly illustrates the central ideas of the chosen philosophy. | Example is relevant and recent but may not fully illustrate the philosophy’s central ideas. | Example is somewhat relevant but lacks strong alignment with the philosophy or is outdated. | Example is irrelevant, outdated, or fails to reflect the central ideas of the philosophy. | 3 |
| **Organization and Clarity** | Argument is logically structured with clear transitions, a strong introduction, and a cohesive conclusion. Writing is concise and flows smoothly. | Argument is well-structured but may lack seamless transitions or a fully cohesive conclusion. Writing is mostly clear. | Argument is somewhat organized but lacks a logical flow. Writing may be unclear or repetitive in places. | Argument is poorly organized, lacks logical flow, or is difficult to follow. Writing is unclear or disjointed. | 2 |
| **Formatting and APA Style** | Consistently follows APA 7th edition style and all formatting guidelines. Cover page and citations are correct. Submission is error-free. | Mostly follows APA style and formatting guidelines. Minor errors in citations or formatting. Submission has minimal errors. | APA style and formatting guidelines are inconsistently applied. Noticeable errors in citations or formatting. Submission has multiple errors. | Does not follow APA style or formatting guidelines. Significant errors in citations, formatting, or editing. | 3 |
| **Grammar, Spelling, and Clarity** | Submission is free of grammatical, spelling, and punctuation errors. Paper is polished and professional. | The submission has a few minor errors in grammar, spelling, or punctuation. Paper is clear and professional overall. | Submission has several noticeable errors in grammar, spelling, or punctuation. Editing and proofreading are lacking. | Submission has frequent errors in grammar, spelling, or punctuation, making it difficult to read. | 2 |
| | | | | **Total** | **20** |

**Article: Health workers rally at Queen's Park to demand province make changes to pandemic response.**

[https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605](https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605)

The article
**"Health workers rally at Queen's Park to demand province make changes to pandemic response"** from CBC News, published on April 25, 2021, aligns with modernist philosophy, particularly in its approach to addressing systemic issues during the pandemic.

Here’s how this article reflects modernist principles:

#### **Modernist Characteristics in the Article**

1.
**Rationality and Evidence-Based Solutions** Health workers demanded systemic changes such as
**paid sick leave**,
**vaccinations for essential workers**, and an
**end to policing in public health**. These demands are rooted in evidence-based approaches to mitigating the spread of COVID-19. The focus on measurable and scientifically supported interventions reflects the modernist emphasis on rational problem-solving.

2.
**Universal Solutions** The call for universal access to vaccines and standardized public health policies embodies the modernist belief in creating universally applicable solutions. These measures aim to address inequities while ensuring everyone benefits from structured public health systems.

3.
**Structured System Reform** By advocating for legislative changes and improved workplace policies, health workers are supporting structural reforms. Modernism values organized systems that promote efficiency and predictability, attributes seen in the push for consistent public health responses across Ontario.

#### **How This Article Fits Your Essay**

In your paper, you can argue that the health workers' rally embodies modernist philosophy by demonstrating how their demands focus on rational, data-driven changes to improve public health outcomes. You can also highlight how the solutions they propose align with the modernist pursuit of structured and universal reforms to address societal challenges.

**## SWP331_Assignment1Draft.docx**

**SWP 331: Social Work Theories of Practice Winter 2025**
**Assignment 1: Dominant Philosophy Assignment (20%)**

**Due:** Week 5 class/Feb 12, 2025, before 11:59 p.m. uploaded to Brightspace, D2L

**Instructions:**

For this assignment, you must find a current example (from within the past two years) that clearly relates to one of the dominant philosophies influencing social work, as discussed in classes two and three (Modernism, Structuralism, or Post-conventionalism). You may select an example from various sources, such as a
**short text** (e.g., a journal article, website, song, poem, story) or a visual representation (e.g., a photo, video – 3 minutes or less, building, space, action, piece of art, or other forms of representation). Whatever you choose, the example should directly reflect the central ideas of the dominant philosophy selected.

For your paper, you should develop a clear and coherent argument that demonstrates how your chosen example embodies a particular philosophy. Ensure your argument is clear and thorough and supports the connection between your example and the dominant philosophy. Your paper should be organized with a logical flow and a clear and smooth transition between ideas.

**Assignment Structure:**

1. Written Argument (2 pages)

· A brief, clear explanation of the chosen dominant philosophy

· A brief, clear explanation of the example

· A clear, well-supported argument of why this example is directly connected to the philosophy discussed in class (web link, book citation, etc.)

2. Example Submission (1 page)

· A copy of, or link to, your example

**Formatting Guidelines:**

· Cover page with a title for your paper, your name, date, course number and section, and instructor’s name

· Double-space your work

· Use a 12-point Times New Roman font

· Word only

· Editing and proofreading are essential

· While
**no additional references are required outside of the class lectures**, if you include them, ensure they enhance your argument and are correctly cited in APA format (7th edition). For guidance on APA style, please visit the Purdue OWL website: [
[APA Formatting and Style Guide]](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/index.html)

· Including the cover page, the submission should be four pages in total.

· This should be submitted to your course shell on D2L.

**Assignment Checklist:**

· Have I made it clear how my example links to the dominant philosophy?

· Is my argument detailed and well-supported?

· Is my example recent and directly connected to the philosophy?

· Does it clearly illustrate the central ideas discussed in class?

· Does my final submission still reflect my voice and understanding?

· Is my paper free of errors and easy to read?

· Have I followed all APA formatting rules correctly?

· Is my paper organized logically, with a clear beginning, middle, and end?

· Have I included all the required sections and formatted them correctly?

