assignmentRubric.docxNURS 4210 Assignment Rubric Week 3 Windshield Survey/Community Assessment – Week 3 Day 7 Assignment: Conduct a windshield survey in a section of your community as viewed through the eyes of the public health nurse. The 3-4 page paper includes an introduction to the community, photographs of selected areas, Windshield Survey findings, description of the population, vulnerable population description, and available resources. Include your conclusions about your community and your selected population for your practicum. Select at least 5 scholarly resources to support your assessment. Websites may be included but the paper must include 5 scholarly resources in its development. Grading Rubric: Review the Rubric on page 2 to guide you in writing your assignment. The Rubric is also your instructor’s guide to grading your assignment. The template includes the correct font and formatting: 12 pt. Times New Roman font, double spacing, and 1 inch margins on all sides. Submission Instructions: Before you submit your final assignment for grading, submit it to Safe Assign in the Week 5 Draft area of the course. Use the information provided in the Originality Report to revise your assignment. Paraphrasing and citing your sources in-text will decrease the similarity score Assignment Rubric Comments Points possible Required Content 160 Introduced the community including the name of the community and interesting or historical facts.( 20 pts) Described general population demographics of the community and noted whether this was borne out in the windshield survey (20 pts) Presented findings of windshield survey including photographs of the selected areas. (40 pts) Described vulnerable populations, related social determinants, and community strengths. (50 pts) Included conclusions based on nursing assessment of the community and selected population for practicum.(30 pts) Use of Resources Writer makes use of course resources as directed in the assignment instructions. Resources are clearly identified when used. /20 Format and writing Writer meets all of the Academic Writing. Expectations. Paper is presented in a clean, professional format with few formatting, typographic or other errors. (AWE 4000) /20 Timeliness Points may be deducted for late submissions. See policy in syllabus. Total 200 Note: Please refer to the detailed explanation on page 3. Also, please review the AWE 4000 documents that fully address format and writing expectations. Detailed explanation of Assignment expectations Exceeds Expectations Meets Expectations Does Not Meet Expectations Required Content 160 Writer goes into depth in addressing the issues and brings additional insights to the topic. (145-160 pts) Writer successfully addresses all issues and questions given in the assignment details. (119-144 pts) Writer does not successfully address all aspects of the assignment. (0-118) Use of Resources 20 Writer makes substantial and insightf ...

1. assignmentRubric.docxNURS 4210 Assignment Rubric
Week 3 Windshield Survey/Community Assessment – Week 3
Day 7
Assignment:
Conduct a windshield survey in a section of your community as
viewed through the eyes of the public health nurse. The 3-4
page paper includes an introduction to the community,
photographs of selected areas, Windshield Survey findings,
description of the population, vulnerable population description,
and available resources. Include your conclusions about your
community and your selected population for your practicum.
Select at least 5 scholarly resources to support your assessment.
Websites may be included but the paper must include 5
scholarly resources in its development.
Grading Rubric:
Review the Rubric on page 2 to guide you in writing your
assignment. The Rubric is also your instructor’s guide to
grading your assignment.
The template includes the correct font and formatting: 12 pt.
Times New Roman font, double spacing, and 1 inch margins on
all sides.
Submission Instructions:
Before you submit your final assignment for grading, submit it
to Safe Assign in the Week 5 Draft area of the course. Use the
information provided in the Originality Report to revise your
assignment. Paraphrasing and citing your sources in-text will
decrease the similarity score
Assignment Rubric
Comments
Points possible

2. Required Content
160
Introduced the community including the name of the community
and interesting or historical facts.( 20 pts)
Described general population demographics of the community
and noted whether this was borne out in the windshield survey
(20 pts)
Presented findings of windshield survey including photographs
of the selected areas. (40 pts)
Described vulnerable populations, related social determinants,
and community strengths. (50 pts)
Included conclusions based on nursing assessment of the
community and selected population for practicum.(30 pts)
Use of Resources
Writer makes use of course resources as directed in the
assignment instructions. Resources are clearly identified when
used.
/20
Format and writing
Writer meets all of the Academic Writing. Expectations. Paper
is presented in a clean, professional format with few formatting,
typographic or other errors. (AWE 4000)
/20

