Category: English

Ethics are essential to the integrity of the nursing profession as it helps ensure better patient care. Nursing is a fast-paced job with new challenges arising daily, but nothing has been more challenging than the COVID-19 pandemic. The COVID-19 pandemic has changed the image of our world with its circular impact on health, living tradition, economy, and politics. In particular, the tradition of the health industry has changed dramatically because of the unpredictable nature of the pandemic. Since the breakout of COVID-19, health care providers have faced multidimensional challenges in performing their professional duties and responsibilities. Health professionals are challenged by a lack of pandemic preparedness, scarcity of clinical supplies, and in the implementation of COVID related protocols such as social distancing. Many of these situations are rooted in protecting patients’ rights, adequate staffing, advanced decision-making, and quality patient care. Amid the pandemic, health professionals were challenged to apply the four main principles of biomedical ethics in taking care of the clients, i.e. autonomy, justice, beneficence, and non-maleficence. For instance, health workers who were assigned on duty without personal protective equipment were at high risk of infection not only to themselves but also to their families and other clients. Thus, it violates “no harm to others” or “non-maleficence” ethical principle. If nurses do not adequately deal with ethical issues, the result could be a decline in patient care, tense clinical relationships, and moral distress.
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Please review the ANA Code of Ethic for Nurses with Interpretive Statements. Using the Provisions to substantiate your view, explain the changes in health care during the pandemic and the ethical implications to your future nursing practice.

For your Week 3 paper, explore American foodways related to the Thanksgiving holiday, and compare and contrast them to the foodways of one named society of your choosing among foragers, horticulturalists, or pastoralists.
• To remind you, foodways are described on page 97 of Chapter 5 in the textbook.
• What “must” be in your own family’s Thanksgiving meal? What is typical in an American family’s meal? What “can’t” be in your own family’s Thanksgiving meal? How much of the Thanksgiving meal is produced/cultivated/grown by the people eating the meal, either in your family or in a typical American family? What is the gender division of labor of a typical American family’s Thanksgiving meal? How does that compare with the gender division of labor of your family’s Thanksgiving meal?
• Compare and Contrast these observations regarding an American Thanksgiving meal with observations of foodways of a foraging, horticulturalist, or pastoralist society of your choosing. The society you choose must be a specific named society of only foragers, horticulturalists, or pastoralists, preferably named in the Week 3 textbook reading (Shearn, 2020). What does a typical meal of your chosen foraging, horticulturalist, or pastoralist society look like? What does a celebratory meal of your chosen foraging, horticulturalist, or pastoralist society look like? How much of the typical or celebratory meal of your chosen foraging, horticulturalist, or pastoralist society is produced/cultivated/grown by the people eating the meal? What is the gender division of labor of a typical meal of your chosen foraging, horticulturalist, or pastoralist society?
• Create a 1-to-3-page, double-spaced paper describing the foodways. The paper must be formatted in APA Style, with an APA-Style title page, page numbers in the upper right, headings, parenthetical in-text citations, and a reference page. The headings must be centered on the line and formatted in bold and in title case. Include at least the following headings: Thanksgiving Holiday American Foodways, Foodways of (name the foraging, horticulturalist, or pastoralist society), and Conclusion.
• Paraphrase or quote and cite from the textbook and from at least one additional scholarly, outside source to support your points in the paper.
Optional: Get ahead! Receive specialized writing feedback by submitting your paper for review. Click here to begin the review process.Links to an external site.
Rubric
Week 3: Foodways Assignment_ANT300
Week 3: Foodways Assignment_ANT300
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeObservations (25%)Submission includes detailed observations of foodways of American Thanksgiving holidays and of foodways of a non-industrial society.
25 ptsExemplary (25%)
Meets all guidelines with no errors.
20 ptsAccomplished (20%)
Meets all guidelines; contains minor errors.
18 ptsAcceptable (18%)
Meets some of the guidelines; contains major errors.
15 ptsInadequate (15%)
Does not meet the guideline.
0 ptsNo Submission
25 pts
This criterion is linked to a Learning OutcomeAnalysis (50%)Paraphrases or quotations from the textbook are included to support points. Paraphrases or quotations from at least one outside scholarly source are included to support points. Foodways of Americans at Thanksgiving and of a non-industrial society are compared and contrasted in detail.
50 ptsExemplary (50%)
Meets all guidelines with no errors.
45 ptsAccomplished (45%)
Meets all guidelines; contains minor errors.
35 ptsAcceptable (35%)
Meets some of the guidelines; contains major errors.
30 ptsInadequate (30%)
Does not meet the guideline.
0 ptsNo Submission
50 pts
This criterion is linked to a Learning OutcomeAPA (15%)Assigned number of sources are included in the submission.
Research cited is credible, scholarly, recent, and relevant.
Citations (both full and in-text) are in standard APA formatting, both within the body of the paper, and in a clear and corresponding full-citation on a separate references page.
15 ptsExemplary (15%)
Meets all guidelines with no errors.
13 ptsAccomplished (13%)
Meets all guidelines; contains minor errors.
10 ptsAcceptable (10%)
Meets some of the guidelines; contains major errors.
5 ptsInadequate (5%)
Does not meet the guideline.
0 ptsNo Submission
15 pts
This criterion is linked to a Learning OutcomeFormatting (10%)Submission meets length requirement.
Submission is in standard APA formatting (12 pt font, double-spaced, 1-inch margins)
10 ptsExemplary (10%)
Meets all guidelines with no errors.
8 ptsAccomplished (8%)
Meets all guidelines; contains minor errors.
6 ptsAcceptable (6%)
Meets some of the guidelines; contains major errors.
4 ptsInadequate (4%)
Does not meet the guideline.
0 ptsNo Submission
10 pts
Total Points: 100

