Opinion/Persuasion Essay

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Marvel vs DC Persuasive Essay Outline

Topic​: why marvel is better than dc

Thesis​: Marvel is better than DC because Marvel has a bigger universe, doesn’t repeat the same origin storyline, and has a more diverse audience.

Point 1​: Marvel plans their movies years in advance for how each character’s stories will all align in the end. For example: endgame and they’re currently planning phase 4 and 5.

Point 2​: Marvel is adding new characters like Shang-Chi, Thena, Black Knight and many more to expand their universe and to add more diversity while DC stuffs their characters all in one movie like Batman vs Superman and the most diverse DC has ever gotten was adding actress Halle Berry, a black woman, to portray Catwoman or come up with Batwoman which is the opposite gender of Batman and is portrayed by Ruby Rose, genderfluid women.

Point 3​: It feels like DC is rushing their universe and putting out too many superheroes all at once to keep up with Marvel’s storyline.

Point 4​: DC stories focus too much about batman and superman’s origin story

Point 5​: Marvel has superheroes of all races and sexuality which brings in people who can relate to these characters on a personal level. Examples: black panther, falcon, luke cage, valkyrie, loki and captain marvel.

Point 6​: Marvel is more realistic. You can see these things happening in real life besides having super power while DC is more imaginary. Their superheroes are seen as aliens.

Point 7​: Marvel casts actors to play certain characters and stays with them as the cinematic universe comes together while DC switches out actors for all their movies. Example: RDJ has portrayed Ironman for nearly two decades but DC has had over 3 different actors portrayed Batman (Christian Bale, Ben Afflack, and now Robert Pattison)

Conclusion​: Having more diversity, origin stories and having actors who relate to these superheroes can make a cinematic universe better than repeat the same old basic stories. Marvel knows how to keep their audience happy that makes them wanna come back and watch these movies more or pick up a comic book and read about it.

Applying The Precede-Proceed Model

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The Assigned Target Population for the Module 5 Assignment (Applying the Precede-Proceed Model) is school children.

From an ecological perspective, the Precede-Proceed model has been used to plan effective behavior change programs for over three decades. It was originally developed as the Precede model, with the Proceed part concentrating on intervention and evaluation added later.

The PRECEDE acronym stands for Predisposing, Reinforcing, and Enabling Constructs in Educational and/or Environmental Diagnosis and Evaluation. While the PROCEED acronym represents Policy, Regulatory, and Organizational Constructs in Educational and Environmental Development.

The following phases make up the Precede part:

  • Phase 1: Social Assessment
  • Phase 2: Epidemiological, Behavioral, and Environmental Assessment
  • Phase 3: Educational and Ecological Assessment
  • Phase 4: Administrative and Policy Assessment and Intervention Alignment

The Proceed part of the model consists of:

  • Phase 5: Implementation
  • Phase 6: Process evaluation
  • Phase 7: Impact evaluation
  • Phase 8: Outcome evaluation

The focus of the model is on the outcome rather than the activities. Using the eight phases, you will be asked to apply the Precede-Proceed model to a specific health topic and target population.

Planning, implementing, and evaluating a successful intervention, with its many “moving parts,” requires planners to have a “framework” by which to track the critical aspects of the intervention. Intervention Mapping provides for a sort of scope and sequence timeline, with key decision points, so that decisions can be made efficiently and effectively at these key points of planning, implementation, and evaluation. Intervention Mapping allows planners to use theory constructs to assess needs and strengths of a population, and design initiatives to address (needs) or utilize (strengths) these in a systematic order. As with any event, the process requires specific planning, and in public health education, Intervention Mapping can be a meaningful tool.

Both the Precede-Proceed model and Intervention Mapping will assist you in utilizing theory and effectively designing health interventions. Using theory and planning models as a basis for designing health interventions will result in more successful outcomes for target populations.

While the target population will be assigned by your Instructor, you will be asked to select a topic from the Topics document found in this module’s Resources.

To prepare:

  • Download the Topics document from your Learning Resources and select one topic to focus on.
  • Review the Module 5 Resources.

Submit a 6- to 7-page paper (not including title page or references) that includes the following:

Title page

Section headers addressing each of the following required sections for the narrative:

  1. In your own words, provide a brief description of the Precede-Proceed model.
  2. Using the Phase 2: Epidemiological, Behavioral, and Environmental Assessment, expand upon the factors you selected for this phase.
    1. Discuss/compare the behavior/lifestyle and environmental factors for your topic and target group.
    2. Explain why these were selected and deemed important to the health topic and target group.
  3. Using the Phase 3-Educational and Ecological assessment, discuss the predisposing, reinforcing, and enabling factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  4. Using the Phase 4-Administration and policy assessment and Intervention Alignment, discuss the health education and policy regulation factors for your topic and target group.
    1. Explain why these were selected and deemed important to the health topic and target group.
  5. Briefly discuss how Phases 5–8 of the Proceed part of the model apply to your topic and target group.
  6. Summarize the Precede-Proceed Model and its application to your selected target group and assigned health topic.

