Category: English

A literary argument essay. Complete the claim first and choose whichever prompt/ story. 
There should be multiple citations throughout the essay as well. The essay should be 5 paragraphs and in MLA format. Everything is attached in the files.

You must construct an argumentative (thesis-driven) essay that is around five double-spaced
pages in length and based upon your critical analysis of Jean-Paul Sartre’s No Exit and another
literary work, which must be selected from TCC South’s Script Journal. Please choose a story,
poem, or work of creative non-fiction from any past or present issue of Script and analyze it
within the context of No Exit. Essentially, your thesis will need to establish two points: your
unique identification of a specific theme or philosophy of No Exit and an explanation of how
your selected literary work agrees or disagrees with Sartre’s ideas.
For this assignment, research is a requirement, and you should include at least three scholarly
sources. Don’t forget to properly cite these both parenthetically (in-text) and in a works cited
page. Your essay must follow all the latest MLA formatting, style, and citation guidelines.
Please submit to Canvas your final essay by the end of the day on Wednesday, 6/26/24.

I need a paper about Maya Angelo and the following and any other info
-write a brief opening on Maya Angelo
-write about her struggles and accomplishments
-what changes were made to America due to her leadership
-what inspiration or feelings did she press upon
4 cite references

ENGLISH 1100 – COMPOSITION
I, UNIT 3
UNIT 3 Portfolio and Writing Project 3
Reimagining Your Writing: Remix and
Reflection
(*adapted from an
assignment by Professor Deborah Bertsch, CSCC)
Topic:    In
Unit 3, you are exploring ways to reimagine your writing done in Units 1 and 2
and how a topic or theme you addressed might be presented differently to an
audience. For this writing project, you will consider new rhetorical situations
and compose in multiple modes or media. 
This will help you learn to adapt your writing for new rhetorical
contexts, like those you might encounter later in college or in your career.    Writing Project 3 will have two parts: a multi-modal text
and a reflection essay.  
Key Definitions
·       Multi-modal: using a combination of
words, sounds, images, etc.
·      
Remix: a new text created out of an existing one; the act of
composing a remix
·      
Mode: a type of communication (e.g., written or spoken words,
sounds, images, gestures)
·      
Medium/Media: a way of delivering a communication (e.g.,
print, digital, oral) in various forms, including news, art, educational
content, and any form of information that can influence people
·      
Rhetoric: 
communication to modify the perspectives of others, showing an awareness
of the language choices one makes
·      
Rhetorical Situations: any situation where at least one person
uses some sort of communication to modify the perspective of at least one other
person; purpose, audience, and context are key aspects of approaching a
rhetorical situation. (Key elements to consider include audience, stance, genre,
media, and design.)
Part 1: 
Remix (Creating a New Multimodal or Multimedia
Text)
The first part of Writing Project 3 asks you to “remix” (reimagine,
alter, or extend) some of your earlier work this semester to create a new
multimodal or multimedia text for a new rhetorical situation. You’ll look back
on your first two projects and select one to
remix, perhaps focusing on a key idea, topic, or issue that you
think other people need to know about. 
Then you’ll adapt, modify, or transform your original text for a new
purpose, using multiple modes of expression and/or multiple media as you compose.  Other elements of your original rhetorical
situation – like your audience, genre, and stance – will likely change as well.
Examples of Remixing Writing Project 1: 
Maybe you wrote a series of vignettes about new experiences you have had
in response to the challenges of COVID-19. 
For Writing Project 3, you could create a 60-second video that gives
advice to people facing post-pandemic challenges and how to embrace the new experiences.  Instead of a video, you could create a slide
presentation or develop a podcast that shares your insights.  Another idea might be to create art or a
comic strip to share some insights from your experiences.
Examples of Remixing Writing Project 2: 
Maybe you wrote an analysis and evaluation of two bottled water
advertisements, sharing support from a couple class texts.  For Writing Project 3, you could create a
newspaper article, with images, that reports on deceptive marketing tactics, or
you could create a video of a public service announcement about consumer
dangers from bad-faith advertising.
Types of remixes you might create for this assignment
include:
·      
an
infographic
·      
a
short video
·      
a
print or digital poster
·      
a
newspaper article with images
·      
a
short podcast
·      
a
brochure
·      
a
web page
·      
a
comic strip
·      
a
mock-up of a billboard
·      
an
advertisement
·      
a
public service announcement
·      
a
presentation slide show
·      
something
else!
