Need a request for this one also

Butts and Rich (2018) explain that the Health Belief Model (HBM) was developed in the early 1950s by social psychologist Irwin Rosenstock and was later expanded by Becker and Maiman. The model stemmed from research to understand why people failed to participate in disease prevention programs, specifically tuberculosis screening.

Meaning and Scope

The HBM hypothesizes that people are more likely to engage in health-promoting behavior if they believe:

1. They are susceptible to a health problem (perceived susceptibility).
2. The health problem has serious consequences (perceived severity).
3. Taking a specific action would reduce their susceptibility to or severity of the health problem (perceived benefits).
4. The costs of taking the action are outweighed by the benefits (perceived barriers).

The model also incorporates cues to action, external events or reminders that push individuals to act, and self-efficacy, which refers to their confidence in their ability to act.

Logical Adequacy

The HBM is rational as it builds on established psychological theories regarding behavior change and health perception. It aligns with the understanding that health behaviors are influenced by perceived risks and benefits, which makes it useful for explaining why individuals might engage in or avoid certain health behaviors.

Usefulness and Simplicity

The model is useful in designing health interventions and education programs because its core components are easy to understand and apply. This simplicity allows healthcare practitioners to use the model to create tailored interventions that address specific beliefs and barriers.

Generalizability

The HBM is generalizable across various populations and health issues. It has been widely used to address a range of health behaviors, including smoking cessation, vaccinations, and adherence to medical regimens.

Testability

The HBM has been tested extensively through empirical research. Many studies have supported its validity in predicting and explaining health behaviors, demonstrating that the model’s components can be reliably measured and used to forecast behavioral outcomes. Janz and Becker (2021) conducted a comprehensive review of the HBM, summarizing empirical evidence supporting the model and its effectiveness in various health interventions.

In primary care, NPs can utilize the Health Belief Model to improve patient adherence to diabetes management plans. For example, an NP could use the model to develop an educational intervention for diabetic patients:

1. Perceived Susceptibility: Assess patients’ understanding of their risk of complications from diabetes. Discuss how their personal risk factors contribute to their overall risk.
2. Perceived Severity: Educate patients about the serious long-term effects of uncontrolled diabetes, such as cardiovascular disease, neuropathy, or retinopathy.
3. Perceived Benefits: Highlight the benefits of adhering to a diabetes management plan, including better blood sugar control, reduced risk of complications, and improved quality of life.
4. Perceived Barriers: Identify and address barriers such as cost, access to medications, or lack of support. Provide solutions or referrals to help overcome these barriers.
5. Cues to Action: Implement reminders for medication refills, follow-up appointments, and lifestyle changes. Use motivational interviewing techniques to reinforce the need for action.
6. Self-Efficacy: Offer support and resources that build confidence in managing diabetes, such as diabetes education classes or support groups.

The Health Belief Model is applicable to the NP role because it provides a structured approach to understanding and influencing patient behavior, which is essential for improving adherence to treatment plans. By addressing patients’ beliefs and barriers, NPs can more effectively promote behavior change and enhance patient outcomes.

References

• Butts, J. B., & Rich, K. L. (2018). Philosophies and Theories for Advanced Nursing Practice (3rd ed.). Jones & Bartlett Learning.
• Janz, N. K., & Becker, M. H. (2021). The health belief model: A decade later. Health Education Quarterly, 48(3), 234-245.

question 1:

In this assignment, you can give more thought to what it would be like to be part of the child protection system and have the chance to assess potential volunteer, internship, and employment options that interest you.

You can begin by reading Chapters 5 and 6 in your Child Welfare and Child Protection text. Next, you will review the peer-reviewed journal article “Children’s consent to child welfare services: Some explorative remarks,” then examine the following websites:

• Florida Department of Children and Families
• Florida Department of Children and Families: Employment Opportunities
• Statewide Guardian Ad Litem Office
• About UNICEF

You will address the following topics and questions in your paper:

1. If you were a child protection professional or child advocate, explain some of your key roles and responsibilities. Describe the elements involved in casework and Family Case Planning.
2. Which parts of the job do you think you would like best? Which would you like least?
3. Consider an international perspective on child protection and highlight the implications of taking a relational approach to children’s consent (as addressed in the peer-reviewed journal article).
4. Discuss significant judicial responses and legal outcomes in the child protection system and how they relate to child protection professionals’ roles and responsibilities and permanency options.
5. Explore the services and potential volunteer and employment opportunities in child advocacy and child protection highlighted in the websites provided above.
   1. What do each of these agencies do? Explain their role in child protection and child advocacy.
   2. Describe some of the opportunities or positions that you would consider applying to in the future.
   3. What are the key qualifications that you need?
   4. What steps could you take to obtain the expected qualifications and experience?
   5. What do you like about these positions, and why did they stand out to you?