**Rubric: Assignment 1 – Dominant Philosophy Assignment (20%)**

| | | | | | |
| — | — | — | — | — | — |
| **Criteria** | **Excellent** | **Good** | **Satisfactory** | **Needs Improvement** | **Weight 20 marks** |
| **Understanding of Philosophy** | Demonstrates a thorough and accurate understanding of the chosen dominant philosophy. Explanation is insightful and detailed. | Demonstrates a clear understanding of the chosen philosophy. Explanation is accurate but may lack depth. | Demonstrates a basic understanding of the chosen philosophy. Explanation is somewhat unclear or incomplete. | Demonstrates minimal or incorrect understanding of the chosen philosophy. Explanation is vague or inaccurate. | 5 |
| **Connection to Example** | Provides a compelling, well-supported argument linking the example to the dominant philosophy. Analysis is clear and thorough. | Provides a clear and supported argument linking the example to the dominant philosophy. Some minor gaps in analysis. | Provides a basic argument linking the example to the philosophy. Analysis lacks depth or sufficient support. | Provides an unclear or unsupported argument. Connection between the example and philosophy is weak or absent. | 5 |
| **Selection of Example** | Example is highly relevant, recent, and clearly illustrates the central ideas of the chosen philosophy. | Example is relevant and recent but may not fully illustrate the philosophy’s central ideas. | Example is somewhat relevant but lacks strong alignment with the philosophy or is outdated. | Example is irrelevant, outdated, or fails to reflect the central ideas of the philosophy. | 3 |
| **Organization and Clarity** | Argument is logically structured with clear transitions, a strong introduction, and a cohesive conclusion. Writing is concise and flows smoothly. | Argument is well-structured but may lack seamless transitions or a fully cohesive conclusion. Writing is mostly clear. | Argument is somewhat organized but lacks a logical flow. Writing may be unclear or repetitive in places. | Argument is poorly organized, lacks logical flow, or is difficult to follow. Writing is unclear or disjointed. | 2 |
| **Formatting and APA Style** | Consistently follows APA 7th edition style and all formatting guidelines. Cover page and citations are correct. Submission is error-free. | Mostly follows APA style and formatting guidelines. Minor errors in citations or formatting. Submission has minimal errors. | APA style and formatting guidelines are inconsistently applied. Noticeable errors in citations or formatting. Submission has multiple errors. | Does not follow APA style or formatting guidelines. Significant errors in citations, formatting, or editing. | 3 |
| **Grammar, Spelling, and Clarity** | Submission is free of grammatical, spelling, and punctuation errors. Paper is polished and professional. | The submission has a few minor errors in grammar, spelling, or punctuation. Paper is clear and professional overall. | Submission has several noticeable errors in grammar, spelling, or punctuation. Editing and proofreading are lacking. | Submission has frequent errors in grammar, spelling, or punctuation, making it difficult to read. | 2 |
| | | | | **Total** | **20** |

**Article: Health workers rally at Queen's Park to demand province make changes to pandemic response.**

[https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605](https://www.cbc.ca/news/canada/toronto/health-workers-demonstrate-queens-park-health-providers-against-poverty-1.6001605)

The article
**"Health workers rally at Queen's Park to demand province make changes to pandemic response"** from CBC News, published on April 25, 2021, aligns with modernist philosophy, particularly in its approach to addressing systemic issues during the pandemic.

Here’s how this article reflects modernist principles:

#### **Modernist Characteristics in the Article**

1.
**Rationality and Evidence-Based Solutions** Health workers demanded systemic changes such as
**paid sick leave**,
**vaccinations for essential workers**, and an
**end to policing in public health**. These demands are rooted in evidence-based approaches to mitigating the spread of COVID-19. The focus on measurable and scientifically supported interventions reflects the modernist emphasis on rational problem-solving.

2.
**Universal Solutions** The call for universal access to vaccines and standardized public health policies embodies the modernist belief in creating universally applicable solutions. These measures aim to address inequities while ensuring everyone benefits from structured public health systems.

3.
**Structured System Reform** By advocating for legislative changes and improved workplace policies, health workers are supporting structural reforms. Modernism values organized systems that promote efficiency and predictability, attributes seen in the push for consistent public health responses across Ontario.

#### **How This Article Fits Your Essay**

In your paper, you can argue that the health workers' rally embodies modernist philosophy by demonstrating how their demands focus on rational, data-driven changes to improve public health outcomes. You can also highlight how the solutions they propose align with the modernist pursuit of structured and universal reforms to address societal challenges.

November 5, 2026
[Solved] WEEK 5

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1. Refer to the assigned readings and identify **one** nursing theory that might be a foundation for your nursing practice. Explain how this theory could be used in research. 2. Select **one** article from the assigned reading under Articles for Discussion and – State which article you have selected…

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1. Refer to the assigned readings and identify **one** nursing theory that might be a foundation for your nursing practice. Explain how this theory could be used in research.
2. Select **one** article from the assigned reading under Articles for Discussion and

– State which article you have selected and discuss the ethical principle that was violated.
– Explain the role of the nurse in protecting human research participants based on the identified ethical principle.
– _**Support your response by citing and referencing either the assigned article or textbook**_

– 2 years ago

November 5, 2026
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[>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology) – 2 years ago

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[>Physiology homework help](https://www.sweetstudy.com/fields/biology-physiology)

– 2 years ago

November 5, 2026
[Solved] UNIT3

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– [\ \ 2025-02-0310.31.32.png](https://www.sweetstudy.com/files/2025-02-0310-31-32-png "2025-02-0310.31.32.png") – 2 years ago

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– [\
\
2025-02-0310.31.32.png](https://www.sweetstudy.com/files/2025-02-0310-31-32-png "2025-02-0310.31.32.png")

– 2 years ago

November 5, 2026
[Solved] GEN

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APA STYLE CHECK DOCUMENT AATACHED. – 2 years ago **files (1)** – ## 1GeneralVocabularyTerms.docx **## 1GeneralVocabularyTerms.docx** NO PLAGIARISM PLEASE TEXBOOK: OPENSTAX ANATOMY AND PHYSIOLOGY 2e **General Vocabulary Terms:** In your own words, provide definitions for the terminology for this topi…

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APA STYLE

CHECK DOCUMENT AATACHED.

– 2 years ago

**files (1)**

– ## 1GeneralVocabularyTerms.docx

**## 1GeneralVocabularyTerms.docx**

NO PLAGIARISM PLEASE

TEXBOOK: OPENSTAX ANATOMY AND PHYSIOLOGY 2e

**General Vocabulary Terms:**

In your own words, provide definitions for the terminology for this topic as a reference.

Endocrine organ (gland) ________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Hormone _____________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Target tissue __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Negative feedback _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

**Endocrine Organs:**

Hypothalamus ________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Anterior pituitary ______________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Posterior pituitary _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Thyroid gland _________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Parathyroid glands _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Pineal gland __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Thymus __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Pancreas _____________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Adrenal cortex ________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Adrenal medulla ______________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Ovaries _______________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Testes __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

HORMONE SUMMARY TABLE:

| | | | |
| — | — | — | — |
| HORMONE | SECRETED BY WHAT GLAND? | TARGET(S)? | EFFECT(S) AT TARGET SITE |
| Growth Hormone (GH) | | | |
| Thyroid Stimulating Hormone (TSH) | | | |
| Prolactin (PRL) | | | |
| Adrenocorticotropic Hormone (ACTH) | | | |
| Luteinizing Hormone (LH) | | | |
| Follicle Stimulating Hormone (FSH) | | | |
| Triiodothyronine (T3) and Thyroxine (T4) | | | |
| Aldosterone | | | |
| Cortisol | | | |
| Estrogen | | | |
| Progesterone | | | |
| Testosterone | | | |
| Antidiuretic Hormone (ADH) | | | |
| Oxytocin (OT) | | | |
| Parathyroid Hormone (PTH) | | | |
| Calcitonin | | | |
| Insulin | | | |
| Glucagon | | | |
| Epinephrine/ Norepinephrine | | | |
| Melatonin | | | |
| Thymosin | | | |

**## 1GeneralVocabularyTerms.docx**

NO PLAGIARISM PLEASE

TEXBOOK: OPENSTAX ANATOMY AND PHYSIOLOGY 2e

**General Vocabulary Terms:**

In your own words, provide definitions for the terminology for this topic as a reference.