Audience:  The specific audience for your remix is up to
you, but it should be some group that cares (or should care) about your topic.
Genre, Stance, Media, and Design: 
The genre, stance, media, and design of the remix are up to you – but
they should be tailored to and influenced by your specific rhetorical
situation. 
Evidence and Documentation: 
The “evidence” used in your remix will depend on your purpose and
context. The remix should not require a lot of additional research, so extensive
new source information should not be used for this project.   If you
use outside sources, such as those from your previous WP2, you’ll need to
attribute those sources somewhere in your remix.  For example, if you make an infographic and
include a statistic, you could provide a source for the statistic in small
print at the bottom of the infographic. 
If you create a webpage, you could use a hyperlink to document a
source.  If you use source material in a
video, you could document the material in a “credits” page or screen at the end
of your video.  Remember, too, to give
credit for anything you didn’t create yourself, including images and sounds.
Part 2: 
Rhetorical
Reflection
The second part of the project asks you to write a 1200-word
essay in which you reflect on and evaluate the rhetorical and other choices you
made in creating your remix.  Your
reflection may address questions like:
Context for your remix
·      
How
and why did you decide on your general topic for your remix piece?  How does the topic connect to your earlier
work in our course?
·      
What
is the purpose of your remix?
·      
Who
is your audience for your remix?  How and
why did you decide on this audience?  Why
does your audience need to know about your topic?
Rhetorical and other choices you made
·      
How
did you decide on the mode and media for your remix?
·      
What
elements of your earlier text did you retain in your remix?  What elements did you change or adapt?  What did you create anew?
·      
In
what specific ways did you tailor your remix to your new rhetorical situation
(your audience, purpose, genre, stance, and medium/design)?
·      
How
and why did you make the rhetorical decisions you made in your remix?  Consider things like design elements (font,
images, etc.), sound and music (if applicable), the language you used, the
types of support you used, and any other choices you made.
·      
How
did you make use of – or adapt – the “typical” features of the genre you chose
to compose in?
Processes you engaged in
·      
What
tools did you use to create your remix, and why did you use them?  How well did they work?  How difficult were they to use?
·      
What
design, technological, logistical, or other challenges did you face in
composing your remix, and how did you address them?
·      
How
did the process of composing in multiple modes and media (for example,
composing with images or sounds) compare to the process of composing with words
alone?
Your evaluation and learning
·      
How
effective do you think your remix is?
·      
What
new things did you learn about your topic in the process of remixing your
earlier work?   What new things did you
learn about your topic in the process of remixing your earlier work?  What new things did you learn about
composing?  What ne things did you learn
about genres, media, and other elements of rhetorical situations?
Audience:
The audience for your rhetorical reflection should be your teacher and
classmates.
Genre, Stance, Media, Design, and Documentation:  For
your rhetorical reflection, the genre will be a traditional essay in MLA format
with any use of sources documented using MLA in-text citations and works cited
entries.  Your stance will be presented
as a thesis statement in the introduction of your essay.  The medium is print and will be presented as
a Word document in MLA format.
Thesis Statement:  Develop a thesis, or central idea, about your
rhetorical process in creating the remix assignment and present it in an
interesting introduction.  Develop
a specific point that is sufficiently focused so you can support it using the
reflections you make regarding the context for your remix, the rhetorical
choices you made, the processes you engaged in, and your evaluation and
learning related to the assignment.
Structure of Your Support:
Introduction: 
Present an introduction to get reader attention and present your central
idea.
Essay Body: 
Organize your body of support into multiple paragraphs that are each
focused on one specific subpoint.  Use
transitions to connect your paragraphs together logically and to clearly relate
to your essay’s thesis statement.
Conclusion: 
Present a separate conclusion that maintains reader interest and reflects
on the central idea.
Format:   Type and
double-space your essay with one-inch margins and save
it as a Word file.  Include
your name, the course, the assignment name, the word count, and the date at the
top left of the first page.  Center a
unique title for your project above the first paragraph.  Page numbers should be in MLA format in the
upper right corner of the page (last name and page number).   See p. 608 in your Norton
Field Guide for a sample essay in MLA format.
Getting
Started with Prewriting and Outline
Prewriting – methods are your choice – focus first
on ideas for remix topics and audiences. After completing the remix
project, then do additional prewriting for the rhetorical reflection.  Take some notes to respond to the
questions presented on pp. 2-3 of these guidelines on context, rhetorical
choices, processes, evaluation, and learning.   