3. Timeliness
Points may be deducted for late submissions. See policy in
syllabus.
Total
200
Note: Please refer to the detailed explanation on page 3. Also,
please review the AWE 4000 documents that fully address
format and writing expectations.
Detailed explanation of Assignment expectations
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Required Content
160
Writer goes into depth in addressing the issues and brings
additional insights to the topic.
(145-160 pts)
Writer successfully addresses all issues and questions given in
the assignment details.
(119-144 pts)
Writer does not successfully address all aspects of the
assignment.
(0-118)
Use of Resources
20
Writer makes substantial and insightful use of resources as
supporting material. May also include additional resources.
(19-20 pts)
Writer makes use of course resources as directed in the
assignment instructions. Resources are clearly identified when

4. used.
(16-18 pts)
Writer does not use required resources appropriately.
(0-15 pts)
Format and Writing
20
AWE
4000
Writer meets all of the Academic Writing Expectations.
Paper is free of almost all errors, and is written in clear prose.
(19-20 pts)
Writer meets all of the Academic Writing Expectations. Paper is
presented in a clean, professional format with few formatting,
typographic or other errors.
(16-18 pts)
Writer does not meet basic expectations for academic writing
and/or paper contains substantial errors.
(0-15 pts)
Continue to Academic Writing Checklist next page…
Academic Writing Expectations Checklist
4000 level
The items noted below are areas where you can improve. Click
the links to access Writing Center resources: Notice new
requirements for this level.
· Sentence-level skills
|_| Using commas appropriately. See examples of the different
comma uses.
|_| Ensuring that pronouns match their nouns. See this
discussion of noun-pronoun agreement.
|_| Proofreading for grammar, mechanics, and spelling. Read
these proofreading tips.
· Paragraph-level skills
|_| Focusing each paragraph on one central idea (rather than

5. multiple ideas). See an explanation of how topic sentences
work.
|_| Ordering sentences logically in a paragraph. See an
explanation of how the MEAL plan builds a strong paragraph.
· Essay-level skills
|_| Structuring the paper (with an introduction, body, and
conclusion). See an explanation of outlining a paper to plan
organization.
|_| Making an overall argument. See description and examples
of thesis statements.
|_| Using transitions to guide the reader and show relationships.
See a guide to transitional phrases.
· Awareness of audience and discipline
|_| Writing in an academic voice. See the different facets of an
appropriately formal tone.
|_| Formatting the paper according to APA style guidelines. See
the course paper template for correct margins, spacing, font,
and more.
· Use of evidence
|_| Using readings, statistics, or data to effectively support a
claim. See examples of integrating evidence in a paper.
|_| Avoiding quotes. If used enclosing direct quotes in
quotation marks. Read about the purpose of quotation marks.
|_| Paraphrasing to avoid plagiarizing the source. See
paraphrasing strategies. (Paraphrase rather than quote -no more
than one quote)
|_| Use the most current evidence (usually ≤ 5 years old).
· Credit to source
|_| Using in-text citations appropriately. See examples of
citations in APA style.
|_| Setting up your reference list at the end of the paper or
discussion post. See this reference list overview.
|_| Formatting the reference entries according to APA style.
See common reference examples here.
© 2016 Laureate Education, Inc.
Page 1 of 4

