Category: Select subject(s)

Ive finished my essay and need a final polish. Please humanize the writing style and ensure the content is unique and plagiarism-free. If you add any new insights to strengthen the argument, please include APA 7 citations and keep the additions consistent with my existing thesis. Thank you!

I am submitting to an essay competition and my teacher is using this as a graded assignment. Here is the prompt: Can healing ever be complete, or is it always an ongoing negotiation with pain, memory, and identity? Professor Commentary: In 2025, we like quick fixes. Whether its through commercial advertising, or the way national health policies and services are communicated to us, in modern society the expectation is placed on us to maintain high levels of physical and mental wellness a kind of personal wholeness. At the same time, theres far greater openness today about the long-lasting effects of trauma, the psychological aspects of pain, the importance of therapy, and rehabilitation medicine. How do these approaches sit side by side? This question is an opportunity to reflect on the importance of healing in human life, identity, and culture a word which comes from the Old English h?lan to make whole, cure, or save. You might compare traditions and ideas of healing in different parts of the world, across different times, consider representations or discussions of healing in visual and written sources and you may talk about what it means to you. Demonstrate a strong ability to analyse and evaluate the topic critically. This involves breaking down the subject matter into its constituent parts, examining each aspect thoroughly, and considering its implications from multiple perspectives. Highlight the underlying assumptions, strengths, weaknesses, and potential consequences associated with the topic. 1. Originality and Depth: Strive to present unique insights and delve deeply into the intricacies of the topic. Avoid reiterating commonly held opinions; instead, offer fresh perspectives or angles that haven’t been widely explored. Delve into the nuances and complexities of the subject matter, considering its implications beyond the surface level. 2. Evidence and Research: Support your arguments and claims with robust evidence from reputable sources. Conduct thorough research using credible academic references, scholarly articles, historical data, or empirical studies. Incorporate data-driven insights and relevant examples to strengthen your essay’s credibility. 3. Clarity and Structure: Ensure your essay is well-organised and easy to follow. Begin with a clear introduction that sets the stage for your discussion, followed by a structured body that logically presents your arguments and evidence. Use transitions to create a seamless flow between ideas and conclude succinctly, summarising your key points without introducing new information.

MLA Format

Choosing Developmentally appropriate Pre-K Books

This is an opportunity to find Books that you are NOT currently using in your classroom or at home as a parent in order to expand the cultural makeup of your classroom and home Literacy.

Complete this assignment in at least 6 complete double-spaced pages.

– Finding books: You can go to YouTube where many books are read aloud to see if it is a good book for Pre-K