Your paper will be a total of approximately four or more pages (double-spaced). You will include one additional page for references.

Question 2:

You will examine the juvenile court process and systemic issues that can influence outcomes for children and families. Reflecting on the book review discussion you have already engaged in with other students, you will highlight how the research findings from the Lost Childhoods text are connected to inequalities in child welfare and the juvenile justice system.

First read Chapters 7–8 in your Child Welfare and Child Protection textbook. Next, review key findings from the Lost Childhoods: Poverty, Trauma, and Violent Crime in the Post-Welfare Era textbook (found online through the FSCJ library website). Last, examine the following websites that focus on children of color in the child welfare system and policy issues in child welfare:

• Children of Color in the Child Welfare System: Perspectives from the Child Welfare Community
• Policy Issue: Child Welfare Strengthen—Child Welfare Service Delivery To Enhance Child and Family Well-Being

You will address the following topics and questions in your paper:

1. Outline key concepts related to juvenile delinquency and the juvenile court process. Explain the role of a Department of Juvenile Justice service worker (DJJ).
2. Describe various conditions that could lead to involvement in the juvenile justice system and how diverse family structures relate to risk assessment, juvenile delinquency, and child welfare. Analyze how particular factors (e.g., demographic characteristics, poverty, addiction, homelessness, violence, etc.) could affect children and place them at greater risk throughout life.
3. Explain the legal and judicial responses in juvenile delinquency cases and their association with welfare reform and systemic inequalities in child welfare and the juvenile justice system. Identify significant policy issues in child welfare and potential solutions and efforts that could lead to positive reform in child protection and the juvenile justice system.

Your paper will be a total of approximately four or more pages (double-spaced). You will include one additional page for references.

Question 3:

Child welfare work can be a stressful career path at times. Therefore, it is important to think more about the obstacles you will encounter when working in this field and reflect on how you can avoid burnout. You also will want to weigh the costs and benefits of being a CPS worker and consider how you could impact children and families on a larger scale.

Because child protection professionals can experience highly demanding and potentially traumatic situations, assignment five will allow you to focus on self-assessment and resilience in your professional and personal life. First, read Chapters 11, 12, and 13 in your Child Welfare and Child Protection textbook. Next, based on your own experiences in the workplace or school, complete the self-assessment associated with the “Professional Quality of Life Scale (PROQOL)” located in Chapter 12 as well as the “Self-Care Plan” (also located in Chapter 12). Last, review the learning unit on Building Resilience and Creating Balance and watch the Ted Talk by Lucy Hone: 3 Secrets of Resilient People.

You will address the following topics and questions in your paper:

1. What are some of the general issues and stressors involved in child welfare work? Describe the results of your own self-assessment associated with the Professional Quality of Life Scale (PROQOL) and personal risk factors for burnout. How do you think your results would influence your ability to engage in child welfare work?
2. Why is self-care important for child protection professionals? Describe the results of the Self-Care Plan that you created.
3. What are some of the rewarding aspects of working in this career field? How could you make a difference in the lives of children and families? Discuss local and macro-level initiatives that you might engage in to prevent child maltreatment and improve conditions for at-risk children.
4. What are some of the strategies you can use to build resilience and create more balance in your professional and personal life? Give examples from the Ted Talk and Learning Unit.

Your paper will be a total of approximately four or more pages (double-spaced). You will include one additional page for references.

Final Exam Geography 3020

Question 1 (10 marks)

In weeks 3 and 4, you watched a series of documentaries (Shadow of a drought,

Climate blueprint, and Kiribati: A drowning paradise in the South Pacific). You also read

about the example of avocado farming in the Michoacán region of Mexico. We can think

of these pieces as illustrative case studies or examples that help to demonstrate

seemingly abstract concepts in real world contexts.

During weeks 3 and 4, you also learned about the concepts of common but

differentiated responsibility, double exposure, and climate justice.