Outline – It’s difficult to outline a
multimodal remix project, so prewriting is critical to developing ideas
for that part of the project.  For
your rhetorical reflection, you will create a detailed, typed plan
including your tentative thesis statement
and identification of how you will structure your reflection with subpoints
and/or subtopics related to your thesis statement.
Unit 3 Process Work:  As
we work through Unit 3 of this course, you will be completing a variety of
assignments focused on helping you complete Writing Project 3
successfully.  These assignments include:
·     
Prewriting
and Outline
·      Draft – a multimodal remix presented with a typed, MLA-formatted
rhetorical reflection.  Drafts should
be at least 1000 words out of the required 1200 minimum word count for this
project.
·     
Peer
Review – worksheets
will be provided and will be done with peers in the class.
·     
Self-Review – worksheets will be provided and will
be done prior to final revisions.
·     
Discussion
Boards – assigned
readings and videos will be discussed in writing and in group discussions.
WP3 Word Count 
Part 1:  Multimodal
Remix – 500 words minimum (print, digital, oral) or discussion with
instructor for image-heavy remixes
Part 2: 
Rhetorical
Reflection – 1200 words minimum and 1500 words maximum  
Grade
Weight:  This major writing project, along with
the unit’s corresponding draft, peer review, self-review, and writer’s
reflection letter is worth 25% of
your total grade.  
Portfolio Scoring:
·     
You may receive a maximum score of 85% for
your portfolio. 
·     
Up
to 15% will be added to your score if a revision is
submitted that addresses instructor feedback. *** Revisions must be submitted with a
paragraph that thoroughly explains what specific actions were taken to improve
your project.
·     
Portfolios
that don’t meet the word-count range or that are incomplete or submitted
late will receive a lower score.  5%
will be deducted from the score for each item missing from the unit portfolio
and for late portfolios.   Deductions for
word counts below/beyond the range will vary but may be significant,
especially if below the minimum.
·     
Portfolios
may be submitted up to one week late. 
·     
Portfolios
MUST include a final writing project to receive any points.
·     
Peer
reviews must include
thorough responses to each item including specific suggestions and comments
when requested.
·     
Self-reviews must describe specific actions needed
to improve the project before final revision. 
Address feedback from peer reviews, if any.
·     
The
final revision should show improvements with edits in content, format, and
style.  Final projects that are identical or nearly
identical to the draft will result in point deductions.  Using a writing process that includes
revision of drafts is a requirement in this course.

Read “Talking to Boys the Way We Talk to Girls” by Andrew Reiner on page 181 of your E-book.
The author describes the “scripting” of manhood in America. Regardless of gender, consider how the scripted expectations of manhood have impacted your own life. Have these “norms” been harmful/beneficial? Explain.  

Touchstone 1: Narrative Essay
BEFORE YOU START
Consider revisiting the tutorial Determining Your Purpose and Audience. You might find it helpful to outline your purpose and audience for this Touchstone in 2-3 sentences to kick-start writing this personal narrative essay.
ASSIGNMENT: Write a 2-3 page (approximately 500-800 words) narrative essay about a single event using the techniques and elements of narrative writing that you have learned in this unit. In addition, you must answer the “Think About Your Writing” questions, described below, beneath your essay.
Sample Narrative Essay
In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI.
A. Directions
Step 1: Choose a Topic
Choose a topic that enables you to tell a short, interesting personal narrative essay. Your narrative can be funny, suspenseful, meaningful, or exciting, but it must focus on one event. 
EXAMPLE
If you decide to write about traveling to Washington DC, you should not write about the entire trip. Choose one event (e.g., an afternoon you spent visiting the National Portrait Gallery, or shopping in Georgetown, or taking a tour of the White House) and tell a detailed story that focuses on that single event.
The following are some ideas that can help you to select a topic for your story:
Firsts: Think of a “first” in your life and describe that moment in detail.
Proud moment: Choose a moment when you felt proud about an accomplishment.
Adversity: Describe a time when you had to think or act quickly to overcome a challenge.
Travel: Recall a memorable experience you had while visiting an interesting place. 
HINT
Topic Choice Guidance: We encourage you to choose any one event from your life that you feel comfortable sharing in an academic context with a classroom audience in mind.
Step 2. Write a Narrative Essay
Write a narrative essay that meets the following criteria: 
Presents a focused, meaningful narrative: The composition is consistently focused, and details are relevant and specific.