• Students are to choose 4 Pre-K books–
• 2 books need to be a story describing traditions/customs of another culture
• 2 books can be any Developmentally Appropriate Pre-K book, yet it must depict characters who are from a different culture/ different Skin tones in the story
• That means that your main characters are NOT to be animals yet there can be animals in your book.
• For each book, you are to put the Title, Author, and date of publication.
• For each book, you are to give a paragraph about the book story line,
• For each book, you are to state at least 6 reasons why you chose the book to be DAP for Pre-K? For each reason you will have to reference the book choice file- found in the Modules -to justify your choice- Also, for each reason you give you must detail and describe ideas and quotes from the various books to justify your book choice. Do not repeat the same reasons for most of your books. At least four references total are required for the entire paper. More will always be accepted.
• Here is a good example of Book Choice:This book cannot be used in your paper: Boom! Boom! Boom! By Jamie A. Swenson (2013)
• This book is about a little boy and his pets who are scared by a thunderstorm at night. One by one the boys pets come into his room asking if they can climb into bed with him. Each time a loud boom of thunder and a flash of lightning occurs, a new animal appears seeking comfort. The bed quickly gets too full, resulting in everyone falling out. The reasons for this book choice are:
• 1. Rhyming- This book has a lot of rhyming in it. There is rhyming on every page, with either every sentence or every other sentence ending in a rhyme. For example, the first page of the book goes One stormy night, I jumped into bed. Safe with a book, and my bear named Fred. Another example is a few pages later when the boys cat asks to come into the bed, and he says Theres room for three. A dog, a cat and little ol me. Rhyming continues throughout the story. The rhymes children hear in the story will help them to develop phonemic awareness by making them aware of the different sounds in the words and seeing how they are similar.
• 2. Repetition- This book also has repetition in it. The words Flash! Crash! Boom! Boom! Boom! appear on most pages to indicate the thunderstorm outside the boys room in the book. By using these words to emphasize the effect of the storm, students will be able to understand what is happening in the story. The repetition will make children engaged as they listen to the book and will encourage them to say the words along with me as I read it. The book as a whole is also repetitive because every time the thunderstorm noises are heard, another animal appears seeking comfort in the bed. This makes the book predictable for the students to guess what will happen next.
• 3. Words- There are not too many words on each page, only about 15-20 words on each. The pages arent crowded with words, and they are easy to see and follow for children. The words are also simple enough for children to understand what is happening in the story. Words used are ones that children are familiar with because they are used in everyday conversations such as warm, dog, me, you, bed, night and room. The words also clearly describe what is happening in the pictures. For example, most pages describe an animal asking to join in the bed. The animal is seen on the floor and the boy is seen on the bed looking down at them. The words match what is going on in the pictures that the children will see.
• 4. Characters- The characters in the book are relatable for the children to identify with. The book is about a little boy who looks the same age as the preschool children. They will be able to relate the boy to themselves when they look at the pictures in the book. The animals in the story are also easy to identify for the children. All the animals in the book are the little boys pets. For those who have pets, children will be able to connect to having pets of their own. For those who do not have pets, students will still be able to recognize the familiar animals in the book. Some examples of animals in the book include a dog, cat, bird, frog and snake. The book also includes the little boys sister. Children will be able to relate to having a sibling of their own if they have one.
• 5. Theme- The theme of the book is about finding comfort in family/friends when you are scared. This is a good theme for young preschool children because they will be able to relate to how they feel when they are scared. Some children might also relate to being scared during a thunderstorm, just like the animals in the book are. Children will be able to think about times they have been scared before and how they looked for comfort. Children will be able to identify with feeling safe with the ones they love, just like the animals feel safe with the little boy who takes care of them.
• 6. Plot- The plot in this book is fast-paced and easy to follow for preschoolers. The plot remains consistent throughout the whole book. Each page builds on what happened on the previous page. It is short and does not have any distractions from the overall main story. The story is simple and the repetition of what is going on makes it engaging for children. They will be able to anticipate what animal will be next to join in the bed. As the book gets closer to the end, children will be able to understand what might happen next.
• IMPORTANT: READ GRADING RUBRIC CAREFULLY–
• YOU MUST USE AND MAKE REFERENCE TO THE BOOK CHOICE CHECKLIST FOUND IN THE MODULES AND OTHER RESOURCES FROM THIS COURSE IN THIS PAPER.
• Please remember to follow the required APA format in all your written submissions.

1. References

• You should include at least 2 references (more is always welcome) from the course readings or resources that you can find on your own to support your review of each book.

1. Page length

• The length of the review of each page should be at minimum one-and- a half-double-spaced page in APA format. Points will be deducted for depth and detail including the APA style. The link to APA formatting including margins is below.

1. The APA formatting is not an option but a requirement. Here are the APA guidelines for margins, kindly follow them. Please do NOT “pad” your paper with oversized margins and extra spaces between paragraphs.

Video:

I have a draft research paper generated with AI (SciSpace). The topic is:

Biomechanically Optimized Military Body Armor Based on Human Anatomy for Modern Warfare Applications.

The current draft is about 800010000 words (~30 pages) but AI detectors show approximately 60% AI content. I need an experienced engineering or materials science academic writer to completely rewrite and improve the manuscript so that it reads like a human-written journal article.

This is not a simple paraphrasing task. I need a full academic rewrite with deeper technical rigor.

