Identify and summarize determinants of a public health problem: individual/ biological, interpersonal/ Intrapersonal Factors: involve an individual's beliefs, attitudes, and knowledge about a health condition. Lifestyle Causal Beliefs about Obesity when categorized as ‘some'/‘a lot', 94% of participants held not exercising causal beliefs, 95% held overeating causal beliefs, 90% held eating certain types of food causal beliefs, 70% held chemicals in food causal beliefs, and 41% held smoking causal beliefs about obesity, compared to the 69% who held genetic causal beliefs about obesity. There were few associations between lifestyle causal beliefs about obesity and any of the sociodemographic or health-related characteristics assessed. Genetic Causal Beliefs about Obesity-Related Diseases Overall, 82% of participants held genetic causal beliefs about type 2 diabetes (fig. 2), 79% about heart disease (fig. 3) and 75% about cancer (fig. 4), when categorized as ‘some/a lot.' table 3 shows that there were very few associations with participant sociodemographic or health-related characteristics.(all threse from https://www.karger.com/Article/Fulltext/343793) This study is based on the Ecological Systems Theory and Family and Community Systems perspectives, which emphasize the need to consider the effects of individual, family, community, and societal factors on health and social outcomes (Bronfenbrenner & Morris, 1988; Campbell, Hesketh, & Davison, 2010; Elder et al., 2007; Fulkerson et al., 2015; Novilla, Barnes, De La Cruz, Williams, & Rogers, 2006; Valente, 2012). This study contributes to the literature in several ways and emphasizes that peers and families are important sources of influence when it comes to healthy eating and choices of activities in young adolescents. Specifically, adolescents who reported a stronger connection with their family also engaged more frequently in physical activity than adolescents who reported lower familism. The benefits of targeting the family as part of lifestyle interventions are well established (Epstein, Paluch, Roemmich, & Beecher, 2007; Skelton, Buehler, Irby, & Grzywacz, 2012; St Jeor, Perumean-Chaney, Sigman-Grant, Williams, & Foreyt, 2002). The rationale underlying family-centered approaches is that modification of the youth’s environment is necessary to change and maintain children’s healthy habits. As a primary source of socialization, parents not only influence youths’ healthy lifestyle in providing access to resources and in modeling and reinforcing healthy habits, but they also provide the basis for the development of healthy peer relationships. Conceivably, stronger family connections may operate directly on young adolescents’ physical activity, but also indirectly in establishing the foundations for healthy peer relationships, which in turn promote healthier diet and a less sedentary lifestyle. Furthermore, adolescents who reported higher PSF had a healthier diet and spent less time engagi ...

1. Identify and summarize determinants of a public health
problem:
individual/ biological, interpersonal/
Intrapersonal Factors: involve an individual's beliefs, attitudes,
and knowledge about a health condition.
Lifestyle Causal Beliefs about Obesity
when categorized as ‘some'/‘a lot', 94% of participants held not
exercising causal beliefs, 95% held overeating causal beliefs,
90% held eating certain types of food causal beliefs, 70% held
chemicals in food causal beliefs, and 41% held smoking causal
beliefs about obesity, compared to the 69% who held genetic
causal beliefs about obesity. There were few associations
between lifestyle causal beliefs about obesity and any of the
sociodemographic or health-related characteristics assessed.
Genetic Causal Beliefs about Obesity-Related Diseases
Overall, 82% of participants held genetic causal beliefs about
type 2 diabetes (fig. 2), 79% about heart disease (fig. 3) and
75% about cancer (fig. 4), when categorized as ‘some/a lot.'
table 3 shows that there were very few associations with
participant sociodemographic or health-related
characteristics.(all threse from
https://www.karger.com/Article/Fulltext/343793)
This study is based on the Ecological Systems Theory and
Family and Community Systems perspectives, which emphasize
the need to consider the effects of individual, family,
community, and societal factors on health and social outcomes
(Bronfenbrenner & Morris, 1988; Campbell, Hesketh, &
Davison, 2010; Elder et al., 2007; Fulkerson et al., 2015;
Novilla, Barnes, De La Cruz, Williams, & Rogers, 2006;
Valente, 2012).
This study contributes to the literature in several ways and