Endocrine organ (gland) ________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Hormone _____________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Target tissue __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Negative feedback _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

**Endocrine Organs:**

Hypothalamus ________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Anterior pituitary ______________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Posterior pituitary _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Thyroid gland _________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Parathyroid glands _____________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Pineal gland __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Thymus __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Pancreas _____________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Adrenal cortex ________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Adrenal medulla ______________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Ovaries _______________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

Testes __________________________________________________________________________________________

\_\_\____________________________________________________________________________________________________

HORMONE SUMMARY TABLE:

| | | | |
| — | — | — | — |
| HORMONE | SECRETED BY WHAT GLAND? | TARGET(S)? | EFFECT(S) AT TARGET SITE |
| Growth Hormone (GH) | | | |
| Thyroid Stimulating Hormone (TSH) | | | |
| Prolactin (PRL) | | | |
| Adrenocorticotropic Hormone (ACTH) | | | |
| Luteinizing Hormone (LH) | | | |
| Follicle Stimulating Hormone (FSH) | | | |
| Triiodothyronine (T3) and Thyroxine (T4) | | | |
| Aldosterone | | | |
| Cortisol | | | |
| Estrogen | | | |
| Progesterone | | | |
| Testosterone | | | |
| Antidiuretic Hormone (ADH) | | | |
| Oxytocin (OT) | | | |
| Parathyroid Hormone (PTH) | | | |
| Calcitonin | | | |
| Insulin | | | |
| Glucagon | | | |
| Epinephrine/ Norepinephrine | | | |
| Melatonin | | | |
| Thymosin | | | |

November 5, 2026
[Solved] Functional Analysis

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After watching the Functional Analysis of Problem Behavior video discuss the following: 1. Importance of conducting a functional analysis. 2. How functional analysis will support your work with clients. 3. What challenges you might foresee in conducting a FA. 4. Why do we want to evoke a response? I…

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After watching the Functional Analysis of Problem Behavior video discuss the following:

1. Importance of conducting a functional analysis.
2. How functional analysis will support your work with clients.
3. What challenges you might foresee in conducting a FA.
4. Why do we want to evoke a response?

In addition, ask one question you have from the video that your peers can answer.

300 words plus bibliography

Autism Center of Excellence. (2015, January 25). _Functional Analysis of Problem Behavior._ Retrieved from [https://www.youtube.com/watch?v=2RFq13r3khY](https://www.youtube.com/watch?v=2RFq13r3khY)

– 2 years ago

November 5, 2026
[Solved] Psychology Working Outline Assignment

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Please see the attached – 2 years ago **files (14)** – ## ResearchPaperWorkingOutlineAssignmentInstructions.docx – ## WorkingOutlineSample-4.pdf – ## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf – WorkingOutlineSample-4.pdf – Parentalgeneticknowledgeandattitudestowardchildhoodwi…

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Please see the attached

– 2 years ago

**files (14)**

– ## ResearchPaperWorkingOutlineAssignmentInstructions.docx

– ## WorkingOutlineSample-4.pdf

– ## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf

– WorkingOutlineSample-4.pdf
– Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf
– Childhoodtraumaandself-stigmainmooddisorders.pdf
– RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf
– Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf
– MorelandCraigChapter13.pdf
– SireChapters78.docx
– MorelandCraigChapter12.pdf
– MorelandCraigChapter12.pdf
– Associationbetweenadversechildhoode…pdf
– MorelandCraigChapter13.pdf

**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**

DBFA 600

**Research Paper: Working Outline Assignment Instructions**

**Overview**

Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.

**Instructions**

You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.

You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).

Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.

**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:

**Introduction**– include sub-headings reflecting the various components contributing to this section.

**Historic Position**– include sub-headings reflecting the various components contributing to this section.

**Current Conflict** – include sub-headings reflecting the various components contributing to this section.

**Recommendations -** include sub-headings reflecting the various components contributing to this section.

**Conclusion**

**GUIDE TO FORMAL OUTLINING**

A. The outline should be in sentence form.

1. That means that each section of the outline must be a complete sentence

2. Each part may only have one sentence in it.

B. Each Roman numeral should be a main section of the paper.

1. Capital letters are main points of the thesis.

i. Numbers are sub-points under the capital letters.

a. Little letters are sub-points under the numbers.

2. Sub-points need to correspond with the idea it is under.

i. This means that capital letters refer to the idea in roman numerals.

ii. This means that numbers refer to the idea in the capital letter.

C. All sub-points should be indented the same.

1. This means that all the capital letters are indented the same.

2. All numbers are indented the same.

D. No sub-point stands alone.

1. Every A must have a B.

2. Every 1 must have a 2.

3. You don’t need to have a C or a 3, but you can.

4. There are no exceptions to this rule.

The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.

Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.

Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## WorkingOutlineSample-4.pdf**

Working Outline

A working outline is crafted after all of your preliminary research is done. It is a solid

tool to organize all of the concepts you will address in your research paper and can easily be

converted into a final draft of your actual paper.

Use standard outlining format (see below), with your thesis statement above the first

Roman numeral entry; it will become the foundation for your introductory paragraph. (which in

APA style is never preceded by a heading titled “introduction”):

 Thesis statement

 All of your primary issues will be enumerated as Roman numerals (I, II, III). These

should be left-justified, in standard outline format. They will later become your Level 1

headings (see page 62 of your APA manual). Include some bullets or phrases to support

each, with citations in proper APA format for the resources in your reference list.

Complete sentences are not necessary in an outline.

 The supporting (secondary) issues for each primary issue will be labeled with capital

letters (A, B, C). These should be indented ½”, in standard outline format. They will

later become your Level 2 headings.

 Any tertiary issues that support your secondary issues will be labeled with Arabic

numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will

become your Level 3 headings.

 Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c).

These would be indented 1-1/2”, in standard outline format. They would become your

Level 4 headings.

 The last possible level would be issues supporting the Level 4 headings, which would be

labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They

would become Level 5 headings.

 Conclusion.

As with all outlines and papers, there must be at least two divisions for each level used, if

any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise,

APA papers cannot have just one Level 2 heading under a Level 1 heading; there must be at least

two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other

words, if you don’t plan to divide the larger section into two or more smaller sections, do not

divide it at all. Each new larger section starts anew. It is possible to have five Roman numerals,

with capital letters under just the fourth one; others may have capital letter divisions under every

Roman numeral.

Also note that the information included under each section should NOT be in compete

sentences. Phrases should be short and direct. A standard title page and reference page are

also required, as required in all APA assignments. Sample working outline follows on the

next page, with an example of how you would take that outline and convert it into an actual APA

paper.

Running head: SAMPLE PAPER 1

A Sample Paper for the Purpose of Correct Formatting

Student Name

Liberty University

Per the Publication Manual of the American Psychological Association (APA; 6th edition), double-space the

entire paper (p. 229), except with charts or tables. Do not add any extra spacing. Use Times New Roman,

12-point font. Do not use bold except for headings as necessary (see page 62 of your APA manual).

Margins are set for 1" on top, bottom, and sides. All page references will be to the APA manual, 6th edition.

Add two spaces after punctuation at the end of each sentence, except in the reference list, for the sake of

readability (pp. 87-88). The header on the cover page is different from the headers on the rest of the paper.