Explain how the concept of double exposure may be useful for understanding the

social-ecological context of one of the illustrative case studies listed above. Explain the

concept of double exposure and explain how or why you think the case study illustrates

the concept. Exceptional responses will likely discuss how social and ecological

processes are linked, and comment on the distribution of risks and benefits (450-500

words).These are the readings and notes and video which have to used to answer to this question

series of documentaries

1. Documentary #1 – Shadow of Drought

Shadow of Drought: Southern California’s Looming Water Crisisopens in new window is an Emmy award-winning documentary that examines the severe drought California suffered from 2012 to 2016 and the consequences it had on the state’s complex water management system. Despite recent wet winters, California’s water supply will continue to be threatened by ongoing population growth and longer, more frequent droughts caused by climate change.

Southern California, an arid region especially vulnerable due to its reliance on imported water, has been a pioneer in the use of innovative water technologies. But as a shadow of drought hangs over the state, much more needs to be done to avert the region’s looming water crisis.

This description comes from the documentary’s official press material (Palomar College Television, 2017). this video also ahve to be analysed.

2. Climate blueprint

Documentary #2 – Climate Blueprint

The Climate Blueprintopens in new window is the first documentary to explore the history of the United Nations Conference of the Parties climate change summit and the fight against our most challenging and powerful enemy. Under the framework of the United Nations, 194 countries meet once a year during two extremely hectic weeks at the United Nations Framework Convention on Climate Change (UNFCCC).

This description comes from the documentary’s official press material (Green Planet Films, 2014).

WATCH THIS VIDEO and ANAYSE IT

https://fod-infobase-com.subzero.lib.uoguelph.ca/p..

AND IT ALSO HAVE VIDEO TRANSCRIPT DOCX: ATTACHED IN PDF FORMAT

3. Documentary #3 – Kiribati: a drowning paradise in the South Pacific

Climate change and rising sea levels mean the island nation of Kiribati in the South Pacific is at risk of disappearing into the sea. But the island’s inhabitants aren’t giving up. They are doing what they can to save their island from inundation. Can COP23 help make a difference? Watch Kiribati: A drowning paradise in the South Pacific. DW Documentary, Directed by Markus Henssler, 2017 (video)opens in new window. Link of the video is below Kiribati i have provided the yotube video for documentary -3 this video also have to be analysed.

Week 3: Global Environmental Change – Uneven and Socially Complex

The first two weeks of the course built your understanding of some biophysical basics of the greenhouse effect as well as of the United Nations as an organization that shapes national and international responses to global environmental change. At least four points should be clear:

1. Human-produced greenhouse gas emissions exacerbate the greenhouse effect;
2. An exacerbated greenhouse effect drives climate change and will continue to do so until greenhouse gas emissions are reduced;
3. We have a decades-old system, called the United Nations, for addressing large and complex global problems that require negotiation and cooperation between countries; and
4. The United Nations has integrated ‘the environment’ into its mandate over time, and work through environmental conventions, including the UN Framework Convention on Climate Change and the UN Convention on Biological Diversity, remains in progress.

This week and next, which are the last two in Unit 01, will layer in perspective that is intended to build your understanding of global environmental change as uneven and socially complex.

The main starting point is that when we look at the world, patterns to do with people, places, and processes vary. With respect to global environmental change, the people and activities that contribute most (e.g., highest greenhouse gas emissions, most deforestation) are often found more densely on some parts of the map than others. Likewise, no single person is exposed to and experiences environmental changes in exactly the same way. This is what it means to say that the causes and consequences of global environmental change are highly uneven and why addressing it is said to be socially complex.

A small proportion of the global population has contributed disproportionately to cumulative greenhouse gas emissions and other environmentally deleterious activities since the industrial revolution. Similarly, exposure to/experiences of global environmental change varies dramatically. Please keep this in mind as you do this week’s reading and think about this screen capture from The Carbon Mapopens in new window website

Activity: Let’s Explore the Carbon Map Further!

Please go to The Carbon Mapopens in new window. Once there, click the play button that appears at the centre of the home page and listen to/watch the short introductory video. Explore the map further yourself; take time to click on the tabs under ‘Responsibility’ and ‘Vulnerability’ and to change shading to look at ‘Emissions Change,’ CO2 per person, and GDP per person.