2. emphasizes that peers and families are important sources of
influence when it comes to healthy eating and choices of
activities in young adolescents. Specifically, adolescents who
reported a stronger connection with their family also engaged
more frequently in physical activity than adolescents who
reported lower familism. The benefits of targeting the family as
part of lifestyle interventions are well established (Epstein,
Paluch, Roemmich, & Beecher, 2007; Skelton, Buehler, Irby, &
Grzywacz, 2012; St Jeor, Perumean-Chaney, Sigman-Grant,
Williams, & Foreyt, 2002). The rationale underlying family-
centered approaches is that modification of the youth’s
environment is necessary to change and maintain children’s
healthy habits. As a primary source of socialization, parents not
only influence youths’ healthy lifestyle in providing access to
resources and in modeling and reinforcing healthy habits, but
they also provide the basis for the development of healthy peer
relationships. Conceivably, stronger family connections may
operate directly on young adolescents’ physical activity, but
also indirectly in establishing the foundations for healthy peer
relationships, which in turn promote healthier diet and a less
sedentary lifestyle.
Furthermore, adolescents who reported higher PSF had a
healthier diet and spent less time engaging in screen behavior
than adolescents with lower peer social functioning . Findings
are consistent with the protective power of friendships in other
areas, such as smoking, drug and alcohol use, bullying, and
other peer difficulties (Bollmer, Milich, Harris, & Maras, 2005;
Fang et al., 1996; Forster, Grigsby, Bunyan, Unger, & Valente,
2015; Powers, Ressler, & Bradley, 2009). Our findings extend
work in this area and suggest that helping adolescents develop
healthy peer relationships may, in part, lead to healthier eating
habits and protect them against a sedentary
lifestyle(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC60755
37/)

3. , community,
The Healthy Weights Initiative Program is free, community-
based obesity reduction program, which works on physical
activity and dietary behavior. It addresses the importance of
social support as a factor that played a major role in adherence
to completion of HWI program. 79% of participants showed
positive results in completing the program during 24
weeks(from https://www.dovepress.com/the-importance-of-
community-consultation-and-social-support-in-adherin-peer-
reviewed-fulltext-article-PPA#ref45).
The importance of social support
Having social support was an important factor for adherence in
HWI and is supported in the literature. In a previous study,
those who signed contracts experienced nearly double the
weight loss of those participants who attempted to lose weight
on their own(Harris MB, Bruner CG. A comparison of a self-
control and a contract procedure for weight control. Behav Res
Ther. 1971;9(4):347–354.). I In a third study, participants with
support versus a self-motivated approach for maintaining weight
loss discovered that those who received social support were
37% more likely to maintain their weight loss over 2
years(Brantley PJ, Stewart DW, Myers VH, et al. Psychosocial
predictors of weight regain in the weight loss maintenance trial.
J Behav Med. 2014;37(6):1155–1168.)
For example, a study to determine the benefits of social support
for weight loss and maintenance recruited subjects to either
participate alone or with three family members or friends. At 6-
month follow-up, the study found participants who attended
with family or friends were three times more likely to maintain
their weight loss after program completion than those who
attended alone(Wing RR, Jeffery RW. Benefits of recruiting

4. participants with friends and increasing social support for
weight loss and maintenance. J Consult Clin Psychol.
1999;67(1):132–138.)
environmental, social
I would like to present how environmental factors impact
obesity populations. Physical activity plays an essential role in
preventing becoming obese or overweight. The data from the
Miami Matter website showed there were 30.7% of adults are
sedentary, and the value didn't reach the health people target of
2030 (21.2%). According to resent study shows Blighted and
vacant urban land is a widespread and potentially risky
environmental condition encountered by millions of people
every day. About 15% of the land in US cities is deemed vacant
or abandoned, translating into an area roughly the size of
Switzerland: over 3 million hectares of otherwise beneficial
spaces remain neglected. Urban residents, especially in low -
income neighborhoods, point to these spaces as primary threats
to their health and safety. Cities continue to seek meaningful,
evidence-based interventions for remediating vacant land.
Standardized processes for the restoration of vacant urban land
were experimentally tested on a citywide scale and found to
significantly reduce gun violence, crime, and fear and increase
physical
activity(https://www.pnas.org/doi/10.1073/pnas.1718503115)
policy determinants
looks at rules regulations and policies. The places we work,
live, and learn play are important role on one’s health.
The two studies to examine the relationship between state PE
and recess-related laws on youth obesity reported mixed results.
Both analyses linked data on state laws obtained from the NCI’s
PERSPCS [48, 49] with individual-level, cross-sectional data
for 10–17 year olds obtained from the NSCH. Riis and
colleagues found that the odds of youth obesity was higher in