Include a reference list using APA format.

Note:

  • Cite the sources within your text where you refer to them, using APA format.
  • Be sure to include peer-reviewed journal articles that establish the evidence-based research for your responses.
  • Be sure to present your narrative in paragraph form and avoid simply listing or bulleting the information.
  • Your final document should include title page, the narrative and an APA reference list presented in the format as described in the instructions.Module 5: Precede-Proceed Model and Intervention Mapping (Weeks 8–9)

    Aymelek is a middle-aged employee at a metropolitan health department. She supports a group of Middle Eastern refugees living in a rural community where community and religious groups have been mobilized to offer support. A plan is needed to offer direction to these groups, so the Middle Eastern refugees can be provided with essential necessities and assistance.

    Health-related issues are often very complex. Making sense of all the aspects of the issue can be challenging. Planning models such as Precede-Proceed and Intervention Mapping are often described as maps, blueprints, or GPS systems, and are useful tools to help public health and health education professionals analyze and make sense of such problems.

    Precede-Proceed and Intervention Mapping provide direction to plan, implement, and evaluate effective health programs and interventions. These models use the theories and their constructs/levels to enable successful planning and to develop interventions that address defined health issues for specific target populations. Unlike the theories/models you have examined previously, these models do not attempt to explain or predict behavior. Rather, they allow the planner to systematically create programs utilizing those theoretical constructs to create successful outcomes. These models also provide guidance for the application of theories/models and the development of effective evaluation methods within interventions.

    Applying the constructs of the Precede Proceed Model, what impact might the model have on planning the essential needs and services for the Middle Eastern refugees that Aymelek is working with?

    In this module, you will examine and apply the Precede-Proceed and Intervention Mapping models to design various health programs and interventions.

     

    Please Note:

    Two different versions of the Precede-Proceed Model are evident in your resource materials. The difference between the two depictions of the Model, is that one has 8 phases and one has 9 phases. The differences are in actuality quite minor, with the 8 phase description simply combining, in phase 2, Epidemiological with Behavioral and Environmental Assessment ( Behavioral and Environmental Assessment are a separate phase in the other depiction of the Model). The combining of the two, shifts the numbering system for the other phases, as well. You will find the other phases remain the same, but their numbers are off.

     

     

     

     

    Resources

     

    · Chapter 19, “Planning Models for Theory-Based Health Promotion Interventions” (pp. 359–383) Retrieved from https://ebookcentral.proquest.com/lib/waldenu/reader.action?docID=4180250&ppg=377

    https://journals-sagepub-com.ezp.waldenulibrary.org/doi/10.4278/ajhp.130820-QUAL-438

     

    https://search-proquest-com.ezp.waldenulibrary.org/docview/2001020589?accountid=14872

     

    http://sites.bu.edu/ciis/files/2016/06/PRECEDEPROCEED-Model-Cheat-Sheet_CGA.pdf

     

    https://ctb.ku.edu/en/table-contents/overview/other-models-promoting-community-health-and-development/preceder-proceder/main

     

    https://search-proquest-com.ezp.waldenulibrary.org/docview/1857324765?accountid=14872

     

    https://www.ruralhealthinfo.org/toolkits/health-promotion/2/program-models/precede-proceed

Language Analysis

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Language Analysis 3: Phonology Instructions

Purpose: In this analysis, you will learn and practice with phonetic transcription using the International Phonetic Alphabet (IPA). Additionally, this assignment will give you an opportunity to demonstrate how to use phonetic information in teaching and writing.

 

· Link to IPA

· Link to online IPA keyboard

· Link to SIL

 

Objectives: This assignment will include 2 major sections:

 

1) Completing exercises

2) Writing a paper of 600–750 words

 

Exercises

1. Test your understanding. Transcribe the following words using the IPA. Please note that everyone may not have the same answers due to the fact that people have different pronunciation.

 

ENGL 633

 

Page 3 of 3

A. spit

B. clod

C. get

D. keep

E. burning

F. moor

G. ship

H. flavor

I. thought

J. jingle

K. jury

L. spring

M. gesture

N. dangle

O. pneumonia

P. agenda

Q. approved

R. elective

 

 

 

2. Test your understanding by transcribing the following IPA words into English. Please note that everyone may not have the same answers due to the fact that people have different pronunciation.

 

 

A. kʌp

B. wɪndoʊ

C. aɪtəmz

D. wɪntər

E. bʌʤɪt

F. vælv

G. sɜːrf

H. sniːkə

I. sed

J. ɪˈlevən

K. netˌwɜːrk

L. snɪf

M. æpəl

N. trænspɔːrt

O. raʊtə

P. ɑːrʧ

Q. gest

R. stʌdiːz

 

 

 

 

 

 

 

 

 

 

 

 

 

3. Test your understanding. Transcribe the following words using the IPA. Please note that everyone may not have the same answers due to the fact that people have different pronunciation.