Tells the story using a logical, smooth sequence of events: The sequence of events and details is logical and easy to follow throughout the composition.
Develops a clear beginning, middle, and end: The composition has a clear and well-developed beginning, middle, and end. The opening paragraph(s) thoroughly introduce the setting, characters, and situation. The middle paragraphs thoroughly describe the progression of events. The closing paragraph(s) provide a thorough resolution to the narrative.
Uses narrative language and techniques competently: Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) effectively throughout the composition.
Demonstrates command of standard English grammar, punctuation, spelling, capitalization, and usage: There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
Step 3. Think About Your Writing
Below your completed narrative, include answers to all of the following reflection questions: 
Which narrative techniques did you use to bring your narrative to life? (2-3 sentences) Sophia says: Did you use vivid description, sensory details, and/or dialogue to engage readers? Provide two examples from your essay in which you “show” readers rather than “tell” them. EXAMPLE: A sentence such as “I glanced at the clock, grabbed my briefcase, and sprinted for the elevator” uses more descriptive language than simply saying, “I was running late for the meeting.”
How did your purpose and audience shape the way in which you wrote your narrative? (3-4 sentences) Sophia says: Your hypothetical audience extends beyond the people who will evaluate your narrative. Which individuals or groups were you addressing when you wrote your narrative, and how did consideration of your audience and your purpose influence the way in which you wrote it?
Provide a concrete example from your narrative that shows how you have written specifically for this audience and purpose. (3-5 sentences) Sophia says: Consider including a quotation from your essay and explaining how it was written to appeal to your audience and to accomplish your purpose. Alternatively, you might describe a theme, tone, or narrative technique that you used and explain how it was intended to appeal to your audience and achieve your purpose.
Step 4. Review Rubric and Checklist
Your composition and reflection will be scored according to the Touchstone 1 Rubric, which evaluates the narrative focus, narrative flow, narrative structure, narrative language and techniques, use of conventions (grammar, punctuation, etc.), and your answers to the “Think About your Writing” questions above.
Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.
Narrative Focus and Flow 
❒ Have you written about a single event over a short period of time rather than several events over an extended period of time?
❒ Are all of the details in your story relevant to your purpose?
❒ Is the narrative action presented in a logical order that is easy to follow?
❒ Is your narrative 500-800 words in length? If not, which details do you need to add or subtract?
Narrative Structure 
❒ Is there an opening paragraph that introduces the setting, characters, and situation?
❒ Are there middle paragraphs that describe the progression of narrative action?
❒ Is there a closing paragraph that provides a thorough resolution to the event or experience?
Narrative Language and Techniques 
❒ Have you incorporated narrative language and techniques (e.g., figurative language, concrete and sensory details, dialogue, and vivid description)?
❒ Can examples of narrative language and techniques be found throughout your narrative essay, or are they only evident in some places?
Conventions 
❒ Have you double-checked for correct grammar, punctuation, spelling, formatting, and capitalization?
❒ Have you proofread to find and correct typos?
Before You Submit 
❒ Have you included your name, date, and course in the top left corner of the page?
❒ Have you answered all of the “Think About Your Writing” questions?
❒ Is your essay between 500 and 800 words in length (2-3 pages)?

Each student shall independently research and emphasize an understanding of diversity issues is crucial for individuals and organizations to succeed in today’s increasingly diverse society. Diversity does not only include women and minorities, but it also includes everyone. Everyone needs to know about the history, the current status of certain groups, and the implications of increasing diversity for individuals and organizations
Prepare a (2500 word) paper. This paper should be prepared from at five sources or more other than the text.
The course textbook may/should be cited as one of the references.
The paper should clearly identity the issue.
12-point Font, Times New Roman
Your assignment will automatically be submitted to SafeAssign.
Your paper must follow APA format. 
MGT330: Diversity & Inclusion in Workplace COSC_MGT330012324SUCR

The second essay includes 10 pages which will be about topics in the United States that is the opinion paper and what you think should happen based on that issue. The topic that I picked for this is plastic waste. Reading over these articles they both talk about the benefits and challenges that have to do with plastic waste. Plastic has become an important role in our modern life but their environmental impact can’t be ignored. The consistent waste of plastic accumulating in the oceans and landfills presents major environmental and health issues. While plastic is now used everyday there should be a reduction in how plastic is used and recycling should be practiced in everyday situations to prevent further plastic waste. So there should be some behavioral changes and public awareness to reduce plastic waste to keep our planet sustainable. Federal Nutrition Programs Updated!