Needs to be atleast 4000 words MLA formatted, has quotes from Hamilton Musical, changed into a novel adaptation form, includes an varied amount of literary devices. Needs to have multiple chapters you can decide how many.

“Informal” Discussion Board: Write A Memo
22 unread replies.77 replies.
MEMO FORMAT
A memo has a header that clearly indicates who sent it and who the intended recipients are. Pay particular attention to the title of the individual(s) in this section. Date and subject lines are also present, followed by a message that contains a declaration, a discussion, and a summary.
In a standard writing format, we might expect to see an introduction, a body, and a conclusion. All these are present in a memo, and each part has a clear purpose. The declaration in the opening uses a declarative sentence to announce the main topic. The discussion elaborates or lists major points associated with the topic, and the conclusion serves as a summary.
Please refer to this PDF for an example: Example memo format
Actions
This is the direction you receive from your boss:
Please write a memo to Heidi, the administrative coordinator, and tell her to update the student profile page with a bio from [your name].
You are responsible for creating the memo as asked. You should write a professional biography for yourself. For instance:
Gabriella Wilson is an adjunct professor at New Jersey Institute of Technology with a BA in English and an MA in English. She teaches ENG 101, 102, 352 to online and face-to-face students. She is looking for new ways to communicate the objectives of Technical Writing to her students and foster a sense of community in the classes she teaches online. One difficulty she faces in this is identifying her audience (students in the course) as the course is online.
Submit your memo on the discussion board.  
Assignment Requirements:
A properly formatted header addressed to Heidi– see the example
A declarative statement that introduces Heidi to the task you’re asking them to complete
A short biography 
A short conclusion that summarizes the task and thanks Heidi for their time
A little background about myself that should be in the memo, my name is panuha were, I’m a junior at NJIT pursuing a degree in Comp Engr