Here are some specific mapping combinations that you should try:

1. Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Vulnerability/People at risk’ in the top tabs and ‘CO2 per person’ in the side pull-down menu.
2. Start with the map set such that ‘Vulnerability/People at risk’ are the tabs clicked at the top and ‘CO2 per person’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘GDP per person’ in the pull-down menu.
3. Start with the map set such that ‘Background/Area’ are the tabs clicked at the top and ‘Continents’ is the selection in the side pull-down menu. Watch what happens when you change the settings and select ‘Responsibility/Historical’ in the top tabs and ‘Emisssions Change’ in the pull-down menu.

Bookmark The Carbon Map website and consider it as a resource throughout this course. If you would like to comment on what you observed or ask the instructor questions about the map, please head on over to the Exploring the Carbon Map discussion forum in the Discussions tool and make a post.

Lenses Help Us to Interpret and Critique

Chancel (2022) details research into emissions inequality between 1990-2019. The study is global in scale and quantitative. Some key findings include:

“the bottom 50% of the world population emitted 12% of global emissions in 2019, whereas the top 10% emitted 48% of the total. Since 1990, the bottom 50% of the world population has been responsible for only 16% of all emissions growth, whereas the top 1% has been responsible for 23% of the total.”
– Chancel, 2022, p. 931

The paper concludes with the observation that governments need to develop better data on individual emissions and monitor progress toward sustainable lifestyles. However, it stops short at identifying specific histories (e.g., colonial exploration and conquest), structures (e.g., international debt repayment schemes imposed on countries in the global south), and present-day practices (e.g., corporate tax avoidance) that contribute to making and keeping global disparity in place. This points us toward Sultana (2021) and an important strength of the social sciences, including human geography: applying lenses that help us to interpret and critique unevenness and social complexity.
In Sultana’s paper, climate injustice is interpreted and critiqued through a feminist lens. Applying a feminist lens to an issue like climate change (or other important ones like health, food security, and so on) means being as attentive as possible to the ways that biased ideas about men and women shape understandings and then get entrenched into laws, policies, practices, and cultural norms. This helps to promote:

“[more] inclusive planning and action beyond techno-managerialist climate solutions. It can strengthen women’s strategic activism, advocacy, capacity building, and resource and network access. It also documents women’s lived experiences and elevates differing voices, as well as how international political economy of development can derail gender justice in climate action. ”
– Sultana, 2021, p. 120-121

Other similar sorts of lenses include anti-colonialism, political economy, and theories of race and anti-racism; while we are not able to cover each of these lenses fully in this class, Geography, Environment and Geomatics at the University of Guelph offers a number of coursesopens in new window that can you can take to learn more. You may also wish to check out The International Encyclopedia of Human Geography (Kitchen & Thrift, eds.), available through the University of Guelph Library; it has entries for each of these lenses and more.

In addition to reading about lenses from geography and other social sciences, thinking more deeply about unevenness and social complexity also requires learning through real-life examples where insidious structures and dynamics cause negative environmental impacts, delay mitigation, and produce/maintain inequity through time and space. For this reason, the main focus of next week will be for you to watch and take notes on three documentaries. Each documentary will ask you to think about the place(s), people, and processes that you are seeing in terms of one or more of the following concepts:

• common but differentiated responsibility;
• double exposure; and
• climate injustice.

• An Illustrative Example

• Illustrative examples (sometimes called ‘case studies’) can help you to reinforce information and concepts and to see how patterns and processes play out in real places with real people in a practical way. Next week’s documentaries will serve as in-depth illustrative examples—you will see places and hear voices at the frontlines of global environmental change and governance. However, as you review readings and materials from the first three weeks of the course, you may find it valuable to have a shorter illustrative example in mind. So, before you finish the week, please read the short story below.