5. states: (1) with stronger laws governing assessment of health-
related fitness at the elementary and middle school levels and
recess time requirements for elementary schools; and (2) whose
laws were strengthened between 2003 and 2006 for physical
educator staff qualifications (at the elementary and middle
school levels) and PE curriculum standards (across all three
grade levels) [49]. Although these findings seem contradictory
to the goals of the policies, the authors concluded that states
with larger youth obesity problems enacted stronger PE-related
laws. Kim did not find any association between the overall
PERSPCS policy scores at the state level and individual level
youth
obesity(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC391608
7/)
Also, Implementing School-Based Policies to Prevent Obesity:
Cluster Randomized Trial. Healthier school environments can
benefit students, and school wellness policies may result in
meaningful enhancements. Schools participating in federal child
nutrition programs must implement wellness policies as
mandated by law.
Analyses followed intention-to-treat principles, with planned
secondary analyses (conducted 2016-2018). Students at schools
randomized to receive support for nutrition policy
implementation had healthier BMI trajectories over time
(F=3.20, p=0.02), with a greater magnitude over time and
cumulatively significant effects 3 years post-intervention (β=-
2.40, p=0.04). Overall, students at schools randomized to
receive the nutrition intervention had an increase in BMI
percentile of <1%, compared with students in other conditions,
whereas BMI percentile increased 3%-4%. There was no
difference in student BMI between those in schools with and
without physical activity policy implementation. Examining
behavioral correlates in eighth grade, students at schools
randomized to the nutrition condition consumed fewer
unhealthy foods and sugar-sweetened beverages, and ate less
frequently at fast-food restaurants (all p<0.03).(

6. https://pubmed.ncbi.nlm.nih.gov/30573151/)
Reflection· (1 page)
What are the strengths of your draft Which literary elements did
you find to be easiest to analyze Why
What did you find to be challenging about this assignment
Which literary elements did you find it most challenging to
analyze Why
Reflect on your experience analyzing literature specifically. Do
you think this was more challenging than the other essays that
we wrote for the course Explain.
Which short stories did you enjoy the most (and the least)
Explain.
final draft (3 pages)
please use attachment to complete final draft
RUNNING HEAD: LITERARY ANALYSIS. 2
LITERARY ANALYSIS. 2
Literary analysis
Student
Course
Professor
Institution

7. Date
Literary Analysis Prewriting
I have chosen the short story by Neil Gaiman, How to Talk to
Girls at Parties. I chose this short story because it is indulging
and vividly describes the plot losing focus.
Summary
The story follows Enn, a shy boy who goes to a party with his
crazy friend Vic. Enn recounts the story thirty years later. Enn
and Vic arrive at a party and are greeted by a girl, Stella, with
whom Vic begins flirting instantly. Vic attempts to get Enn to
approach at least one girl at the party. He runs into Wain's
Wain, who leaves as Enn gets water. The second girl Enn met
claimed to be a tourist but was interrupted by Vin. He then
meets the third girl, Triolet, who says a poem to Enn in a
foreign language. Vic angrily pulls Enn away as they leave after
something happens between him and Stella. Enn does not seem
to remember the poem.
Literary elements
For my short story analysis, I will use the following literary
elements; Point of View, Plot, setting, and them ( Yoon, 2018).