After reading Poe’s “The Tell-Tale Heart,” write an essay in which you use examples and details from the story to explain whether you think what the narrator (storyteller) is telling  the reader an accurate account of what is really happening as opposed to what he imagines is  happening.  The issue, then, that you are writing about is whether the narrator is reliable.  
(Underline the thesis (or the major proposition of an argument) of your essay.  If you submit an essay in which the thesis (or major proposition) is not underlined, five points will be subtracted from the grade you receive for the essay.) 
KINDLY NOTE THE TIPS FOR ESSAY ONE POSTED IN THE ANNOUNCEMENTS TAB!!
See instructions for formal academic papers – use MLA format on all papers – Times New Roman font – double space!
“The Tell-Tale Heart”   by Edgar Allan Poe – note the spelling of his name!
TRUE! nervous, very, very dreadfully nervous I had been and am; but why WILL you say that I am mad? The disease had sharpened my senses, not destroyed, not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How then am I mad? Hearken! and observe how healthily, how calmly, I can tell you the whole story.
It is impossible to say how first the idea entered my brain, but, once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! Yes, it was this! One of his eyes resembled that of a vulture — a pale blue eye with a film over it. Whenever it fell upon me my blood ran cold, and so by degrees, very gradually, I made up my mind to take the life of the old man, and thus rid myself of the eye for ever.
Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded — with what caution — with what foresight, with what dissimulation, I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night about midnight I turned the latch of his door and opened it oh, so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern all closed, closed so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly, very, very slowly, so that I might not disturb the old man’s sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! would a madman have been so wise as this? And then when my head was well in the room I undid the lantern cautiously — oh, so cautiously — cautiously (for the hinges creaked), I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights, every night just at midnight, but I found the eye always closed, and so it was impossible to do the work, for it was not the old man who vexed me but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed , to suspect that every night, just at twelve, I looked in upon him while he slept.
Upon the eighth night I was more than usually cautious in opening the door. A watch’s minute hand moves more quickly than did mine. Never before that night had I felt the extent of my own powers, of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was opening the door little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea, and perhaps he heard me, for he moved on the bed suddenly as if startled. Now you may think that I drew back — but no. His room was as black as pitch with the thick darkness (for the shutters were close fastened through fear of robbers), and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.
I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening , and the old man sprang up in the bed, crying out, “Who’s there?”
I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed, listening; just as I have done night after night hearkening to the death watches in the wall.
Presently, I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief — oh, no! It was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself, “It is nothing but the wind in the chimney, it is only a mouse crossing the floor,” or, “It is merely a cricket which has made a single chirp.” Yes he has been trying to comfort himself with these suppositions ; but he had found all in vain. ALL IN VAIN, because Death in approaching him had stalked with his black shadow before him and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel, although he neither saw nor heard, to feel the presence of my head within the room.
When I had waited a long time very patiently without hearing him lie down, I resolved to open a little — a very, very little crevice in the lantern. So I opened it — you cannot imagine how stealthily, stealthily — until at length a single dim ray like the thread of the spider shot out from the crevice and fell upon the vulture eye.
It was open, wide, wide open, and I grew furious as I gazed upon it. I saw it with perfect distinctness — all a dull blue with a hideous veil over it that chilled the very marrow in my bones, but I could see nothing else of the old man’s face or person, for I had directed the ray as if by instinct precisely upon the damned spot.
And now have I not told you that what you mistake for madness is but over-acuteness of the senses? now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well too. It was the beating of the old man’s heart. It increased my fury as the beating of a drum stimulates the soldier into courage.
But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder, every instant. The old man’s terror must have been extreme! It grew louder, I say, louder every moment! — do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me — the sound would be heard by a neighbour! The old man’s hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once — once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But for many minutes the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.
If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence.
I took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly so cunningly, that no human eye — not even his — could have detected anything wrong. There was nothing to wash out — no stain of any kind — no blood-spot whatever. I had been too wary for that.
When I had made an end of these labours, it was four o’clock — still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, — for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.
I smiled, — for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search — search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.
The officers were satisfied. My MANNER had convinced them. I was singularly at ease. They sat and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears; but still they sat, and still chatted. The ringing became more distinct : I talked more freely to get rid of the feeling: but it continued and gained definitiveness — until, at length, I found that the noise was NOT within my ears.
No doubt I now grew VERY pale; but I talked more fluently, and with a heightened voice. Yet the sound increased — and what could I do? It was A LOW, DULL, QUICK SOUND — MUCH SUCH A SOUND AS A WATCH MAKES WHEN ENVELOPED IN COTTON. I gasped for breath, and yet the officers heard it not. I talked more quickly, more vehemently but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why WOULD they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men, but the noise steadily increased. O God! what COULD I do? I foamed — I raved — I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder — louder — louder! And still the men chatted pleasantly , and smiled. Was it possible they heard not? Almighty God! — no, no? They heard! — they suspected! — they KNEW! — they were making a mockery of my horror! — this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! — and now — again — hark! louder! louder! louder! LOUDER! —
“Villains!” I shrieked, “dissemble no more! I admit the deed! — tear up the planks! — here, here! — it is the beating of his hideous heart!”
Comments:  Often, when we read something, we question whether the source of what we are reading is reliable.  The same is true when we read literature.  In a sense, then, the reliability of the narrator may be part of the writer’s style.
Bonus
The following bonus is worth 3 points.
To receive the bonus, you must submit your response with your essay as part of the same document. 
If you submit the essay late, you may not submit the bonus.
There is no partial credit.  If your response to the bonus topic is incorrect or is poorly written, you will receive no credit.
Read the following selection.