Only the cover page header includes the words Running head (without the italics; p. 41). The header is flush

left but the page numbers are flush right (see bottom of p. 229). Make sure the header font is the same as the

rest of the paper. Handouts on how to format the cover page (as well as other handouts) are available on the

Online Writing Center’s webpage: http://www.liberty.edu/index.cfm?PID=17176, and a superb YouTube

video demonstration that provides visualized step-by-step instructions for setting a paper up in proper APA

format is available at https://www.youtube.com/watch?v=KUjhwGmhDrI

Note: Comments inside boxes are not part of the formatting of the paper. Section or page number references

to the APA manual are denoted in parentheses throughout. Most citations within the body of this paper are

fictional, for instructional purposes only, but are also included in the reference list for illustrative purposes of

correlating citations in the body of the paper with resources in the reference list.

. Note: Center the following information in the top half of the page: title, your name, and school name (2.01, p.

23; 41). Some professors require the course title and section, the instructor’s name, and the date; add those on

the lines beneath the required title page information. Do not use contractions in formal papers—in either the

title or the body of the paper (i.e., use “do not” rather than “don’t”). Titles should include no more than 12

words. Titles use upper and lowercase letters (i.e., “title case;” 20.1, p. 23; see also 4.15 on pp. 101-102).

Prepared by Christy Owen, Brian Aunkst, and Dr. Carmella O’Hare. Last updated June 28, 2016.

[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)

[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)

SAMPLE PAPER 2

Thesis: God designed and created man with an internal yearning to have close interpersonal

relationships and attachment to Him and others, thus behavioral issues resulting from attachment

disorders have spiritual implications.

I. The Core Causations of Reactive Attachment Disorder

A. Attachment Theory and Development of Attachment Styles

• John Bowlby; Jane Ainsworth

• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).

• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,

Scott, & Bernecker, 2011, p. 193).

• Childhood attachment styles develop into lifelong patterns.

B. Pathways to Depravity

• RAD develops during the first three years of a child’s life

• Due to lack of adequate and appropriate caretaker

• RAD = lack of empathy; research = confirmed link between compromised levels

of empathy and “an increased propensity to engage in antisocial behaviors”

(Thompson & Gullone, 2008, p. 123).

C. Statistics

1. United States

• 38-40% of foster children; 195,000

2. International

• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000

A Sample Paper for the Purpose of Correct Formatting

SAMPLE PAPER 3

II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God

A. Attachment to Others

• People = flesh-and-bone correlation of God’s design

• By definition = children with RAD shun true intimacy with everyone/God

• Inability to relate to others in an intimate and reciprocal way

B. God Image and Attachment

1. Scriptural correlations.

• “Man is designed to relate to God and the human brain is [in fact] ‘wired

for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).

• Jesus Christ = “living water” (John 4:10, 13)

• Bible = replete with imagery of God as a compassionate, caring, involved,

devoted and doting father to His children (Fayard et. al., 2009, p. 172).

• God’s own example = emotional intimacy, bonding, secure attachment.

2. Impact of personal religiosity on attachment.

• Parents with higher levels of personal religiosity = “stronger authoritative

parenting skills … and report less parent-child conflict” (Pickering &

Vazsonyi, 2010, p. 98)

• Children with a genuine relationship with God = stronger resilience in

navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).

C. Spiritual Implications

• RAD = spiritual implications because it necessarily interferes with the person’s

ability to relate to God, as well as others

III. Conclusion

SAMPLE PAPER 4

References

Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia –

Social and Behavioral Sciences, 30, 475–479.

Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: Explorations

on a possible neurobiology of the experience of god and some implications for the

practice of psychotherapy. Journal of Psychology and Christianity, 28(2), 167-181.

Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive

attachment disorder. The Journal of Psychology, 137(2), 145-162.

Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical

Psychology: In Session, 67(2), 193-203.

Pickering, L., & Vazsonyi, A. (2010). Does family process mediate the effect of religiosity on

adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and

Behavior, 37, 97-118. doi: 10.1177/0093854809347813

Thompson, K., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An

investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.

doi: 10.2752/175303708X305774

**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**

FAITH HEALING EFFECTIVENESS 1

The Effectiveness of Faith Healing in Managing Childhood Disorders

student name

school

course

Professor

January 26, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on Title page.

FAITH HEALING EFFECTIVENESS 2

The Effectiveness of Faith Healing in Managing Childhood Disorders

The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This

paper seeks to analyze the historical roots, philosophical implications, and societal impact of

faith healing while addressing its alignment with traditional family values. The thesis asserts that

faith healing, while offering hope and a spiritual connection, often fails to meet the standards of

evidence-based medical practices, potentially undermining the health and well-being of children

within families adhering to this practice. The framed problem challenges the sole reliance on

faith healing to manage childhood disorders, which may conflict with traditional family values

prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in

some cultures and religious communities. However, its results often do not get empirical

validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional

family values support the physical and emotional well-being of children, and thus, healthcare

approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.

This topic is crucial to family, faith, and the future because it emphasizes the necessity to

harmonize religious beliefs with current medical research. The philosophical dimension contrasts

faith-based and scientific healing, while the cultural aspect examines its reception in varied

societies. Families need guidance to link medical treatment with spiritual healing practices in

ways that help children succeed and respect their family connection to religion and culture.

These statements are supported by research comparing faith healing to evidence-based therapies

for pediatric illnesses. Faith healing provides emotional and spiritual support but requires

additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases

require timely medical treatment yet patients who put their hope in faith healing delay medical

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.

Lakisha Mearidy-Bell

143770000000936834

Delete.

Lakisha Mearidy-Bell

143770000000936834

Need citation. How do you know this to be true?

FAITH HEALING EFFECTIVENESS 3

care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally

competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).

Lakisha Mearidy-Bell

143770000000936834

Excellent topic! See Grading Rubric and comments above.

FAITH HEALING EFFECTIVENESS 4

References

Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on

religious faith and psychological distress: a pilot survey. Mental Health, Religion &

Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082

Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child

health care nurses’ cultural competence in health visits with children of foreign

background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393

Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.

(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of

Adolescents with Chronic Illnesses? A Scoping Review. International Journal of

Environmental Research and Public Health, 19(20), 13172.

https://doi.org/10.3390/ijerph192013172

Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the

Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),

1202–1202. https://doi.org/10.3390/healthcare12121202

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

**WorkingOutlineSample-4.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingoutlinesample-4-pdf-10183645)

**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders-pdf-10179947)

**Childhoodtraumaandself-stigmainmooddisorders.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/childhoodtraumaandself-stigmainmooddisorders-pdf-10179945)

**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relationshipbetweenchildhoodtraumaandnonsuicidalself-injuryamongadolescentswithdepressivedisorder-pdf-10179949)

**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder-pdf-10179951)

**MorelandCraigChapter13.pdf**

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**SireChapters78.docx**

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**MorelandCraigChapter12.pdf**

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**MorelandCraigChapter12.pdf**

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**Associationbetweenadversechildhoode…pdf**

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**MorelandCraigChapter13.pdf**

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**MorelandCraigChapter13.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/morelandcraigchapter13-pdf)

**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**

DBFA 600

**Research Paper: Working Outline Assignment Instructions**

**Overview**

Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.