6. Practicum WK1.docx
I live in a small city located in southern Maryland. It is a
community that is not governed by its local municipal
corporation but administered by the Prince George’s County
government. According to the 2010 census, My City Clinton
has a population of 35,970. Of the 35,970 inhabitants 11.3% is
white, 80.7% black or African-American, 2.5% Asian, Native
America 0.3%, Pacific Islander 0.7%, and 5.2% Hispanic or
Latino (U.S. Census, 2010). 5.4% of the population is made up
of persons under age 5, 23.1% is 18 years old and under, 11.6%
persons age 65 and older, while the remainder, 50.9% is
between the ages of 19 and 64. Females represent 52.6% of the
population and men make up 47.4% of the population (U.S.
Census, 2010). Looking at the population statistics, it is clear
that the predominant race in Clinton is black or African
American. It is characterized by its high percentage of persons
19 years and older which shows that the majority of the
population is of working age adults. My community does not
only consist of individuals from diverse races, but this is also
known for its various socioeconomic backgrounds and cultures.
In 2014, 5,369 people died in PG County. Of those 1,349
(25.1%) are known to have died from malignant neoplasm;
1,300 (24.2%) from heart disease; 279 (5.2%) from
cerebrovascular diseases; 240 (4.5%) from diabetes mellitus;
and 198 (3.7%) from accidents. Maryland now has the 31st in
highest adult obesity rate in the nation, according to The State
of Obesity: Better Policies for a Healthier America released
September 2016. Maryland's adult obesity rate is currently 28.9
percent, up from 19.6 percent in 2000 and from 10.8 percent in
1990; therefore, I will be focusing on adult obesity for this
project because obesity is linked to many chronic diseases. In
my community problems indicated are high unemployment rate,
lack of recreational activities, access to healthy food options,
and cultural influences. Prevalent health problems in my
community include hypertension, colon cancer, diabetes, heart

7. disease, and mental illness including depression.
The International Obesity Task Force recommends that obesity
can be prevented before it begins by using a social learning
theory by addressing the individual their behavior and
environment. This theory is supported due to lifestyle habits
being developed in early childhood. These goals can be obtained
by developing programs early in life to teach individuals proper
nutrition and healthy lifestyle behaviors to promote good habits
before bad ones are formed early in life. Another way that can
help change this issue is community education and awareness,
along with Dr. Briliant’s theory of, early detection, early
prevention, starting at a childhood level. (TED 2006) Many
families do not have access to healthcare resources in the
surrounding rural areas, making it harder to educate families on
proper food choices, resources, and obesity-related health
issues. My state is constantly trying to find ways to combat
these illnesses with the SNAP-Ed which stands for
Supplemental Nutrition Assistance Program Education. Classes
offered by SNAP-Ed can take place in a variety of settings
including churches, schools, head start programs, housing
authorities, parks and recreation sites, community centers and
other community settings. These classes and projects are
possible through a partnership with the University of Maryland.
Programs such as SNAP-Ed are designed to assist low-income
families and provide them with the skills necessary to make
healthy decisions on a limited budget. However, I think that if
the state can allocate funds for community awareness, such as
incentive programs, or even going door to door to do education
for families that suffer from obesity, we may be able to make a
huge difference because not all at risk families can attend the
SNAP-Ed class.
Reference
Brilliant, L. (2006.). Retrieved April 11, 2017, from
https://www.ted.com/talks/larry_brilliant_wants_to_stop_pande
mics?language=en

8. Attia, P. (2013). Retrieved April 11, 2017, from
https://www.ted.com/talks/peter_attia_what_if_we_re_wrong_ab
out_diabetes
Measurements to Prevent Obesity in the United States:
Implementation and Measurement Guide.
Retrieved July 11, 2017 from:
https://www.cdc.gov/obesity/downloads/community_strategies_
guide.pdf
Maryland’s Food Supplement Nutrition Education (FSNE).
Retrieved July 10, 2017 from
https://extension.umd.edu/fsne
Odgen, C. L., PhD, Lamb, M. M., PhD, Campbell, M. D.,
M.S.P.H, & Flegal, K. M., PhD.
(2010, December). Obesity and Socioeconomic Status in Adults:
United States, 2005–2008. Retrieved July 11, 2017, from
https://www.cdc.gov/nchs/data/databriefs/db50.pdf
Prince George’s County Health Department.
http://www.princegeorgescountymd.gov/. Retrieved
July 10, 2017.
Maryland Vital Statistics Annual Report.
http://dhmh.maryland.gov/vsa/SitePages/reports.aspx.
Retrieved July 12, 2017.
assignmentRubric.docxNURS 4210 Assignment Rubric
Week 3 Windshield Survey/Community Assessment – Week 3
Day 7
Assignment:
Conduct a windshield survey in a section of your community as
viewed through the eyes of the public health nurse. The 3-4
page paper includes an introduction to the community,
photographs of selected areas, Windshield Survey findings,
description of the population, vulnerable population description,
and available resources. Include your conclusions about your
community and your selected population for your practicum.