OVERVIEW
Free School Meals
Free School Meals
The US federal government maintains numerous nutrition programs designed to help people in need obtain healthy and nutritious food. Administered by the Department of Agriculture’s (USDA) Food and Nutrition Service (FNS), federal initiatives for nutrition assistance fall into four main divisions: the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC); child nutrition programs; Supplemental Nutrition Assistance Program (SNAP); and food distribution programs. Participation in most programs requires direct enrollment by individuals and households.
FNS food distribution programs are designed to improve the national food safety net and rely primarily on partnerships with state, local, and tribal agencies. Food assistance provided directly to individuals and households is targeted to low-income people and families in specific demographic groups, such as…
Read more  

Instructions will be provided as an attachment. I will also provide a few chapters from the course required textbook. Please use citations from the textbook and atleast one other source.
The chapters that i will provide can be considered your specific learning outcomes that you feel you learned from the most throughought the course. I will provide those chapters for you to reference for information. Do not worry about the “multimodal voice presentation”, I will be making a powerpoint after this paper is complete. My powerpoint will be referencing the provided “learning outcomes” from the chapters i provide to you here. I will also provide as an attachment, a couple of my previous essays from this course so you can reference the “mini reflections” for your reference into this paper. If you have any questions at all, please feel free to reach out to me. I will respond ASAP.
Please note, this professor is extremely picky. Especially when it comes to citations.

topic: Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors. Outline steps for prevention or health promotion for the patient and family. Identify public health departments or local resources in your area that the patient or family could reach out to for support.
Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “RN-BSN Discussion Question Rubric” and “RN-BSN Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively.
Example 1 (Robinson) Alzheimer’s disease is a common form of cognitive disorder. It is described by gradual memory loss, confusion, and behavioral change. Alzheimer’s is the most common type of dementia and has infected millions of people all over the world (Scheltens et al., 2021). Contributing factors include age, family history or lifestyle, and cardiovascular health. Though the exact cause is yet to be determined, these factors increase the vulnerability of the disease.
Prevention or delay in the onrush of Alzheimer’s involves several strategies. First is a healthy lifestyle, which includes regular physical exercise, a balanced diet rich in fruits, vegetables, and whole grains, and controlling cardiovascular health through blood pressure, cholesterol, and diabetes (Scheltens et al., 2021). Reading, puzzles, learning new things, and other activities promoting mental stimulation can be equally served. Social engagement and solid social connections offer emotional support and mental stimulation.
One of the most critical health promotion strategies is education offered to the patients and their families about Alzheimer’s disease and associated risk factors. Regular check-ups, cognitive screening, and timely diagnosis can play a significant role in better management of this condition. A supportive environment has to be framed where patients feel safe and part of the treatment process ( Livingston et al., 2020). Associated caregivers need to be well-informed about practical communication skills and various strategies related to behavioral changes in Alzheimer’s disease.
In Florida, patients and their families can get help from several local resources and many public health departments. The Florida Department of Health offers information and resources on dementia care and support services. The Alzheimer’s Association Central and North Florida Chapter offers educational programs, support groups, and a 24/7 helpline at 1-800-272-3900 for caregivers and families (“FL-central and north,” n.d.). Lastly, local Area Agencies on Aging can connect families with community resources and respite care services and link them to caregiver support programs.
Ultimately, numerous factors trigger Alzheimer’s disease, which, in turn, affects individuals’ cognitive abilities. Therefore, most strategies for prevention and health promotion involve lifestyle changes, early diagnosis, and creating a supportive environment. Resources in Florida help patients and families receive care by ensuring they get the needed support for the disease.
References
FL-central and north. (n.d.). Alzheimer’s Disease and Dementia. https://www.alz.org/cnfl#:~:text
Livingston, G., Huntley, J., Sommerlad, A., Ames, D., Ballard, C., Banerjee, S., … & Mukadam, N. (2020). Dementia prevention, intervention, and care: 2020 report of the Lancet Commission. The Lancet, 396(10248), 413-446.
Scheltens, P., De Strooper, B., Kivipelto, M., Holstege, H., Chételat, G., Teunissen, C. E., … & van der Flier, W. M. (2021). Alzheimer’s disease. The Lancet, 397(10284), 1577-1590.