Assignment #4 may either be a Casual Argument essay, or an Evaluation Argument essay. Both
options will be explained below.
Options 1: Casual argument Essay:
A casual argument essay uses reasoning, questions, resources and indicative thinking to in order to
present a conclusion to an argument.
The argument should not just be based on personal opinion but also on research which backs up the
argument.
It is important to research about the topic and the different perspectives about it before writing
your essay.
The essay should follow the structure below.
Claim Certain career patterns cause women to be paid less than men.
Reason Women’s career patterns differ from men.
Warrant Successful careers are made during the period between ages 25-35.
Evidence
Women often drop out of or reduce work during the decade between ages 25-35 to
raise families.
Introduction:
The introduction should introduce the topic your argument paper will be about.
It should describe the goal of writing the argument and why you think the chosen topic is important.
Body of the Essay:
The first paragraph should determine why your position on the argument is more valuable than
other theories and positions.
English 101
You should then move on to write out your arguments for the topic.
Continue by supplying any supporting evidence.
Example: When writing an argument on why drilling for oil is bad for the environment, then state
statistics that show how oil has destroyed the environment.
Establish why your evidence is more credible than any other evidence.
It is important to have reliable resources in order to make the reader agree with your argument
and theory.
Examples of credible resources: government or educational sites
Conclusion:
In the conclusion you should summarise the different theories and arguments and reiterate which
you think is the most compelling.   