9. Select at least 5 scholarly resources to support your assessment.
Websites may be included but the paper must include 5
scholarly resources in its development.
Grading Rubric:
Review the Rubric on page 2 to guide you in writing your
assignment. The Rubric is also your instructor’s guide to
grading your assignment.
The template includes the correct font and formatting: 12 pt.
Times New Roman font, double spacing, and 1 inch margins on
all sides.
Submission Instructions:
Before you submit your final assignment for grading, submit it
to Safe Assign in the Week 5 Draft area of the course. Use the
information provided in the Originality Report to revise your
assignment. Paraphrasing and citing your sources in-text will
decrease the similarity score
Assignment Rubric
Comments
Points possible
Required Content
160
Introduced the community including the name of the community
and interesting or historical facts.( 20 pts)
Described general population demographics of the community
and noted whether this was borne out in the windshield survey
(20 pts)
Presented findings of windshield survey including photographs
of the selected areas. (40 pts)

10. Described vulnerable populations, related social determinants,
and community strengths. (50 pts)
Included conclusions based on nursing assessment of the
community and selected population for practicum.(30 pts)
Use of Resources
Writer makes use of course resources as directed in the
assignment instructions. Resources are clearly identified when
used.
/20
Format and writing
Writer meets all of the Academic Writing. Expectations. Paper
is presented in a clean, professional format with few formatting,
typographic or other errors. (AWE 4000)
/20
Timeliness
Points may be deducted for late submissions. See policy in
syllabus.
Total
200
Note: Please refer to the detailed explanation on page 3. Also,
please review the AWE 4000 documents that fully address
format and writing expectations.
Detailed explanation of Assignment expectations

11. Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Required Content
160
Writer goes into depth in addressing the issues and brings
additional insights to the topic.
(145-160 pts)
Writer successfully addresses all issues and questions given in
the assignment details.
(119-144 pts)
Writer does not successfully address all aspects of the
assignment.
(0-118)
Use of Resources
20
Writer makes substantial and insightful use of resources as
supporting material. May also include additional resources.
(19-20 pts)
Writer makes use of course resources as directed in the
assignment instructions. Resources are clearly identified when
used.
(16-18 pts)
Writer does not use required resources appropriately.
(0-15 pts)
Format and Writing
20
AWE
4000
Writer meets all of the Academic Writing Expectations.
Paper is free of almost all errors, and is written in clear prose.
(19-20 pts)
Writer meets all of the Academic Writing Expectations. Paper is
presented in a clean, professional format with few formatting,
typographic or other errors.
(16-18 pts)

12. Writer does not meet basic expectations for academic writing
and/or paper contains substantial errors.
(0-15 pts)
Continue to Academic Writing Checklist next page…
Academic Writing Expectations Checklist
4000 level
The items noted below are areas where you can improve. Click
the links to access Writing Center resources: Notice new
requirements for this level.
· Sentence-level skills
|_| Using commas appropriately. See examples of the different
comma uses.
|_| Ensuring that pronouns match their nouns. See this
discussion of noun-pronoun agreement.
|_| Proofreading for grammar, mechanics, and spelling. Read
these proofreading tips.
· Paragraph-level skills
|_| Focusing each paragraph on one central idea (rather than
multiple ideas). See an explanation of how topic sentences
work.
|_| Ordering sentences logically in a paragraph. See an
explanation of how the MEAL plan builds a strong paragraph.
· Essay-level skills
|_| Structuring the paper (with an introduction, body, and
conclusion). See an explanation of outlining a paper to plan
organization.
|_| Making an overall argument. See description and examples
of thesis statements.
|_| Using transitions to guide the reader and show relationships.
See a guide to transitional phrases.
· Awareness of audience and discipline
|_| Writing in an academic voice. See the different facets of an
appropriately formal tone.