8. Neil illustrates these components in the book.
Judgment on each subtopic (positive or negative)
1. Subtopic #1: Point of View.
i. Judgment: Positive Judgement.
ii. Evidence from Text: ‘ I don’t know how to talk to girls.’
Says Enn.
iii. Explanation: It is a short story narrated in singular first
person by Enn. He relates their encounter with Vin in the
present tense. However, he also says that the events were from
30 years ago. First-person tense allows Enn to describe what
happened with authority since it is his story. Gaiman gives
readers an experience of the party along with Enn.
2. Subtopic #2: Plot
i. Judgment: Positive Judgement
ii. Evidence from Text: ‘I went back to the kitchen and poured
myself another Coke… I walked into the living room across the
hall from the room where the people were dancing….'Enn
narrates.
iii. Explanation: The story gives a strategic sequence of the
different events.The main characters are introduced, Vin and
Enn. They have to tackle the problem, which is allowing Enn to
know how to talk to girls by going to a party which eventually
happens. He is, however, cut off by Vin at the climax of the
story.
3. Subtopic #3: Setting
i. Judgment: Positive Judgement.
ii. Evidence from Text: We walked the backstreets that used to
twine in a grimy maze behind East Croydon station…
iii. Explanation: The setting gives a vivid picture to the reader
of the time and places in the story where activities were taking
place. Enn and Vic had just been told of a party in this example.
Enn was contemplating whether to attend the party or not as Vic
pushed him to go.

9. 4. Subtopic #4: Theme
i. Judgment: Positive Judgement
ii. Evidence from Text: "It'll be brilliant," said Vic, for the
hundredth time. "Girls! Girls! Girls!" He grinned with white
teeth.
iii. Explanation: Understanding Others is the theme in this
short story that I chose to use. Neil shows Enn’s desire to know
how to talk to girls and understand them. This desire is often
surrounded by guilt, fear of failure, rejection and not being
enough. Enn views Vic as a strong person and barely
understands how he manages to woo girls. Vic tells Enn to go to
the party with him to boost his confidence. Vic shows he
understands Enn and chooses to help him get through being shy.
Thesis Statement Draft
How To Talk to Girls at Parties by Neil Gaiman tells of Vin and
Enn. These two boys are 15-year-olds looking for a party where
they can meet girls. The short story illustrates extensive use of
literary elements throughout the book. The elements used in this
paper are the point of view, plot, setting and theme. The
subtopics indicate a favourable judgement with examples from
the story.

10. Reference
Yoon, B., & Uliassi, C. (2018). Meaningful learning of literary
elements by incorporating critical literacies. Literacy Research:
Theory, Method, and Practice, 67(1), 360-376.
Page 1 of 2
Health Education & Behavior EPH 620
Assignment #2- Paper on Determinants & Preventive
Interventions to Address Community Public Health Need
Assignment Instructions (see Syllabus for Due Date)
For this class, Assignments #1, #2 and #3 will build upon the
in-class lectures, small group work and the
evidence-based public health approach described by Brownson
et al. (2009). As such, it is essential for students
to attend class, participate actively, and become familiar with
instructions for all three assignments. The grading
rubric is below. For Assignment #2, students will write a multi -
component paper that includes the following 3
sections, applying principles/ strategies reviewed in class (la bel
paper sections with words in bold below):
1. Identify and summarize determinants of a public health
problem. Students will conduct a literature search
using PubMed on one of the local public health problems
identified in the community needs assessment
from Assignment #1. Using an ecological framework, students
will summarize determinants (both risk and

11. protective factors) of the health problem at different levels -
including: individual/ biological, interpersonal/
social, community, environmental, cultural, and policy
determinants. The social determinants section must
describe how structural bias, social inequities and racism
influence the health problem. Specify any health
disparities or inequities. Section should follow CDC Model’s
Step #2 -“Identify risk and protective factors”
(approximately 1 ½ pages recommended)
2. Use a systems thinking tool diagram to illustrate in a diagram
the determinants of the public health
problem. Students will summarize the multiple determinants of
this health problem by drawing a path or
causal loop diagram of the determinants, their relationship to
each other, and relationship to the public
health outcome. Use PowerPoint or similar software to draw
diagram and show systems thinking. Briefly
describe the diagram in the narrative of the paper (1-page
diagram, ½ page description recommended).
3. Describe and evaluate an evidence-based prevention
intervention for this community to consider in
addressing the public health problem. Students will conduct a
PubMed search and identify and describe an
evidence based prevention intervention, specifically one that
has been efficacious as tested in a
randomized controlled trial – RCT. (Note- if a policy
intervention is selected, an RCT is not required;
however, the policy outcomes must have been evaluated using
rigorous methods and presented in a peer-
reviewed journal.) Students must summarize the: a) study
population, b) intervention activities, c)
evaluation of the main results of the RCT, d) theory or
framework used by the intervention, and e) how the
intervention should be adapted for implementation in the local