**Instructions**

You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.

You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).

Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.

**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:

**Introduction**– include sub-headings reflecting the various components contributing to this section.

**Historic Position**– include sub-headings reflecting the various components contributing to this section.

**Current Conflict** – include sub-headings reflecting the various components contributing to this section.

**Recommendations -** include sub-headings reflecting the various components contributing to this section.

**Conclusion**

**GUIDE TO FORMAL OUTLINING**

A. The outline should be in sentence form.

1. That means that each section of the outline must be a complete sentence

2. Each part may only have one sentence in it.

B. Each Roman numeral should be a main section of the paper.

1. Capital letters are main points of the thesis.

i. Numbers are sub-points under the capital letters.

a. Little letters are sub-points under the numbers.

2. Sub-points need to correspond with the idea it is under.

i. This means that capital letters refer to the idea in roman numerals.

ii. This means that numbers refer to the idea in the capital letter.

C. All sub-points should be indented the same.

1. This means that all the capital letters are indented the same.

2. All numbers are indented the same.

D. No sub-point stands alone.

1. Every A must have a B.

2. Every 1 must have a 2.

3. You don’t need to have a C or a 3, but you can.

4. There are no exceptions to this rule.

The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.

Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.

Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## WorkingOutlineSample-4.pdf**

Working Outline

A working outline is crafted after all of your preliminary research is done. It is a solid

tool to organize all of the concepts you will address in your research paper and can easily be

converted into a final draft of your actual paper.

Use standard outlining format (see below), with your thesis statement above the first

Roman numeral entry; it will become the foundation for your introductory paragraph. (which in

APA style is never preceded by a heading titled “introduction”):

 Thesis statement

 All of your primary issues will be enumerated as Roman numerals (I, II, III). These

should be left-justified, in standard outline format. They will later become your Level 1

headings (see page 62 of your APA manual). Include some bullets or phrases to support

each, with citations in proper APA format for the resources in your reference list.

Complete sentences are not necessary in an outline.

 The supporting (secondary) issues for each primary issue will be labeled with capital

letters (A, B, C). These should be indented ½”, in standard outline format. They will

later become your Level 2 headings.

 Any tertiary issues that support your secondary issues will be labeled with Arabic

numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will

become your Level 3 headings.

 Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c).

These would be indented 1-1/2”, in standard outline format. They would become your

Level 4 headings.

 The last possible level would be issues supporting the Level 4 headings, which would be

labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They

would become Level 5 headings.

 Conclusion.

As with all outlines and papers, there must be at least two divisions for each level used, if

any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise,

APA papers cannot have just one Level 2 heading under a Level 1 heading; there must be at least

two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other

words, if you don’t plan to divide the larger section into two or more smaller sections, do not

divide it at all. Each new larger section starts anew. It is possible to have five Roman numerals,

with capital letters under just the fourth one; others may have capital letter divisions under every

Roman numeral.

Also note that the information included under each section should NOT be in compete

sentences. Phrases should be short and direct. A standard title page and reference page are

also required, as required in all APA assignments. Sample working outline follows on the

next page, with an example of how you would take that outline and convert it into an actual APA

paper.

Running head: SAMPLE PAPER 1

A Sample Paper for the Purpose of Correct Formatting

Student Name

Liberty University

Per the Publication Manual of the American Psychological Association (APA; 6th edition), double-space the

entire paper (p. 229), except with charts or tables. Do not add any extra spacing. Use Times New Roman,

12-point font. Do not use bold except for headings as necessary (see page 62 of your APA manual).

Margins are set for 1" on top, bottom, and sides. All page references will be to the APA manual, 6th edition.

Add two spaces after punctuation at the end of each sentence, except in the reference list, for the sake of

readability (pp. 87-88). The header on the cover page is different from the headers on the rest of the paper.

Only the cover page header includes the words Running head (without the italics; p. 41). The header is flush

left but the page numbers are flush right (see bottom of p. 229). Make sure the header font is the same as the

rest of the paper. Handouts on how to format the cover page (as well as other handouts) are available on the

Online Writing Center’s webpage: http://www.liberty.edu/index.cfm?PID=17176, and a superb YouTube

video demonstration that provides visualized step-by-step instructions for setting a paper up in proper APA

format is available at https://www.youtube.com/watch?v=KUjhwGmhDrI

Note: Comments inside boxes are not part of the formatting of the paper. Section or page number references

to the APA manual are denoted in parentheses throughout. Most citations within the body of this paper are

fictional, for instructional purposes only, but are also included in the reference list for illustrative purposes of

correlating citations in the body of the paper with resources in the reference list.

. Note: Center the following information in the top half of the page: title, your name, and school name (2.01, p.

23; 41). Some professors require the course title and section, the instructor’s name, and the date; add those on

the lines beneath the required title page information. Do not use contractions in formal papers—in either the

title or the body of the paper (i.e., use “do not” rather than “don’t”). Titles should include no more than 12

words. Titles use upper and lowercase letters (i.e., “title case;” 20.1, p. 23; see also 4.15 on pp. 101-102).

Prepared by Christy Owen, Brian Aunkst, and Dr. Carmella O’Hare. Last updated June 28, 2016.

[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)

[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)

SAMPLE PAPER 2

Thesis: God designed and created man with an internal yearning to have close interpersonal

relationships and attachment to Him and others, thus behavioral issues resulting from attachment

disorders have spiritual implications.

I. The Core Causations of Reactive Attachment Disorder

A. Attachment Theory and Development of Attachment Styles

• John Bowlby; Jane Ainsworth

• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).

• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,

Scott, & Bernecker, 2011, p. 193).

• Childhood attachment styles develop into lifelong patterns.

B. Pathways to Depravity

• RAD develops during the first three years of a child’s life

• Due to lack of adequate and appropriate caretaker

• RAD = lack of empathy; research = confirmed link between compromised levels

of empathy and “an increased propensity to engage in antisocial behaviors”

(Thompson & Gullone, 2008, p. 123).

C. Statistics

1. United States

• 38-40% of foster children; 195,000

2. International

• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000

A Sample Paper for the Purpose of Correct Formatting

SAMPLE PAPER 3

II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God

A. Attachment to Others

• People = flesh-and-bone correlation of God’s design

• By definition = children with RAD shun true intimacy with everyone/God

• Inability to relate to others in an intimate and reciprocal way

B. God Image and Attachment

1. Scriptural correlations.

• “Man is designed to relate to God and the human brain is [in fact] ‘wired

for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).

• Jesus Christ = “living water” (John 4:10, 13)

• Bible = replete with imagery of God as a compassionate, caring, involved,

devoted and doting father to His children (Fayard et. al., 2009, p. 172).

• God’s own example = emotional intimacy, bonding, secure attachment.