Prompt: 
The Theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) Essay is designed to assist you with digging deeper into developmental theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) and integrating general information from your textbook with current applications of the theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) in peer-reviewed research. This assignment may also help prepare you for the Research Paper assignment later in this course. Please read through this document in its entirety before beginning your work on this assignment. Your Theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) Essay should be approximately 2 pages double-spaced in length (500 words), using 12-point font and 1-inch margins. You must include an APA Reference page to cite both articles.
Dr. Harry Stack Sullivan was a developmental theorist whose ideas built on earlier psychodynamic and attachment (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42548&displayformat=dictionary) theories to assert that individuals’ relationships fulfill different social needs, depending on developmental stage (see p. 376, Santrock). His interpersonal theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) of psychiatry (Sullivan, 1953) suggests that relationships with friends are particularly important to adolescent development (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42886&displayformat=dictionary). Your Theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary) Essay will explore some of Sullivan’s ideas about friendships and apply them to understanding two peer-reviewed scientific journal articles by modern scientist Dr. Amanda Rose, both of which are focused on adolescents’ social and emotional development (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42886&displayformat=dictionary).
Preparation: 
•    Read Chapters 11 and 12 (Santrock) and reflect on key concepts (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42672&displayformat=dictionary) related to physical, cognitive, and socioemotional development (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42886&displayformat=dictionary) in adolescence.
•    Read these peer-reviewed articles:
Rose et al (2017). Co-rumination exacerbates stress generation among adolescents with depressive symptoms. Journal of Abnormal Child Psychology, 45, 985-995. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5350052/ (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5350052/)
Rose, A. J., Carlson, W., & Waller, W. M. (2007). Prospective associations of co-rumination with friendship and emotional adjustment: Considering the socioemotional tradeoffs of co-rumination. Developmental Psychology, 43(4), 1019-1031.  doi:10.1037/0012-1649.43.4.1019. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3382075/ (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3382075/) 
To complete this assignment, you will:
•    Step 1: Explain Sullivan’s ideas regarding the importance of adolescent friendships. How did Sullivan build on psychodynamic and attachment (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42548&displayformat=dictionary) theories in asserting that adolescent friendships were so important to human development (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42886&displayformat=dictionary)
? What might the presence of close friendships bring to the developing adolescent? (approximately 1 paragraph)
•    
Step 2:
Based on your reading of the textbook and the journal articles, was Sullivan right about the importance of friendships? Give at least two examples of research findings (from your text or from the articles) that support Sullivan’s
hypotheses (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42769&displayformat=dictionary)
about the importance of adolescent friends. (approximately 1 paragraph)
•    
Step 3:
Consider Dr. Rose’s construct of co-rumination in adolescent friendships as it relates to Sullivan’s ideas. According to the articles, what is co-rumination, and what are the benefits of co-rumination for adolescent
development (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42886&displayformat=dictionary)
? (approximately 1 paragraph)
•    
Step 4:
Are there any downsides to co-rumination? Using your text and the articles, discuss at least one tradeoff (negative outcome) of co-rumination for adolescents. (approximately 1 paragraph)
•    
Step 5:
Pretend that Dr. Harry Stack Sullivan was alive today and he and Dr. Rose had a chance to discuss co-rumination and its potentially positive and negative impacts on adolescents’ social and emotional functioning. In your view, how might Sullivan’s
theory (https://moodle.straighterline.com/mod/glossary/showentry.php?eid=42642&displayformat=dictionary)
be updated to account for the fact that co-rumination might be “too much of a good thing?” (approximately 1 paragraph)

causes and effect essay histroical event (chain) 3 causes and 3 effects * highlight thesis statement and hook and any important thing*

My assisgment is talking about Covid 19 and how Mental and physical gotten worse. I attach a exemplar for my prof. 
Reference I used for previous assignment:
Malapani, C. (2020, May 25). COVID-19 and the need for action on mental health. Columbia University Department of Psychiatry. https://www.columbiapsychiatry.org/news/covid-19-and-need-action-mental-health 
Malapani, Chara. “COVID-19 and the Need for Action on Mental Health.” Columbia University Department of Psychiatry, 25 May 2020, www.columbiapsychiatry.org/news/covid-19-and-need-action-mental-health. Accessed 7 Feb. 2023 
Griffiths, D., Collie, A., Sim, M. R., Whiteford, P., Grant, G., Petrie, D., Vreden, C., &  
Sheehan, L. (n.d.). The Impact of Work Loss on Mental and Physical Health  
During the COVID-19 Pandemic: Baseline Findings from a Prospective Cohort  
Study [Review of The Impact of Work Loss on Mental and Physical Health  
During the COVID-19 Pandemic: Baseline Findings from a Prospective Cohort  
Study]. 10530487. Social Sciences Citation Index.  
https://doi.org/10.1007/s10926-021-09958-7  
‌  
Tayyib, N. M. (2021). An action plan to address the mental health impact of COVID-19  
on communities: Five effective strategies. [Review of An action plan to address  
the mental health impact of COVID-19 on communities: Five effective  
strategies.]. 1541-1559 (Print) 1939-148X (Electronic). APA PsycArticles.  
http://dx.doi.org.ezproxy.snhu.edu/10.1037/ser000 

I want  to Compare two African American characters  Janie from their eyes were watching by god and Karina by Jean Tomer beauty