• Avocado: The ‘Green Gold’ Causing Environment Havoc

• Maybe you start your day with an avocado toast, then you have an avocado salad for lunch, and you finish your day with some guacamole in your dinner. The delicious and nutritious fruit has gained immense popularity over the last years, linked to a healthy lifestyle. But the underlying truth is tough: Avocado production carries enormous environmental costs that you are probably not aware of.Mexico produces more avocado than anywhere in the world, but the “green gold,” as it is known, is consumed mainly in North America, Europe and Asia. Each year, 11 billion pounds of avocado are consumed around the world. A few weeks ago, every six minutes, a truck full of avocados was leaving the Mexican state of Michoacán for export to the USA in preparation for the most important date for avocado producers in the year: the Super Bowl, which sees 7% of the annual avocado consumption in only one day.Michoacán produces eight out of 10 Mexican avocados and five out of 10 avocados produced globally. Avocado farming in the state has a land production size equivalent of 196,000 football fields; its regional economy is strongly dependent on a product with a market value of around $2.5 billion a year.Until two decades ago, US buyers did not have access to Mexican avocado. The US government maintained a ban on imports for 87 years because it was considered to represent a risk to agriculture. In 1997, Michoacán was declared free of the borer worm, and the massive export of avocado began. Exports were highly benefited by the North America Free Trade Agreement (NAFTA); by 2005, Mexican avocado was all over the supermarkets in the United States, currently the most important market in the planet for the fruit. Consumption in the US more than doubled in only 10 years. “Avocados from Mexico” was the first brand in the agricultural sector to pay for a television commercial in the Super Bowl.Despite this massive creation of value and success, extensive avocado production has substantial and irretrievable environmental costs and damages. Disproportionately huge demand for the fruit is creating a climate change effect. Forest lands with diverse wildlife have been destroyed to produce avocado, and many more were intentionally burned to bypass a Mexican law allowing producers to change the land-use permit to commercial agriculture instead of forest land, if it was lost to burning.Shrubs and old trees are often taken down to provide avocado trees greater sunlight, contributing to deforestation and consequently to global warming and climate change. Currently, in Michoacán’s avocado-producing area, there has been an increase in temperature and erratic rainstorms. Research by the National Autonomous University of Mexico Campus Morelia identified that the state has a new tendency to be increasingly hot and dry, with less intense cold seasons necessary to maintain the environmental balance, and extended extreme hot seasons with increased irregular rainfall and greater cyclone strength. The loss of forest cover and other climate changes means the rate of arrival of the Monarch butterfly to Michoacán has also dropped.Around 9.5 billion litres of water are used daily to produce avocado – equivalent to 3,800 Olympic pools – requiring a massive extraction of water from Michoacán aquifers. Excessive extraction of water from these aquifers is having unexpected consequences, such as causing small earthquakes. From 5 January to 15 February, 3,247 seismic movements were recorded in Uruapan municipality and surroundings, the most important avocado-producing area in the world. According to local authorities, avocado-related water extraction has opened up subsoil caverns that could be causing these movements.One hectare of avocado with 156 trees consumes 1.6 times more than a forest with 677 trees per hectare. When avocado trees are irrigated, because their roots are rather horizontal, the flow through preferential infiltration is less and makes it difficult for the water to seep into the subsoil; 14 times less compared to the pine tree. A study conducted by Carbon Footprint Ltd affirms a small pack of two avocados has an emissions footprint of 846.36g CO2, almost twice the size of one kilo of bananas (480g CO2) and three times the size of a large cappuccino with regular cow milk (235g CO2).Excerpt taken from: Ochoa Ayala, M. (2020, February 24). Avocado: The ‘green gold’
  causing environment havoc.opens in new window World Economic Forum.

• You finished last week by reading through a short illustrative example where different learnings from across Unit 01 come together. It gave details of a place, people and processes involved in avocado agriculture and the consumption of avocados by people (many of them in the United States and Canada).

• As a reminder, here are some key points from that illustrative example

• Michoacán, a region in the country of Mexico, produces five out of 10 avocados consumed globally, and today its economy is strongly dependent on avocado farming and export.
  
• However, up until just two decades ago, avocados from Michoacán were banned from entering and consumption in the US. The Michoacán avocado farming sector has grown and industrialized rapidly over the last 10-20 years. This has placed a strain on freshwater aquifers, and forest has also been cut down to make way for avocado plantations.
• One study found that a small pack of two avocados has a carbon emissions footprint almost twice the size of one kilo of bananas and three times the size of a large cappuccino with regular cow milk.

When we put our social science hats on to think about global environmental change as uneven, numerous socially complex questions come to mind. Here are just a few:

• To whom, if anyone, should the emissions footprint of Michoacán avocados be attributed? Farmers? Consumers? The Government of Mexico? A mix of all three?
• Given that it drives new CO2 emissions and is also implicated in deforestation and high levels of freshwater use, should there be a limit on how much the avocado farming sector in Michoacán is allowed to expand?
• If limits were to be placed on expansion and/or export, should avocado farmers in Michoacán be compensated for lost income? If so, where should that compensation come from?