2. Impact of personal religiosity on attachment.

• Parents with higher levels of personal religiosity = “stronger authoritative

parenting skills … and report less parent-child conflict” (Pickering &

Vazsonyi, 2010, p. 98)

• Children with a genuine relationship with God = stronger resilience in

navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).

C. Spiritual Implications

• RAD = spiritual implications because it necessarily interferes with the person’s

ability to relate to God, as well as others

III. Conclusion

SAMPLE PAPER 4

References

Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia –

Social and Behavioral Sciences, 30, 475–479.

Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: Explorations

on a possible neurobiology of the experience of god and some implications for the

practice of psychotherapy. Journal of Psychology and Christianity, 28(2), 167-181.

Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive

attachment disorder. The Journal of Psychology, 137(2), 145-162.

Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical

Psychology: In Session, 67(2), 193-203.

Pickering, L., & Vazsonyi, A. (2010). Does family process mediate the effect of religiosity on

adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and

Behavior, 37, 97-118. doi: 10.1177/0093854809347813

Thompson, K., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An

investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.

doi: 10.2752/175303708X305774

**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**

FAITH HEALING EFFECTIVENESS 1

The Effectiveness of Faith Healing in Managing Childhood Disorders

student name

school

course

Professor

January 26, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on Title page.

FAITH HEALING EFFECTIVENESS 2

The Effectiveness of Faith Healing in Managing Childhood Disorders

The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This

paper seeks to analyze the historical roots, philosophical implications, and societal impact of

faith healing while addressing its alignment with traditional family values. The thesis asserts that

faith healing, while offering hope and a spiritual connection, often fails to meet the standards of

evidence-based medical practices, potentially undermining the health and well-being of children

within families adhering to this practice. The framed problem challenges the sole reliance on

faith healing to manage childhood disorders, which may conflict with traditional family values

prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in

some cultures and religious communities. However, its results often do not get empirical

validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional

family values support the physical and emotional well-being of children, and thus, healthcare

approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.

This topic is crucial to family, faith, and the future because it emphasizes the necessity to

harmonize religious beliefs with current medical research. The philosophical dimension contrasts

faith-based and scientific healing, while the cultural aspect examines its reception in varied

societies. Families need guidance to link medical treatment with spiritual healing practices in

ways that help children succeed and respect their family connection to religion and culture.

These statements are supported by research comparing faith healing to evidence-based therapies

for pediatric illnesses. Faith healing provides emotional and spiritual support but requires

additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases

require timely medical treatment yet patients who put their hope in faith healing delay medical

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.

Lakisha Mearidy-Bell

143770000000936834

Delete.

Lakisha Mearidy-Bell

143770000000936834

Need citation. How do you know this to be true?

FAITH HEALING EFFECTIVENESS 3

care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally

competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).

Lakisha Mearidy-Bell

143770000000936834

Excellent topic! See Grading Rubric and comments above.

FAITH HEALING EFFECTIVENESS 4

References

Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on

religious faith and psychological distress: a pilot survey. Mental Health, Religion &

Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082

Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child

health care nurses’ cultural competence in health visits with children of foreign

background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393

Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.

(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of

Adolescents with Chronic Illnesses? A Scoping Review. International Journal of

Environmental Research and Public Health, 19(20), 13172.

https://doi.org/10.3390/ijerph192013172

Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the

Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),

1202–1202. https://doi.org/10.3390/healthcare12121202

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

**WorkingOutlineSample-4.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingoutlinesample-4-pdf-10183645)

**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders-pdf-10179947)

**Childhoodtraumaandself-stigmainmooddisorders.pdf**

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**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**

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**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**

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**MorelandCraigChapter13.pdf**

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**SireChapters78.docx**

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**MorelandCraigChapter12.pdf**

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**MorelandCraigChapter12.pdf**

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**Associationbetweenadversechildhoode…pdf**

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**MorelandCraigChapter13.pdf**

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**## ResearchPaperWorkingOutlineAssignmentInstructions.docx**

DBFA 600

**Research Paper: Working Outline Assignment Instructions**

**Overview**

Using current APA format, you will create a
**Research Paper: Working Outline Assignment** towards your
**Research Paper: Final Submission Assignment**. This outline will include a title page and a references page, making any corrections from your
**Research Paper: Topic Rationale Assignment** feedback.

**Instructions**

You will outline your proposed
**Research Paper: Final Submission Assignment** into various sections. You
**must include a brief summary of the kind of content and scholarly sources you plan to include in each section**, giving a clear direction towards your
**Research Paper: Final Submission Assignment**.

You must place all the sources that you anticipate using into the
**Research Paper: Working Outline Assignment**, showing them as current APA-style citations. You can add or delete sources as you build your outline and work through the final stages of the paper, however, ALL proposed sources must show in the outline (minimum of 5 peer-reviewed sources published within the last five years).

Sources must be referenced as appropriate, following current APA format, and you must include any references used in an APA references page at the end of the
**Research Paper: Working Outline Assignment**. Make sure to review the guidance below and follow that format in what you upload for grading.

**Working Outline** – You will submit an outline for the research paper following the elements expressed in the general instructions section, and including the following:

**Introduction**– include sub-headings reflecting the various components contributing to this section.

**Historic Position**– include sub-headings reflecting the various components contributing to this section.

**Current Conflict** – include sub-headings reflecting the various components contributing to this section.

**Recommendations -** include sub-headings reflecting the various components contributing to this section.

**Conclusion**

**GUIDE TO FORMAL OUTLINING**

A. The outline should be in sentence form.

1. That means that each section of the outline must be a complete sentence

2. Each part may only have one sentence in it.

B. Each Roman numeral should be a main section of the paper.

1. Capital letters are main points of the thesis.

i. Numbers are sub-points under the capital letters.

a. Little letters are sub-points under the numbers.

2. Sub-points need to correspond with the idea it is under.

i. This means that capital letters refer to the idea in roman numerals.

ii. This means that numbers refer to the idea in the capital letter.

C. All sub-points should be indented the same.

1. This means that all the capital letters are indented the same.

2. All numbers are indented the same.

D. No sub-point stands alone.

1. Every A must have a B.

2. Every 1 must have a 2.

3. You don’t need to have a C or a 3, but you can.

4. There are no exceptions to this rule.

The number of sub-points will differ depending on length and type of paper and for each main idea. Your outline should have a similar format like the one in the sample, but it should have full and complete sentences, not the abbreviated version reflected above.

Your outline will also include any citations for research that you may consider using. All citations, both in-text and in the reference list, must be in current APA format. Any sources should be peer-reviewed articles and should not include textbooks or websites unless they are
**_after_** the number of required articles for the overall paper. Websites that may be included should be credible such as .org, .gov, or .edu. Wikipedia is not a credible source and should not ever be used for academic work.

Please reach out to the instructor should you have any questions or concerns about expectations prior to the deadline.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## WorkingOutlineSample-4.pdf**

Working Outline

A working outline is crafted after all of your preliminary research is done. It is a solid

tool to organize all of the concepts you will address in your research paper and can easily be

converted into a final draft of your actual paper.

