Drug Abuse Health Problem Intervention
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Drug Abuse Health Problem Intervention
Drug, Abuse, Health, Problem, Intervention
Description
Now for the fun part! Design an intervention that addresses your problem and considers the data you collected (The Assess Step). An intervention is a simple program to impact your area of study.
You MUST use the data you collected! You MUST address the determinants you found. For example, if you learned your problem is more common in urban women, make sure your campaign is focused to them.
DO NOT have an intervention that is huge, has multiple parts or is changing an entire law. A simple class. A simple advertising or awareness campaign. A simple community program. A simple way to persuade the community to vote for your policy.
Here is some food for thought:
1.Think about education alone programs. Does anyone really listen to just education? I could tell you all to go for a run tomorrow because it is good for you and most of you won’t, right?
How are you getting these people to even log on to or attend these educational programs? We learned so much this week on motivation and culture so put it in your work. Do not just do education unless your goal is an education goal. Do not just do an app because I did! Incentivize!!
2 You can’t have interventions just to improve MEDICAL care, like doing intake forms and research. Public health is the disaster that does not happen! We want to stop behaviors, we want to change behaviors, not treat disease. We must motivate.
- Consider SDoH of your populations. Low SDoH populations may not log into the web to search a topic. They may not use social media. We have to capture and engage our audience a little more where they live, work and play.
If you have an ethnic group or race, think of how you can use their patterns and culture to impact change. Low SES women? How about ads and links in WIC payments pages with a lottery to win a box of diapers? Are your group children? Kids need FUN! Don’t just design a boring app like I did:) Have some incentive in there!
4.Do not pitch lots of ideas. I’d rather see one cool idea. How about getting an egg company (or a place like McDonalds) to team up with a helmet company to do head trauma awareness and give discounts on helmets? Would a kid or family like that better or a form at the MDs office on helmet safety!? Keep it simple. Fitness? How about a fun run?
- IDEAS. Motivate!!!! Make your interventions to one that would motivate YOU or your family. Convincing kids to stay in school with a lecture-BORING. Making a fun poster that shows how much more money you make with every year of school is more likely to motivate a teen than a lecture.
INSTRUCTIONS
This week we will have 3 more slides.
ASSIGNMENT
Read these instructions, review the template and use my example to guide your work!
Intervention Statement and Description (Plan Step) 10 pts Tell me what your intervention is. Use the red cues on the slides to help Determinant Integration and Rationale (Plan Step) 10 pts You did research to tell you WHO your problem happens to.
Show me how you will use this information in your program. For example, if your program is for older men, how will you engage them? Find your population where they live work and play!
Potential partners 10 pts. (Mobilize Step) Who will help you create your program? Who will promote it? DO NOT say the government will pay for it-they won’t AND we will talk money later. This is more getting work done. Who can you get to help?
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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