Example 2 (unive)
Common Cognitive Issue (Alzheimer’s Disease)
Alzheimer’s is a progressive neurodegenerative disorder that is characterized by the gradual decline of memory and other cognitive abilities including problem-solving and learning. It is a medical condition in which the mental abilities of a person decline gradually and systematically due to a disease in the brain that causes the death of brain cells. The major risk factors include age, family genes, and behavioral predispositions. The download of this page suggests that the likelihood of developing AD rises sharply after 65 years of age (Karch & Goate, 2019). There is also strong evidence of an association between genetic predispositions and genetic mutations in the APOE gene, which also helps increase the probability of AD.
Some protective measures include engaging in acceptable behaviors such as vigorous exercise and taking green recipes (Livingston et al., 2020). Other ways include mental activities such as solving puzzles, reading, or engaging in other tasks that would help the brain to learn new tasks. Sources in each area include the Alzheimer’s Association, which offers groups and information, and local Public Health Departments offering material on cognitive health, including assessments and development classes.
References
Karch, C. M., & Goate, A. M. (2019). Alzheimer’s disease risk genes and mechanisms of disease pathogenesis. Biological Psychiatry, 77(1), 43–51. https://doi.org/10.1016/j.biopsych.2014.05.006
Livingston, G., Huntley, J., Sommerlad, A., Ames, D., Ballard, C., Banerjee, S., Brayne, C., Burns, A., Cohen-Mansfield, J., Cooper, C., Costafreda, S. G., Dias, A., Fox, N., Gitlin, L. N., Howard, R., Kales, H. C., Kivimäki, M., Larson, E. B., Ogunniyi, A., Orgeta, V., … Mukadam, N. (2020). Dementia prevention, intervention, and care: 2020 report of the Lancet Commission. Lancet (London, England), 396(10248), 413–446. https://doi.org/10.1016/S0140-6736(20)30367-6
Example 3 ( Timothy) Ischemic strokes are caused by the blockage of blood supply to the brain. The blockage is most often caused by a thrombus, also called a blood clot (Maya Clinic, 2024). Strokes are a very serious medical condition and represent 1 in 6 deaths from cardiovascular disease (Centers for Disease Control, 2025). Centers for Disease Control (2024) list high blood pressure, high cholesterol, smoking, obesity and diabetes as leading causes of strokes. Steps for prevention of a stroke include treating and resolving factors that cause these conditions. Maintaining a healthy lifestyle, weight, healthy eating habits, quitting smoking and staying active (Health.gov, 2024). Additional risk factors include having already had a stroke, certain illicit drugs, afib or flutter, and inadequate activity. Among the most important resources available for treating a stroke victim is early identification and activation of the EMS system. The FAST tool is used for easy identification. Face – uneven smile, Arms – arm drift and inability to lift one arm, Speech – slurring or lack of memory to repeat a phrase, and Time – if you see these changes call 911 immediately (Mayo Clinic, 2024). The best outcome for a stroke is early identification and treatment. The most easily preventable risk factor for a stroke is smoking (Health.gov, 2024). There are many resources available to help quit smoking. Free resources can be found in hospital via primary or tertiary care, through the CDC How to Quit Smoking, in California through the “Kick It California”, American Lung Association, American Cancer Society, Smokefree.gov, American Heart Association and many others. Support for families dealing with a family member who suffered from a stroke can be very important. American Stroke Association, a part of the American Heart Association offers links to support groups for families, caregiver support and a resource library for families and caregivers to find education materials. Post stroke rehabilitation is offered inpatient and outpatient and includes the primary care team, neurologist, rehab nurses, physical therapy, speech therapy, dieticians, social workers and occupational therapists (American Stroke Association, 2024). References
Centers for Disease Control. (2024). Stroke Facts. https://www.cdc.gov/stroke/data-research/facts-stats/index.html Health.gov. (2024). Lower your risk of stroke – MyHealthFinder. https://health.gov/myhealthfinder/health-conditions/heart-health/lower-your-risk-stroke Mayo Clinic. (2024) Stroke Symptoms and Causes.https://www.mayoclinic.org/diseases-conditions/stroke/symptoms-causes/syc-20350113#:~:text=An%20ischemic%20stroke%20occurs%20when%20a%20blood%20clot%2C%20known%20as,as%20well%20as%20other%20arteries
American Stroke Association. (2024). The rehabilitation team. www.stroke.org. https://www.stroke.org/en/life-after-stroke/stroke-rehab/the-rehabilitation-team