Use standard outlining format (see below), with your thesis statement above the first

Roman numeral entry; it will become the foundation for your introductory paragraph. (which in

APA style is never preceded by a heading titled “introduction”):

 Thesis statement

 All of your primary issues will be enumerated as Roman numerals (I, II, III). These

should be left-justified, in standard outline format. They will later become your Level 1

headings (see page 62 of your APA manual). Include some bullets or phrases to support

each, with citations in proper APA format for the resources in your reference list.

Complete sentences are not necessary in an outline.

 The supporting (secondary) issues for each primary issue will be labeled with capital

letters (A, B, C). These should be indented ½”, in standard outline format. They will

later become your Level 2 headings.

 Any tertiary issues that support your secondary issues will be labeled with Arabic

numbers (1, 2, 3). These should be indented 1”, in standard outline format. They will

become your Level 3 headings.

 Subheadings under the tertiary issues would be labeled with lowercase letters (a, b, c).

These would be indented 1-1/2”, in standard outline format. They would become your

Level 4 headings.

 The last possible level would be issues supporting the Level 4 headings, which would be

labeled with lowercase Roman numerals (i, ii, iii). These would be indented 2”. They

would become Level 5 headings.

 Conclusion.

As with all outlines and papers, there must be at least two divisions for each level used, if

any. Outlines cannot have a “I” without a “II” or an “A” without a “B,” for example. Likewise,

APA papers cannot have just one Level 2 heading under a Level 1 heading; there must be at least

two Level 2 headings under that Level 1 heading, or no Level 2 headings there at all. In other

words, if you don’t plan to divide the larger section into two or more smaller sections, do not

divide it at all. Each new larger section starts anew. It is possible to have five Roman numerals,

with capital letters under just the fourth one; others may have capital letter divisions under every

Roman numeral.

Also note that the information included under each section should NOT be in compete

sentences. Phrases should be short and direct. A standard title page and reference page are

also required, as required in all APA assignments. Sample working outline follows on the

next page, with an example of how you would take that outline and convert it into an actual APA

paper.

Running head: SAMPLE PAPER 1

A Sample Paper for the Purpose of Correct Formatting

Student Name

Liberty University

Per the Publication Manual of the American Psychological Association (APA; 6th edition), double-space the

entire paper (p. 229), except with charts or tables. Do not add any extra spacing. Use Times New Roman,

12-point font. Do not use bold except for headings as necessary (see page 62 of your APA manual).

Margins are set for 1" on top, bottom, and sides. All page references will be to the APA manual, 6th edition.

Add two spaces after punctuation at the end of each sentence, except in the reference list, for the sake of

readability (pp. 87-88). The header on the cover page is different from the headers on the rest of the paper.

Only the cover page header includes the words Running head (without the italics; p. 41). The header is flush

left but the page numbers are flush right (see bottom of p. 229). Make sure the header font is the same as the

rest of the paper. Handouts on how to format the cover page (as well as other handouts) are available on the

Online Writing Center’s webpage: http://www.liberty.edu/index.cfm?PID=17176, and a superb YouTube

video demonstration that provides visualized step-by-step instructions for setting a paper up in proper APA

format is available at https://www.youtube.com/watch?v=KUjhwGmhDrI

Note: Comments inside boxes are not part of the formatting of the paper. Section or page number references

to the APA manual are denoted in parentheses throughout. Most citations within the body of this paper are

fictional, for instructional purposes only, but are also included in the reference list for illustrative purposes of

correlating citations in the body of the paper with resources in the reference list.

. Note: Center the following information in the top half of the page: title, your name, and school name (2.01, p.

23; 41). Some professors require the course title and section, the instructor’s name, and the date; add those on

the lines beneath the required title page information. Do not use contractions in formal papers—in either the

title or the body of the paper (i.e., use “do not” rather than “don’t”). Titles should include no more than 12

words. Titles use upper and lowercase letters (i.e., “title case;” 20.1, p. 23; see also 4.15 on pp. 101-102).

Prepared by Christy Owen, Brian Aunkst, and Dr. Carmella O’Hare. Last updated June 28, 2016.

[http://www.liberty.edu/index.cfm?PID=17176](http://www.liberty.edu/index.cfm?PID=17176)

[https://www.youtube.com/watch?v=KUjhwGmhDrI](https://www.youtube.com/watch?v=KUjhwGmhDrI)

SAMPLE PAPER 2

Thesis: God designed and created man with an internal yearning to have close interpersonal

relationships and attachment to Him and others, thus behavioral issues resulting from attachment

disorders have spiritual implications.

I. The Core Causations of Reactive Attachment Disorder

A. Attachment Theory and Development of Attachment Styles

• John Bowlby; Jane Ainsworth

• Anxious/ambivalent, avoidant, or secure (Besharat, 2011, p. 475).

• 16% = anxious/ ambivalent; 21% = avoidant; 63% = secure (Levy, Ellison,

Scott, & Bernecker, 2011, p. 193).

• Childhood attachment styles develop into lifelong patterns.

B. Pathways to Depravity

• RAD develops during the first three years of a child’s life

• Due to lack of adequate and appropriate caretaker

• RAD = lack of empathy; research = confirmed link between compromised levels

of empathy and “an increased propensity to engage in antisocial behaviors”

(Thompson & Gullone, 2008, p. 123).

C. Statistics

1. United States

• 38-40% of foster children; 195,000

2. International

• 1% of all children worldwide (Hall & Geher, 2003, p. 149); 22,000,000

A Sample Paper for the Purpose of Correct Formatting

SAMPLE PAPER 3

II. Correlations Between One’s Attachment to Others and Corresponding Attachment to God

A. Attachment to Others

• People = flesh-and-bone correlation of God’s design

• By definition = children with RAD shun true intimacy with everyone/God

• Inability to relate to others in an intimate and reciprocal way

B. God Image and Attachment

1. Scriptural correlations.

• “Man is designed to relate to God and the human brain is [in fact] ‘wired

for God’” (Fayard, Pereau, & Ciovica, 2009, p. 167).

• Jesus Christ = “living water” (John 4:10, 13)

• Bible = replete with imagery of God as a compassionate, caring, involved,

devoted and doting father to His children (Fayard et. al., 2009, p. 172).

• God’s own example = emotional intimacy, bonding, secure attachment.

2. Impact of personal religiosity on attachment.

• Parents with higher levels of personal religiosity = “stronger authoritative

parenting skills … and report less parent-child conflict” (Pickering &

Vazsonyi, 2010, p. 98)

• Children with a genuine relationship with God = stronger resilience in

navigating the adolescent years (Pickering & Vazsonyi, 2010, p. 111-112).

C. Spiritual Implications

• RAD = spiritual implications because it necessarily interferes with the person’s

ability to relate to God, as well as others

III. Conclusion

SAMPLE PAPER 4

References

Besharat, M. (2011). Development and validation of adult attachment inventory. Procedia –

Social and Behavioral Sciences, 30, 475–479.

Fayard, C., Pereau, M., & Ciovica, A. (2009). ‘Love the Lord with all your mind’: Explorations

on a possible neurobiology of the experience of god and some implications for the

practice of psychotherapy. Journal of Psychology and Christianity, 28(2), 167-181.