 

A. hwen gɑːd kɔːlz ə mæn hiː bɪdz hɪm kʌm ænd daɪ

B. aɪ æm ˈtraɪɪŋ tuː θɪŋk bʌt ˈnʌθɪŋ ˈhæpʌnz

C. ɪf juː kænt duː ˈsʌmθɪŋ smɑːrt duː ˈsʌmθɪŋ raɪt

D. ɑːr juː ˈwɪlɪŋ tuː daɪ fər jʊr bɪˈliːfs aɪ æm. kɔːrs ðæt eɪnt ɪgˈzæktliː plæn ə

E. gæðʌr jiː roʊzˌbʌdz hwaɪl jiː meɪ oʊld taɪm ɪz stɪl (aflying) ænd ðɪs seɪm ˈflaʊər ðæt smaɪlz tuː deɪ tuː ˈmɔːroʊ wɪl biː ˈdaɪɪŋ

F. wʌns əˈpɑːn ə mɪdˌnaɪt ˈdriːriː hwaɪl aɪ ˈpɑːndərd wiːk ænd ˈwiːriː ˈoʊvər ˈmeniː ə kweɪnt ænd ˈkjʊriːəs ˈvɑːljuːm əv fərˈgɑːtn lɔːr

G. fər wiː ɑːr hɪz wɜːrkmənˌʃɪp kriːˈeɪtɪd ɪn kraɪst ˈʤiːzəs fər gʊd wɜːrks hwɪʧ gɑːd prɪˈperd bɪˈfɔːrˌhænd ðæt wiː ʃəd wɔːk ɪn ðem

H. ɪf aɪ əˈgriːd wɪð juː wiːd boʊθ biː rɔːŋ

I. aɪ ˈjuːzd tuː biː ˌɪndɪˈsaɪsɪv bʌt naʊ aɪm nɑːt soʊ ʃʊr

J. J. nɑːlɪʤ ɪz ˈnoʊɪŋ ə təˈmeɪtoʊ ɪz ə fruːt wɪzdəm ɪz nɑːt ˈpʌtɪŋ ɪt ɪn ə fruːt ˈsælʌd

 

4. Minimal Pairs – Create a minimal pair with the following words

 

A. hit ______

B. middle __________

C. jest ___________

D. pig _________

E. messed _______

F. let ________

G. check _________

H. stop _________

I. top _____

J. ball _____

K. bed _______

L. hex _______

 

Paper: Understanding phonology is a great tool for language teachers and writers. Educators can use this knowledge to shape their teaching and interaction with their students. Develop a small paper for 1 of the following:

A. How will phonological knowledge benefit your teaching/writing? What ways do you foresee using this knowledge in courses or in professional writing?

B. How might these rules help professional writers become better professional writers?

C. Imagine you have students from a particular language background (e.g. Spanish). Explain how you would use your knowledge of phonology to teach them to articulate English as a native speaker.

 

Your 500-700-word paper must include proper formatting and be current APA, MLA, or Turabian compliant (whichever corresponds with your degree program). Include a title page and work cited page; an abstract is not necessary. Please include both parts of this assignment as a single uploaded document (doc, docx, pdf, odt). In-text citations are expected. The minimum number of outside sources is four (4). Ensure that cited articles come from peer-reviewed journals (quotes from the textbooks are in addition to the four outside sources). Dictionaries are not considered peer-reviewed, academic sources (cite them if you wish to, but they do not contribute to the minimum). Use the Jerry Falwell Library and other online journals to search for articles. Refer to the rubric for grading specifics.

 

The format of the assignment should look like this:

 

Page 1 – the excercises (1-4)

 

Page 2 – the excercises (if needed – and any additional pages)

 

The pages after the excercises should be:

 

· the title page (by itself and properly formatted)

· the body (by itself and properly formatted – with page numbers)

· works cited page(s)

English/ Active And Passive

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Directions: Please decide if the sentences below are active or passive. If they are passive, please rewrite them to make them active. You can make up information to make a sentence active, if needed.

1.The rabbit jumped through the fields.

2.The bedroom will have been cleaned at the end of the night.

3.A new bike is owned.

4.Roy was elected to city office by the voters.

5.The monkey crushed the plastic ball.

6.The child was hit.

For this assignment, please reflect on the class and on yourself as a writer and researcher. You should write a 1 to 2 page essay that addresses the following questions:

1.How have you improved as a writer and researcher in this class?

2.In what ways will your skills as a writer and researcher benefit you professionally and personally?

3.Explain how you adjusted your writing for the different media in which you were writing. What did you learn from that experience?

4.Describe some of the things you did to revise your paper and your presentation.

5.What have you learned about your writing process, your writing style, your weakness as a writer, and your strengths as a writer?

6.Reflect on the value of using visual images in your argument. How did using images help you to present your claim? How might you use them in the future?

7.If you could take the course again, what would you do differently next time? Why?