The illustrative examples continue and will deepen this week as you watch three documentaries about places, people, and processes at the frontlines of global environmental change and governance. Watching the documentaries carefully will help to reinforce material from the first three weeks and engage you in a style of thinking and learning where you take free-flowing notes about things that strike you as interesting and important in each film. You will be provided with a few note-taking prompts to help get your mind flowing, and your attention heightened as you watch the documentaries. First, however, we will overview three concepts that are very important to appreciating the documentaries and that we will take with you into future parts of the course.

Common But Differentiated Responsibility (CBDR)

Common but differentiated responsibility (CBDR) is a principle of international law that has been written into several of the UN environmental treaties, including the 2015 Paris Agreement among the Conference of the Parties (COP) to the UN Framework Convention on Climate Change (UNFCCC). It acknowledges that countries are differentially responsible for driving global environmental change and that institutional and economic capacities to contribute to mitigation efforts also vary. Agreements that adopt CBDR as a principle must be written so that they recognize different national circumstances and ensure that the obligations placed on individual countries (e.g., to reduce emissions, to contribute funding for international and sustainable development efforts) reflect their historical circumstances and present-day capacities.

If you would like to learn more about how CBDR is written into several UN Conventions and Treaties, read a briefing document by Dr. Ellen Hay, a Professor of International Law: The Principle of Common but Differentiated Responsibilitiesopens in new window.I have attached the pdf docx named as THE PRINCIPLE OF COMMON BUT DIFFERENTIATED
RESPONSIBILITIES you hve to analsye it and then then use it .

Double Exposure

Double exposure refers to the fact that “regions, sectors, ecosystems and social groups will be confronted both by the impacts of climate change, and by the consequences of globalization” (O’Brien & Lecheinko 2000, p. 221). In other words, the ways that specific outcomes of climate change will be experienced and impact people in place are directly shaped by globalization (i.e., the ways that economic activity has been restructured and internationalized over the last 70 years). Primary activities, like farming, mining, forestry and fishing, have industrialized and the chains of connection through which these goods are turned into goods for consumption (often called commodity chains) are international and often controlled by large multinational firms.

Climate Justice

Climate justice makes a connection between climate change and basic human rights, including (but not limited to), the right to clean water and sanitation, the right to nationality, and the right to food. As Schapper (2018, p. 275) writes, “climate change as well as climate policies can have adverse effects on the human rights of certain population groups – and can exacerbate situations of injustice.” Many, including Conca (2015), contend that the international human rights regime—overseen through the United Nations—does not sufficiently integrate global environmental change into its mandate and structure.

DONOT USE CHATGPT and ai as mam has software to detecteachand evry question it is an final exam.you have to use this all reading material and foloow each and every question instrcution very carefully.

use proper connectors to begin sentence wholle answer should be in APA7 STYLE DOUBLE SPACED FONT IS TIMESNEWROMAN 12 SIZE AND APA7 STYLE USE OWL PURDE APA7 STYLE.INTEXT CITATION SHOULD MATCH WITH REFERENCE

Overview

In this assignment, you will build on what you have learned through
the first modules of this course and submit your persuasive essay draft.
Creating a draft is an important part of the academic writing process
as it allows your instructor to provide specific feedback on how to
strengthen your argument, how to better reach your audience, and whether
your sources support your argument. Creating a draft is also crucial to
the academic writing process as it allows you to articulate your ideas
and thoughts on paper so you can rethink your main ideas and rewrite
them in a way that makes your argument more persuasive.

Directions

For this assignment, you will submit the first draft of your essay.
You will use at least one source from the Project Resources Document and
two sources that you find through your own research using the Shapiro
Library to support your essay.

Specifically, you must address the following:

1. Compose a thesis statement that addresses your position.
2. Support key points in your persuasive essay with evidence from your research.
   1. These are the key points presented in your thesis statement.
3. Use quotes or paraphrases to integrate evidence from research into your persuasive essay.
   1. Include at least one quote and/or paraphrase for each body paragraph.
4. Include strategies to meet the needs of an audience. In your response, include:
   1. An introduction with relevant background information that appeals to your chosen audience.
   2. A conclusion that summarizes your key points and includes a call to action for your chosen audience.
5. Use persuasive writing techniques in the body of your persuasive essay.
   1. Address and refute an opposing viewpoint to your position.
   2. Use ethos, pathos, or logos to persuade the audience when refuting the opposing viewpoint.
6. Use attribution conventions throughout your persuasive essay.
   1. Use APA or MLA attribution conventions for all in-text citations
      and/or paraphrases. Remember, you will need to use the format you chose
      in Module One for the duration of the course, including all assignments
      and the project.
   2. Include a References or Works Cited page at the end of your persuasive essay
      

      What to Submit

      Submit your essay as a 2- to 3-page Microsoft Word document (with an
      additional title page and reference page in the case of APA, or a works
      cited page in the case of MLA) with double spacing, 12-point Times New
      Roman font, and one-inch margins. Use at least one source from the
      Project Resources Document and two sources that you find through your
      own research using the Shapiro Library to support your essay. Follow APA
      or MLA citation guidelines when citing sources both throughout and at
      the end of your paper

   Topic: Should college athletes be paid?