13. |_| Formatting the paper according to APA style guidelines. See
the course paper template for correct margins, spacing, font,
and more.
· Use of evidence
|_| Using readings, statistics, or data to effectively support a
claim. See examples of integrating evidence in a paper.
|_| Avoiding quotes. If used enclosing direct quotes in
quotation marks. Read about the purpose of quotation marks.
|_| Paraphrasing to avoid plagiarizing the source. See
paraphrasing strategies. (Paraphrase rather than quote -no more
than one quote)
|_| Use the most current evidence (usually ≤ 5 years old).
· Credit to source
|_| Using in-text citations appropriately. See examples of
citations in APA style.
|_| Setting up your reference list at the end of the paper or
discussion post. See this reference list overview.
|_| Formatting the reference entries according to APA style.
See common reference examples here.
© 2016 Laureate Education, Inc.
Page 1 of 4
childhood_obesity_paper.docx
Running Head: CHILDHOOD OBESITY
1
CHILDHOOD OBESITY
3
CHILDHOOD OBESITY

14. Name:
Course:
College:
Tutor:
Date:
Introduction
Obesity is one of the chronic infections that affect a greater
population in United States. This is attributed to increased
consumption of fast foods with very little or no physical
exercises that help in the regulation of fat content in the body as
stated by (Cote et al, 2013). The disorder can both be traced
immensely on adults and equally on children who are
susceptible to developing it. In my residence area that is south
of Maryland in the City of Clinton, this menace is one of the
health hazards. Statistics indicate that Maryland is among the
leading regions in the obesity rate. According to (Odgen et al,
2010), the current standings indicate that 28.9% of Maryland’s
adult population is absorbed in the obesity complex web and
this is an increase from previous years. This assignment focuses
on discussion of childhood obesity per stipulates of Windshield
Survey.
Demographics of General Population
The general population of the region of study is approximately
35,970 according to the census done in 2010 by (Odgen et al,
2010), 5.4% of the population comprises of those below 5 years
of age while those between the ages of 5 and 18 are represented
by 23.1%. The highest population is composed of individuals

15. between 18 year and 65 years who are about 50.9% of the
general population. Those above 65 years are however
represented by a percentage of 11.6. The obesity rate in this
region is much felt among the adults since they compose a
better part of the population and hence most deaths are coiling
about their age brackets as (Lloyd et al, 2012) puts. Over the
years, Maryland has been on verge of increased cases of adult
obesity. However, children are also shown as the most
susceptible ones in the general population in terms of obesity
rates. In survey and statistical analysis done in Maryland in
2011, the obesity rates were displayed as 15.3% rate for
children between 2 and 4 years of age, 15.1 for those children
between 5 and 17 years. Following from (Bacha & Gidding,
2016), the same survey gives high school students a general
obesity rate as 11.5 % with historic rates of 32/43 between 1999
and 2015. This statistical representation gives the children
vulnerability of coming in contact with the obesity trends.
These demographics are clearly borne from windshield survey.
What exactly do you mean by that? You do not come in contact
with obesity trends please.
Findings- What are the findings from your windshield survey?
Who did you talk to? What did they say that made you to
conclude that you want to focus on childhood obesity?
In most research works done on obesity prevalence in the
country, poverty is one of the major courses and it is beyond no
doubt that a better part of Maryland’s population hail in
poverty. Based on (Mohanan et al, 2014), this makes children
born in such an area at high risk of developing obesity at tender
ages as early as 3 years of age. Depression is also a
distinguished cause of obesity to given social classes in the
society. Drawing on (Odgen et al, 2010), a number of
individuals subject their children to depression from parental
care and other necessities and hence their children succumb to
obesity through weight loss or even increase hence offsetting
the BMI. Apart from depression, other psychological problems
also contribute very much on development of obesity and this