Goals

1. Rewrite the entire manuscript in a natural academic tone that reduces AI-detection probability.
2. Improve technical depth, clarity, and logical flow.
3. Make the paper journal-ready for submission to journals such as:

• International Journal of Impact Engineering
• Composite Structures
• Defense Technology
• Materials & Design

Required Improvements

The writer should:

Rewrite all sections in original language

Avoid AI-style repetitive phrasing

Improve technical explanations and engineering reasoning

Strengthen literature review and citations

Improve transition between sections

Ensure clear human academic voice

Technical Expectations

The paper should include strong discussion of:

Human anatomy and vulnerability mapping

Ballistic impact physics

Energy absorption in armor systems

Advanced armor materials (Kevlar, UHMWPE, ceramics, titanium alloys)

Bio-inspired armor architectures

Multilayer armor design

High strain rate material behavior

Also include discussion of high strain rate testing methods such as Split Hopkinson Pressure Bar (SHPB) for evaluating armor materials.

Writing Quality Requirements

The final manuscript should:

Read like a human-written engineering research paper

Contain clear analytical explanations

Avoid robotic or formulaic writing patterns

Maintain strong academic tone

Improve readability while keeping technical rigor

Citations and References

Please ensure:

At least 60 peer-reviewed references

Sources from journals such as:

• International Journal of Impact Engineering
• Composite Structures
• Acta Materialia
• Defense Technology
• Materials & Design

Use the IEEE citation style.

Deliverables

1. Fully rewritten manuscript
2. Improved technical clarity
3. Reduced AI detection probability to minimum
4. Journal-ready formatting
5. Cut the whole paper down to 30 pages.

The author has research experience in ballistic materials and Split Hopkinson Pressure Bar testing, so the paper should reflect realistic engineering insight rather than generic descriptions.

Students are to look for a specific mental health policy issue in the news: TV, radio (NPR), newspaper, and/or the internet. In addition, students are encouraged to subscribe to Todays Clips (UT Austin) by sending an email to:

Two other good resources for keeping informed about mental health policy are:

• MHA/Mental Health America (aka National Mental Health Association):
• NIMH/National Institute of Mental Health:

Note: This write up must adhere to APA formatting (including title page, reference page if appropriate, headings, font size, double spaced, etc).

Grading Criteria (Total Possible Points: 10)

• Selection of an appropriate mental health policy issue (2 points)
• Use of appropriate news/media means to obtain mental health policy information (must identify means in paper) (2 points)
• Summary adequately provides basic information regarding policy issue to instructor. (2 points)
• Submission adheres to APA formatting (2 point)
• Submission is of appropriate length and is grammatically appropriate (2 points)

3 page paper about minimum detector energy in medical physics. What it is, how to calc, and what its used for (ie. well chamber)

Given the information that you have reviewed, compare of the international health systems described in this chapter (Canada, Germany, Japan, United Kingdom). What do you think the US can learn from each of these four health care systems? Be specific. Also, which aspects of each health care systems do you think would work in the US?

nitial Post Instructions After viewing, imagine the following and answer the question for your initial discussion post, which is due by Thursday night: You are working in a community clinic, and you have a woman who is 6 12 months pregnant. Her pregnancy has been uneventful, and all signs point to a normal pregnancy. She does not have any pre-existing conditions and has been active throughout her pregnancy. She just told you her birthday is this weekend, and the family is having a big celebration. She asks if it is fine for her to have a drink to celebrate. Post your answer to her, and be sure to include the following for maximum credit: Explain what a teratogen is and how substances are transmitted to a fetus from the mother. With what you know, what do you tell her? Please provide support for your answer in the form of APA-style citations. Please see the rubric and discussion criteria to maximize points earned. Response to Classmate Instructions Reply to at least three peer posts before Sunday night (11:59 pm ET). In your replies, pretend you are the patient who is pregnant. After reading what your classmate wrote in their initial post, as a pregnant patient what questions do you have for your doctor? For maximum points, include a description of a different cultural expectation regarding the consumption of alcohol or other drugs. Include a source (properly cited and referenced) to help explain the role of this culture in a pregnant womans experience. Evaluation Please see the attached rubric below and discussion criteria to maximize points earned. Your initial post is due by Thursday, 11:59 pm ET. Your replies to classmates are due by Sunday, 11:59 pm ET. References

PRACTICUM EXPERIENCE PLAN (PEP)

As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. In this practicum experience, when developing your goals and objectives, be sure to keep psychiatric assessment and diagnostic reasoning in mind.