Hall, S., & Geher, G. (2003). Behavioral and personality characteristics of children with reactive

attachment disorder. The Journal of Psychology, 137(2), 145-162.

Levy, K., Ellison, W., Scott, L. & Bernecker, S. (2011). Attachment style. Journal of Clinical

Psychology: In Session, 67(2), 193-203.

Pickering, L., & Vazsonyi, A. (2010). Does family process mediate the effect of religiosity on

adolescent deviance?: Revisiting the notion of spuriousness. Criminal Justice and

Behavior, 37, 97-118. doi: 10.1177/0093854809347813

Thompson, K., & Gullone, E. (2008). Prosocial and antisocial behaviors in adolescents: An

investigation into associations with attachment and empathy. Anthrozoos, 21(2), 123-137.

doi: 10.2752/175303708X305774

**## annotated-Research20Paper20Topic20Rationale20Assignment.docx1.pdf**

FAITH HEALING EFFECTIVENESS 1

The Effectiveness of Faith Healing in Managing Childhood Disorders

student name

school

course

Professor

January 26, 2025

Lakisha Mearidy-Bell

143770000000936834

Remember to include the Disclaimer on Title page.

FAITH HEALING EFFECTIVENESS 2

The Effectiveness of Faith Healing in Managing Childhood Disorders

The topic is “Effectiveness of Faith Healing in Managing Childhood Disorders.”This

paper seeks to analyze the historical roots, philosophical implications, and societal impact of

faith healing while addressing its alignment with traditional family values. The thesis asserts that

faith healing, while offering hope and a spiritual connection, often fails to meet the standards of

evidence-based medical practices, potentially undermining the health and well-being of children

within families adhering to this practice. The framed problem challenges the sole reliance on

faith healing to manage childhood disorders, which may conflict with traditional family values

prioritizing health, safety, and holistic care. Historically, faith healing has been a cornerstone in

some cultures and religious communities. However, its results often do not get empirical

validation and raise ethical and moral questions on many levels (Chen et al., 2024). Traditional

family values support the physical and emotional well-being of children, and thus, healthcare

approaches have to balance faith with evidence-based interventions to ensure optimal outcomes.

This topic is crucial to family, faith, and the future because it emphasizes the necessity to

harmonize religious beliefs with current medical research. The philosophical dimension contrasts

faith-based and scientific healing, while the cultural aspect examines its reception in varied

societies. Families need guidance to link medical treatment with spiritual healing practices in

ways that help children succeed and respect their family connection to religion and culture.

These statements are supported by research comparing faith healing to evidence-based therapies

for pediatric illnesses. Faith healing provides emotional and spiritual support but requires

additional medical procedures to treat major health concerns (Irsay et al., 2024). Extreme cases

require timely medical treatment yet patients who put their hope in faith healing delay medical

Lakisha Mearidy-Bell

143770000000936834

Excellent introduction of research topic! I encourage to incorporate Biblical scriptures to align with faith and healing such as Hebrews 11:1. Let me know your thoughts.

Lakisha Mearidy-Bell

143770000000936834

Delete.

Lakisha Mearidy-Bell

143770000000936834

Need citation. How do you know this to be true?

FAITH HEALING EFFECTIVENESS 3

care and get worse results (Iannello et al. 2022). Healthcare professionals who are culturally

competent protect children's well-being by accepting family traditions (Golsäter et al., 2022).

Lakisha Mearidy-Bell

143770000000936834

Excellent topic! See Grading Rubric and comments above.

FAITH HEALING EFFECTIVENESS 4

References

Chen, J. C.-Y., Yu, M., Chang, C.-W., & Carson, J. (2024). The mediating role of flourishing on

religious faith and psychological distress: a pilot survey. Mental Health, Religion &

Culture, 1–16. https://doi.org/10.1080/13674676.2023.2297082

Golsäter, M., Karlsson Fialoss, M., Olsson Vestvik, S., Anefur, H., & Harder, M. (2022). Child

health care nurses’ cultural competence in health visits with children of foreign

background. Nursing Open, 10(3). https://doi.org/10.1002/nop2.1393

Iannello, N. M., Inguglia, C., Silletti, F., Albiero, P., Cassibba, R., Lo Coco, A., & Musso, P.

(2022). How are religiosity and Spirituality associated with Health-Related Outcomes of

Adolescents with Chronic Illnesses? A Scoping Review. International Journal of

Environmental Research and Public Health, 19(20), 13172.

https://doi.org/10.3390/ijerph192013172

Irsay, L., Ciortea, V. M., Popa, T., Iliescu, M. G., & Ciubean, A. D. (2024). Exploring the

Connections between Medical Rehabilitation, Faith and Spirituality. Healthcare, 12(12),

1202–1202. https://doi.org/10.3390/healthcare12121202

Lakisha Mearidy-Bell

143770000000936834

Excellent list of references!

**WorkingOutlineSample-4.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/workingoutlinesample-4-pdf-10183645)

**Parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parentalgeneticknowledgeandattitudestowardchildhoodwithgeneticdisorders-pdf-10179947)

**Childhoodtraumaandself-stigmainmooddisorders.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/childhoodtraumaandself-stigmainmooddisorders-pdf-10179945)

**RelationshipBetweenChildhoodTraumaandNonsuicidalSelf-InjuryAmongAdolescentswithDepressiveDisorder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/relationshipbetweenchildhoodtraumaandnonsuicidalself-injuryamongadolescentswithdepressivedisorder-pdf-10179949)

**Understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/understandingtherelationshipbetweenchildhoodabuseandaffectivesymptomsinbipolardisorder-pdf-10179951)

**MorelandCraigChapter13.pdf**

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**SireChapters78.docx**

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**MorelandCraigChapter12.pdf**

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**MorelandCraigChapter12.pdf**

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**Associationbetweenadversechildhoode…pdf**

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**MorelandCraigChapter13.pdf**

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November 5, 2026
[Solved] Gynecological Health Care for Lesbian, Bisexual & Transgender Individuals

✓ Verified Academic Solution Available

Executive Solution Overview

The purpose of this assignment is to better understand gynecological health care for lesbian, bisexual and transgender individuals. – Define and describe for lesbian, bisexual and transgender individuals. – Gender and sexuality concepts. – Social and political context. – Social determinants of healt…

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Assignment Prompt & Instructions

The purpose of this assignment is to better understand gynecological health care for lesbian, bisexual and transgender individuals.

– Define and describe for lesbian, bisexual and transgender individuals.

– Gender and sexuality concepts.
– Social and political context.
– Social determinants of health affecting lesbian, bisexual and transgender individuals.
– Barriers to health care.
– Health care disparities.

**Submission Instructions:**

– The assignment is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.
– The assignment is to be no shorter than 3-4 pages in length, excluding the title and references page.
– Your assignment should be formatted per APA.
– Your submission will be reviewed for plagiarism through Turnitin.
– Incorporate current practice guidelines for diagnosis and treatment and a minimum of 4 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

– 2 years ago

November 5, 2026