16. includes anxiety and low self esteem. A number of cases of
obesity in Maryland are attributed to generic factors, lack of
physical exercises among the young children, and unhealthy
eating habits of children more so their attraction to fast junky
foods. At given instances, obesity is triggered by medical
complications such as hormonal problem (Mohanan et al, 2014).
Population description
Adults form the greatest percentages of obesity infection in the
general public of Maryland region and around the city of
Clinton. However, (Odgen et al, 2010) observes that children
are not left behind since they are the most susceptible lots?? to
this infection-obesity is not an infection please. This is because
they are easily derived into the factors that facilitate the
thriving of the disorder and furthermore the disorder seems to
develop faster in them What??. Among the children, those
between 2 and 4 years show very high percentage of inception
of obesity according to the statistical researches done in 2011
which put their susceptibility at 15.3percent ahead of other
groups of children, as per the research done by (Bacha &
Gidding, 2016). This is because children at this age bracket are
less active in food consumption What?? and they tend to love
very much of junk foods and less of physical exercises. Other
social determinants in such cases are dictated by depression,
self-esteem and at given cases, stigmatization forms the basis of
obesity.
Communal eradication and control of the spread or rather
increase in the cases of obesity are introduced I this region.
What??? Some of which include mass education to parents to
help in controlling and getting the significance of some of the
health precautions. At given instances, community takes the
initiative of encouraging schools to include mandatory physical
exercises to all students which shall help in containing their
ages what??. (Mohanan et al, 2014) opine that there is
regulations on the number of fast foods outlets in the region and
the sales to the children be regulated by their parents. These are
some of the initiatives that the communities have taken to

17. ensure that obesity is put under check.
Conclusion
The community around the City of Clinton after assessment of
the obesity prevalence in their area, it was evident that most of
the children in the poor families showed to most positive to the
disorder. This makes their control and address very much simple
for nursing assessment and health precautions be taken to
consideration. This population allowed to assessment of their
children and it was evident that the solutions were far much
ready to be effected in control of the obesity. In the recent past,
some of the initiatives taken by the community have helped me
reducing the rates of obesity in the region.
References
Bacha F, Gidding SS. (2016). Cardiac abnormalities in youth
with obesity and type 2 diabetes. Curr Diab Rep.;16(7):62. doi:
10.1007/s11892-016-0750-6. Retrieved from
https://www.ncbi.nlm.nih.gov/m/pubmed/27168062/
Cote A.T, Harris KC, Panagiotopoulos C, et al. (2013).
Childhood obesity and cardiovascular dysfunction. J Am Coll
Cardiol.; 62(15):1309–1319. Retrieved from
https://www.ncbi.nlm.nih.gov/.../239543
Lloyd L.J, Langley-Evans SC, McMullen S. (2012) Childhood
obesity and risk of the adult metabolic syndrome: a systematic
review. Int J Obes (Lond).;36(1):1–11 Retrieved from
https://doi.org/10.1590/S0104-42302013000100013
Mohanan S, Tapp H, McWilliams A, Dulin, M. (2014). Obesity
and asthma: pathophysiology and implications for diagnosis and
management in primary care. Exp Biol Med (Maywood).
239(11):1531–40. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4230977/
Odgen, C. L., PhD, Lamb, M. M., PhD, Campbell, M. D.,
M.S.P.H, &Flegal, K. M., PhD. (2010, December). Obesity and
Socioeconomic Status in Adults: United States, 2005–2008.
Retrieved from
https://www.cdc.gov/nchs/data/databriefs/db50.pdf

18. Practicum WK2.docx
Healthcare is a critical facet in defining the general well-being
of every community. It determines how fast the economy can
grow and how well all other sectors perform. In this light, my
selected population is Prince George's (PG) County. 2015 PG
County report indicates that the county has a total population of
the county in 2013 was 890,081 (Prince George County Health
Report, 2015). This population makes 15% of Maryland's
population and 0.28% of the entire US population. While PG
County prides itself for a great milestone in the health sector
over the last three years, the county still faces a problem of a
high number of residents who are not yet insured and a
relatively high mortality rate due to the prevalence of chronic
diseases (Prince George County Health Report, 2015).
The topic I have chosen to focus on Childhood obesity for this
practicum. As I was researching obesity in general, I came
across this link that read “Teach Every Child about Food.” I
click on it, and it was one those TED Talks videos, and after I
finish watching, I decided to focus on childhood obesity.
Researching the topic of obesity has motivated me to want to
learn as much as I can about what is going on in my community
and state. I agree with the speaker that is imperative to teach
kids at an early age about food and exposing them to fruit and
vegetables.
According to the county Health Department, 71.5 percent of
adults in Prince George’s are obese or overweight, and 48% of
youth ages 12-19 are at risk for obesity, and 16% are obese in
the County; higher than the State of Maryland baseline of
11.9%. The national statistics provided by the CDC state that
9.4% of 2-5-year-olds, 17.4% of 6-11-year-olds, and 20.6% of
12-19 years olds are all classified as obese. (CDC, 2013). This
of troubling because while adult obesity is associated with a lot
of preventable diseases such as diabetes, heart diseases, and
cancer, Pediatric obesity, on the other hand, may produce a
generation that might not survive to live long like their parents
or grandparents.