RESOURCES

Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

TO PREPARE

• Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?
• Review the information related to developing objectives provided in this weeks Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:
• Specific
• Measurable
• Attainable
• Results-focused
• Time-bound
• Reflective of the higher-order domains of Blooms taxonomy (i.e., application level and above)

Note: Please make sure your objectives are individualized and outlined in your Practicum Experience Plan (PEP). While you may add previous objectives to continue to work toward. You must have 3 new objectives for each class, each quarter.

• Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.
• Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.
• Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

ASSIGNMENT

Record the required information in each area of the Practicum Experience Plan template, including three to four (34) practicum learning objectives you will use to facilitate your learning during the practicum experience.

BY DAY 7

Submit the Practicum Experience Plan for assessment and Faculty approval. When your Instructor has approved your plan, forward the signed PEP to your Preceptor, and retain a copy for your records.

SUBMISSION INFORMATION

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.

1. To submit your completed assignment, save your Assignment as WK2Assgn2_LastName_Firstinitial
2. Then, click on Start Assignment near the top of the page.
3. Next, click on Upload File and select Submit Assignment for review.

Rubric

PRAC_6635_Week2_Assignment2_Rubric

PRAC_6635_Week2_Assignment2_Rubric

CriteriaRatingsPtsThis criterion is linked to a Learning Outcome

Record the required information in each area of the Practicum Experience Plan (PEP), including three (3) individualized Practicum Learning Objectives you will use to facilitate your learning during the Practicum experience.Part 1: Quarter/Term/Year and Contact Information: o Identify Quarter/Term/Year:o Identify Student Contact Information, including: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email o Identify Preceptor Contact Information, including: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email.

5 to >4.0 pts

Excellent

The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.

4 to >3.5 pts

Good

The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.

3.5 to >3.0 pts

Fair

The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.

3 to >0 pts

Poor

The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or less than 80% of Student Contact Information, and Preceptor Contact Information.

5 pts

This criterion is linked to a Learning Outcome

Part 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice, explaining these 2 chosen theories with supporting evidenced-based literature.

75 to >68.0 pts

Excellent

The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Clearly, accurately, and thoroughly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.

68 to >59.0 pts

Good

The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response accurately but briefly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.

59 to >52.0 pts

Fair

The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response vaguely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or one theory is missing in discussion to guide clinical practice with supporting literature.

52 to >0 pts

Poor

The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response inaccurately or incompletely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or no theories are discussed to guide clinical practice with supporting literature.

75 pts

This criterion is linked to a Learning Outcome

Part 3: Projected Timeline/Schedule: Describe your Practicum timeline/schedule, including: o Number of weekly hours projected to work on your Practicum o Number of weekly hours for Professional Development o Number of weekly hours for Practicum Project Per the Practicum guidelines, you may use no more than one-third of your hours for your Practicum Project.

15 to >13.0 pts

Excellent

The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

13 to >11.0 pts

Good

The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

11 to >10.0 pts

Fair

The response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

10 to >0 pts

Poor

The response includes a vague, incomplete and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practicum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed one-third of your total Practicum hours.

15 pts

This criterion is linked to a Learning Outcome

Written Expression and FormattingEnglish Writing Standards: Correct grammar, mechanics, and proper punctuation.

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 pts

Good

Contains a few (12) grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair

Contains several (34) grammar, spelling, and punctuation errors.

3 to >0 pts

Poor

Contains many ( 5) grammar, spelling, and punctuation errors that interfere with the readers understanding.

5 pts

Total Points: 100