7. Sources

   Bouchrika, I.
   (2024). Why Should College Athletes Be Paid in 2024? Education.
   The article
   is published on a website called Research.com, which focuses on college
   information, such as the most affordable colleges and college rankings, among
   others. The author writes on why college athletes explore both sides of this
   issue, that is, why the athletes should and should not be paid and what this
   means for college sports.
   This
   article is credible because it discusses both sides of the issue and does not
   pick either side. It is also published on a website that has the authority to
   discuss issues regarding colleges. The author is the chief data scientist who
   contributes to the foundation of the academic portal Research.com.
   The source
   is key to my research topic because it helps to understand the issue better, as
   it looks at the pros and cons of compensating college athletes.
   Cook, J. (2018).
   The Issue of Compensation: Should NCAA Athletes be Compensated Above Their
   Scholarships?
   This
   article has been published in the Liberty University website. The article goes
   into details about the issue of compensation and seeks to understand whether
   the athletes should be compensated beyond their scholarships. According to the
   author, the athletes are exploited by their colleges. The suggests numerous
   ways that can be used to investigate this issue, that is the history of the
   NCAA and the courts cases among others.
   This
   article is important to the research topic as it will help to understand the
   issue more. It is a senior thesis that is submitted in the Honors Program
   Liberty University. The article justifies why college athletes should be
   compensated beyond the scholarships that they are offered.
   Patterson, T. (2023).
   Should college athletes be paid? SmartAsset. https://smartasset.com/retirement/should-student-athletes-be-paid
   The article was published on a news site. The author poses
   the question of whether college athletes should be paid. The article goes on to
   look at both the cons and the pros of paying athletes. Some of the pros stated
   are that student-athletes generate a lot of revenue, and they also spend a lot
   of time on the sport, and it is expensive. Some cons include the fact that
   student-athletes already get scholarships and that there are other sports that
   are also profitable.
   This
   article is credible because it was published in a news article and because it
   is up to date, which means the information in it can be relied upon. It is
   important to the research topic because it helps to understand both sides of
   the argument.

Introduction to Email Copywriting

Email copywriting is the art of crafting compelling email content to effectively communicate with subscribers and achieve specific business goals.

Importance of Email Copywriting

• Builds relationships with the audience
• Drives traffic, leads, and sales
• Increases brand awareness and loyalty

Strategies for Effective Email Copywriting

1. Understand the audience: Analyze customer personas, interests, and needs.
2. Define clear objectives: Set measurable and achievable goals.
3. Create engaging content: Follow a proven email copywriting formula.

Essential Elements of Email Copy

1. Subject Lines and Preheader:
   • Grab attention and encourage opens
   • Clearly communicate the email’s purpose
   • Use personalization tactics
2. Hook, Value, and Offer:
   • A captivating hook to engage readers
   • Intriguing value proposition
   • Persuasive offer to promote specific actions
3. Introduction to Hook and Value:
   • The hook: the first words in an email
   • Present a relatable problem and follow with the solution
4. Creating Effective Offers:
   • Highlight pricing and discounts
   • Make them stand out with fonts, colors, and positioning
5. Including Calls to Action and Salutations:
   • Use strong, action-oriented verbs
   • Make buttons visually appealing
   • Personalize greetings when possible

Utilizing ADS Open Courses Platform

ADS Open Courses platform offers free email marketing resources and video lessons to learn effective email templating, writing, sending, and tracking. Capitalize on this education hub to boost your business growth.

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Sources

• Email Marketing Industry Census 2021 Report (https://econsultancy.com/email-marketing-industry-census/)
• OptinMonster blog: How to Write the Perfect Marketing Email (https://optinmonster.com/how-to-write-perfect-marketing-email/)
• Copyblogger 10 Tips for Writing Emails Your Subscribers Will Open (https://copyblogger.com/opening-email-newsletters/)