The Social Ecological Model Research Essay Paper
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
The Social Ecological Model Research Essay Paper
Here is a link to a CDC webpage where the Social Ecological Model is used as a framework for violence prevention. I encourage you to check it out! What other health issues do you think this model can be applied to?
Reference
CDC. (2019). The Social-Ecological Model: A Framework for Prevention. Retrieved from https://www.cdc.gov/violenceprevention/publichealthissue/social-ecologicalmodel.html
PLEASE ANSWER ALLQUESTIONS ABOVE AND MAKE IT COHESIVE AND TRY TO INCORPORATE THE READINGS BELOW
PLEASE add the links/sites below to the reference list if you use any of these readings and make sure everything is in proper APA format.
https://apastyle.apa.org/learn/quick-guide-on-refe…
Read Chapter 3 in Health Behavior: Theory, Research, and Practice.
URL:
http://www.gcumedia.com/digital-resources/wiley-and-sons/2017/health-behavior_theory-research-and-practice_ebook_5e.php
Read “Social Ecological Model,” located on the Centers for Disease Control and Prevention (CDC) website.
URL:
https://www.cdc.gov/cancer/crccp/sem.htm
Read “The Social-Ecological Model: A Framework for Prevention,” located on the Centers for Disease Control and Prevention (CDC) website.
URL:
https://www.cdc.gov/violenceprevention/overview/social-ecologicalmodel.html
Read “Applying the Ecological Model of Behavior Change to a Physical Activity Trial in Retirement Communities: Description of the Study Protocol,” by Kerr et al., from Contemporary Clinical Trials (2012).
URL:
http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1551714412001991
Read “Developing and Applying a Socio-Ecological Model to the Promotion of Healthy Eating in the School,” by Townsend and Foster, from Public Health Nutrition (2011).
URL:
https://www.cambridge.org/core/services/aop-cambridge-core/content/view/A14E062B05EB07C95A2953708BC5355D/S1368980011002655a.pdf/developing_and_applying_a_socioecological_model_to_the_promotion_of_healthy_eating_in_the_school.pdf
Read “Translating the Socio-Ecological Perspective into Multilevel Interventions: Gaps Between Theory and Practice,” by Schölmerich and Kawachi, from Health Education and Behavior (2016).
URL:
http://journals.sagepub.com/doi/pdf/10.1177/1090198115605309
Read “Bridging the Gaps: An Early Integrated Support Collaborative for at Risk Mothers in Rural Maine,” by Morton, Withers, Konrad, Buterbaugh, and Spence, from Work: A Journal of Prevention Assessment and Rehabilitation (2015).
URL:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=103783442&site=eds-live&scope=site
Read “Prevention of Unhealthy Weight in Children by Promoting Physical Activity Using a Socio-Ecological Approach: What Can We Learn from Intervention Studies?” by Kellou, Sandalinas, Copin, and Simon, from Diabetes and Metabolism (2014).
URL:
http://www.sciencedirect.com.lopes.idm.oclc.org/science/article/pii/S1262363614000299
MUST have at least three citations with the page numbers and three references in APA format and all questions clearly answered in paragraphs. (The List of References should not be older than 2016 and should not be included in the word count.)
Be sure to support your postings and responses with specific references to the Learning Resources.
It is important that you cover all the topics identified in the assignment. Covering the topic does not mean mentioning the topic BUT presenting an explanation from the context of ethics and the readings for this class
To get maximum points you need to follow the requirements listed for these assignments 1) look at the word/page limits 2) review and follow APA rules 3) create subheadings to identify the key sections you are presenting and 4) Free from typographical and sentence construction errors.
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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