12. community (include language, cultural
practices and values, age, geographical location and other
considerations) Section should follow CDC
Model’s Step #3 -“Developing and testing interventions”
(approximately 2 pages recommended)
Other, specific paper requirements:
• Approximately 5 pages, double-spaced, Times New Roman 11
font, 1” margins paper (Note- 5 pages
limit includes text and illustration, but does not include title
page or references as part of page limit.)
• Paper must include sections #1-3 and address all required
sections above (Please label sections and
subsections exactly as in bold above)
• Paper must include: title page with Student Name, Date,
Health Ed & Behavior Class, Assignment #
• References section. Please use American Psychological
Association or American Medical Association style.
The paper must also have in-text citations throughout the paper
in the corresponding style.
• Submit final papers as Microsoft Word documents via
Blackboard using correct link “Assignment #2”.
• Unexcused, late papers will be penalized for each hour they
are late. Please stay alert to paper deadline.
Brownson, R.C., Fielding, J.E., & Maylahn, C.M. (2009).
Evidence-based public health: A fundamental concept for public
health practice. Annual Review of
Public Health, 30, 175-201.
Page 2 of 2

13. Grading Rubric. Evaluation for this assignment will be based
on:
1. Completeness and
following
instructions (25
points), for
example:
o Are the 3 paper sections specified and addressed per
instructions?
o Section 1.
o Is ecological model specified and explained correctly?
o Are multiple determinants (risk and protective factors)
specified at
different levels (individual/ biological, interpersonal/ social,
community,
environmental, cultural, policy, etc.)?
o Does social determinants section describe how structural bias,
social
inequities and racism influence the health problem?
o Are any health disparities or inequities specified?
o Section 2.
o Is a diagram included that illustrates the relationships among
multiple
determinants (risk and protective factors) in this section using a
systems thinking tool (i.e., path model, causal loop diagram)?
o Is PowerPoint or similar software used for the diagram?

14. o Is diagram explained clearly in the written narrative of the
paper?
o Section 3.
o Is an evidence-based intervention described that was tested in
an RCT
(or appropriately evaluated policy intervention)?
o Is there a summary of the required parts of the intervention/
RCT- See
instructions sections 3a, 3b, 3c, 3d, and 3e (i.e., study
population,
theory, results, etc.)?
o Are guidelines on word/ page limit followed?
2. Accuracy of writing
(25 points), for
example:
o Are statistics recent and correct, including determinants and
disparities?
o Are key terms defined properly as needed, and are they
correctly used (e.g.,
public health terms, determinants, causal risk and protective
factors,
randomized controlled trial)?
o Are key determinants and preventive interventions from the
peer-reviewed
literature correctly and properly described?
o Are statements accurate?
3. Critical thinking,

15. logic and ability to
justify all statements
made (25 points),
for example:
o Are statements justified and supported by appropriate
evidence and peer-
reviewed literature?
o Is the systems thinking diagram from Section #2 logical,
justified and clearly
explained?
o Does Section #3 include a logical explanation about how the
intervention
must be adapted for the community?
o Are in-text citations provided and used correctly?
o Are references included at the end of the paper, and are they
sufficient to
address the paper requirements?
o Are references reputable & provide evidence to support
statements?
o Are statements and conclusions logical, well-sequenced and
well-explained?
4. Clarity of writing (25
points), for example:
o Are different sections of the paper connected and integrated?
o Is the paper sequenced in logical order and well-organized?
o Are paragraphs well-structured? Are transitions between

16. paragraphs used?
o Is there a proper introduction and conclusion paragraph to the
paper?
o Is proper grammar, punctuation, spelling used?
Health Education & Behavior EPH 620Brownson, R.C.,
Fielding, J.E., & Maylahn, C.M. (2009). Evidence-based public
health: A fundamental concept for public health practice.
Annual Review of Public Health, 30, 175-201.