19. Part of the problem is because of low levels of physical activity
and poor access to healthful foods in my community. 71% of
food establishments in the PG County are fast-food restaurants,
according to a November 2012 report from the Maryland-
National Capital Park and Planning Commission with few
groceries and supermarkets. A recent study was examined on
children, and the impact exercise has on children. Zuraikat
stated that "obesity in school aged children has doubled in the
past two decades" (Zuraikat, 2015). Some problems observed in
this study were the amount of vending machines readily
available to children as well as the reduction of gym, recess,
and after school programs due to funding. (Zuraikat, 2015).
There are a variety of plans designed to educate residents about
healthy eating habits, encouraging physical activities, launching
community gardens where residents can grow vegetables for
children identified obese or at risk for developing obesity. Most
schools in the area are removing vending machines from school
gyms. Twenty-two PG County schools are taking the lead and
are among 250 public schools nationwide recognized by the
Alliance for a Healthier Generation and the William J. Clinton
Foundation for making their schools healthier. Schools have to
have nutrition services and physical activity programs that meet
or exceed the alliance’s standards in other to win an award.
References
Pittman. 2014. Parents Often Underestimate Children’s Weight:
Study. Reuters. Retrieved from:
http://www.reuters.com/article/us-parents-underestimate-
children-weight-idUSBREA1317620140204
Ted. (2010). Teach Every Child about Food retrieved from
https://www.ted.com/talks/jamie_oliver
Zuraikat, N., & Dugan, C. (2015). Overweight and Obesity
among Children: An evaluation of a
walking program. Hospital Topics, 93(2), 36-43. doi:
10.1080.00185868.2015.105223

20. Center for Disease Control and Prevention. (2013). Retrieved
from
https://cdc.org/nchs/products/databriefs/db239.com
NURS 4210 Assignment Rubric
Week 3 Windshield Survey/Community Assessment – Week 3
Day 7
Attached are detailed assignment instructions. My topic is
obesity but I want to focus on CHILDHOOD Obesity for this
assignment (The Windshield Survey topic should be
CHILDHOOD OBESITY).and I have also attached one of the
papers I wrote in relation to the topic. Please make sure you
follow the rubrics, read and edit the work before sending it to
me I NEED NOT LESS THAN THREE PAGES APA STYLE
Assignment:
Conduct a windshield survey in a section of your community as
viewed through the eyes of the public health nurse. The 3-4
page paper includes an introduction to the community,
photographs of selected areas, Windshield Survey findings,
description of the population, vulnerable population description,
and available resources. Include your conclusions about your
community and your selected population for your practicum.
Select at least 5 scholarly resources to support your assessment.
Websites may be included but the paper must include 5
scholarly resources in its development.
Grading Rubric:
Review the Rubric on page 2 to guide you in writing your
assignment. The Rubric is also your instructor’s guide to
grading your assignment.
The template includes the correct font and formatting: 12 pt.
Times New Roman font, double spacing, and 1 inch margins on

21. all sides.
Submission Instructions:
Before you submit your final assignment for grading, submit it
to Safe Assign in the Week 5 Draft area of the course. Use the
information provided in the Originality Report to revise your
assignment. Paraphrasing and citing your sources in-text will
decrease the similarity score
Assignment Rubric
Comments
Points possible
Required Content
160
Introduced the community including the name of the community
and interesting or historical facts.( 20 pts)
Described general population demographics of the community
and noted whether this was borne out in the windshield survey
(20 pts)
Presented findings of windshield survey including photographs
of the selected areas. (40 pts)
Described vulnerable populations, related social determinants,
and community strengths. (50 pts)
Included conclusions based on nursing assessment of the
community and selected population for practicum.(30 pts)
Use of Resources
Writer makes use of course resources as directed in the

22. assignment instructions. Resources are clearly identified when
used.
/20
Format and writing
Writer meets all of the Academic Writing. Expectations. Paper
is presented in a clean, professional format with few formatting,
typographic or other errors. (AWE 4000)
/20
Timeliness
Points may be deducted for late submissions. See policy in
syllabus.
Total
200
Note: Please refer to the detailed explanation on page 3. Also,
please review the AWE 4000 documents that fully address
format and writing expectations.
Detailed explanation of Assignment expectations
Exceeds Expectations
Meets Expectations
Does Not Meet Expectations
Required Content
160
Writer goes into depth in addressing the issues and brings
additional insights to the topic.
(145-160 pts)
Writer successfully addresses all issues and questions given in

23. the assignment details.
(119-144 pts)
Writer does not successfully address all aspects of the
assignment.
(0-118)
Use of Resources
20
Writer makes substantial and insightful use of resources as
supporting material. May also include additional resources.
(19-20 pts)
Writer makes use of course resources as directed in the
assignment instructions. Resources are clearly identified when
used.
(16-18 pts)
Writer does not use required resources appropriately.
(0-15 pts)
Format and Writing
20
AWE
4000
Writer meets all of the Academic Writing Expectations.
Paper is free of almost all errors, and is written in clear prose.
(19-20 pts)
Writer meets all of the Academic Writing Expectations. Paper is
presented in a clean, professional format with few formatting,
typographic or other errors.
(16-18 pts)
Writer does not meet basic expectations for academic writing
and/or paper contains substantial errors.
(0-15 pts)
Continue to Academic Writing Checklist next page…
Academic Writing Expectations Checklist
4000 level

24. The items noted below are areas where you can improve. Click
the links to access Writing Center resources: Notice new
requirements for this level.
· Sentence-level skills
|_| Using commas appropriately. See examples of the different
comma uses.
|_| Ensuring that pronouns match their nouns. See this
discussion of noun-pronoun agreement.
|_| Proofreading for grammar, mechanics, and spelling. Read
these proofreading tips.
· Paragraph-level skills
|_| Focusing each paragraph on one central idea (rather than
multiple ideas). See an explanation of how topic sentences
work.
|_| Ordering sentences logically in a paragraph. See an
explanation of how the MEAL plan builds a strong paragraph.
· Essay-level skills
|_| Structuring the paper (with an introduction, body, and
conclusion). See an explanation of outlining a paper to plan
organization.
|_| Making an overall argument. See description and examples
of thesis statements.
|_| Using transitions to guide the reader and show relationships.
See a guide to transitional phrases.
· Awareness of audience and discipline
|_| Writing in an academic voice. See the different facets of an
appropriately formal tone.
|_| Formatting the paper according to APA style guidelines. See
the course paper template for correct margins, spacing, font,
and more.
· Use of evidence
|_| Using readings, statistics, or data to effectively support a
claim. See examples of integrating evidence in a paper.
|_| Avoiding quotes. If used enclosing direct quotes in
quotation marks. Read about the purpose of quotation marks.
|_| Paraphrasing to avoid plagiarizing the source. See

25. paraphrasing strategies. (Paraphrase rather than quote -no more
than one quote)
|_| Use the most current evidence (usually ≤ 5 years old).
· Credit to source
|_| Using in-text citations appropriately. See examples of
citations in APA style.
|_| Setting up your reference list at the end of the paper or
discussion post. See this reference list overview.
|_| Formatting the reference entries according to APA style.
See common reference examples here.
© 2016 Laureate Education, Inc.
Page 1 of 4