San Jose State University Popularity of Diabetes in African American Community Paper Scholarly Research Paper – A Literature Review Instructions: Researc

San Jose State University Popularity of Diabetes in African American Community Paper Scholarly Research Paper – A Literature Review

Instructions:

Research, define, and describe an issue in your professional field. This could be a health problem (a genetic disorder, a pathogen-based disease, a chronic condition, a type of injury, or a faulty belief system) that is causing an increase in morbidity (illness, injury, reduced functioning) or mortality (death). Limit the population and the geographic boundaries of your inquiry.

Your writing should demonstrate that the topic merits further debate, exploration, and continuing academic attention. Your goal is to contribute to your field’s knowledge base, to educate, and to incite action. This paper is not a generic report.

Sections within your narrative will guide the reader in better understanding and assessing your thesis. Ultimately, readers will understand your point of view as the author of the literature review.

You will manage your workload in steps. Study the professional literature, learn new concepts, and adhere to APA formatting guidelines. This will help you improve your academic writing.

The following applies to all HS/PH, NUFS, and NURS 100W sections:

Content should address health equity in some manner.
The document must be formatted in APA style (7th edition).
Length: 2,400-3,400 words.
Cite exactly six (6) peer-reviewed journal articles. Include both primary (i.e., empirical; experimental) and secondary sources.
One article from an institutional author may be included as your seventh source. Use this article only to provide recent (2016+) statistics. Cite this article only once in-text and include its reference citation in the references.
Include an APA-style table or figure, correctly formatted, for up to 5 extra credit points (105/100 points are available).
Turnitin is enabled. Plagiarism will result in a reduced score or other disciplinary action. Please check your Similarity Report after you submit your paper and edit any writing that is similar to previously-published writing, then re-submit.

Relevance to HPRF, HS, NUFS, and NURS

Work with a topic and population you care about. If you are interested in the topic and feel compassion for people affected, you will be able to renew your energy and commitment when you experience mid-semester fatigue. You must pace yourself to compose this research paper—do not procrastinate.

You must show command of the topic and strength in argument in this literature review. Include details and develop your ideas thoroughly. Your citations should be well researched, organized, and composed.

What is a Literature Review?

APA JARS Glossary (Links to an external site.)

literature review a narrative summary and evaluation of the findings or theories within a literature base. Also known as “narrative literature review.”

Literature reviews, including research synthesis and meta-analyses, are critical evaluations of material that has already been published. By organizing, integrating, and evaluating previously published material, authors of literature reviews consider the progress of research toward clarifying a problem. In a sense, literature reviews are tutorials, in that the authors

Define and clarify problems;
Summarize previous investigations to inform the reader of the state of research;
Identify relations, contradictions, gaps, and inconsistencies in the literature; and
Suggest the next step or steps in solving the problem.

The components of literature reviews can be arranged in various ways, but you will be grouping research based on similarity in the concepts, themes, and theories of interest.

Scientists have written thousands of such discussions, prompting new research, fresh ideas, best practices, and up-to-date university course content. Similarly, your scholarly discussion should contribute insights to the pool of knowledge!

Content and Formatting

An original title: Your title should summarize the main idea of the paper simply and with style. Think of a working title as you develop your paper. Your working title evolves along with your paper.

Introduction: The introduction explains the focus of the paper and establishes the importance of the subject. It gives your audience just enough information to be able to understand your thesis. Start with a brief overview of the topic, and then give details on the issue as it relates to your topic and profession. The introduction concludes with a thesis statement.

Working thesis: Annotate your journal articles; take notes. Discuss the similarities and differences in findings with other people. What links exist between those articles? How are these articles connected to your topic? This synthesis anchors your working thesis. As your scholarly paper evolves, your thesis will become more rational, clear, and obvious. You will likely finalize your thesis just before the assignment’s due date.

Section headings: Include Level 1 and 2 headings. Level 3 headings are optional.

Supporting paragraphs: Begin each paragraph with a topic sentence that directly links to your thesis. Support your thesis (argument) by connecting every paragraph to an aspect of your thesis. Back up your claims with valid, detailed examples, state the significance of the evidence to your thesis, and provide realistic analysis.

Weave together information from the peer-reviewed sources– this is called synthesis. Do not list details from one source after another. Paraphrase the literature, using your own voice, and blend the details to support your thesis. All of the sentences in a paragraph should be properly developed, coherent, and they must stand united in theme.

Include recommendations. Public health aims to reduce the incidence and prevalence of problems. You might answer any one of these queries (or your own): Can an agency mitigate or eliminate risk factors? Can people take better care of themselves? Do groups of people need to mobilize? Does legislation exist to address the problem? Are those laws working? Can technology ease any burden? Are there other interventions that would be more effective? Cite sources, and again, use 3rd person voice.

You may place recommendations in the body paragraphs or create a separate sub-section. “Recommendations” is usually a Level 1 heading. Place it just before the Conclusion (also Level 1). Do not forget to include a brief conclusion. It is a required section.

Organize your writing to make your argument persuasive. The topic, your content goals, and your creativity will influence your decision.

The vocabulary you choose should reflect academic word choice. Use APA-style terms, such as “adolescent” or “child”; not “kid”. Use “learned” or “discovered” rather than “found out,” which is wordy. Do not use “said” to reflect an idea you learned about through reading. The more precise word is “discussed”.

Please see the rubric and course notes for other vocabulary guidelines.

Conclusion: The last few paragraphs should not be a simple restatement or a summary of your paper. Instead, make a final appeal to your audience.

The conclusion is your last chance to convince readers that what you have written is a relevant, meaningful interpretation of a shared issue and to remind them that your argument is reasonable.

Do not include any new information in the conclusion. Rather, support the argument you made in the body one last time.

Collect key components of your argument in the service of answering the question “So what?”– What will happen if things stay the same? What will happen if things change?

You can also place what you have written in a broader context if it is helpful: What are the implications (social, economic, political)? Finally explain again how your ideas contribute to the conversation by building on, extending, or even challenging what others have argued.

Revising, Fact-Checking, and Editing

GE course instructors are required to assess your language, style, and writing proficiency. Assignments must demonstrate the quality of writing that is expected in the professional world. Fact-check your details; spell-check your words.

Grading will reflect the content, mechanics, style, citations, APA formatting, and overall completeness.

Consider the following proofreading tips:

Investigate all spelling and grammar alerts
Use grammarly.com to check your grammar. Use hemingwayapp.com to check for simple, direct language.
Print your document and edit in a different study space
Read your essay backward, sentence by sentence
Read aloud to a family member or friend
Have a peer read your essay aloud to you

Turnitin is enabled. Plagiarism will result in a reduced score or other disciplinary action. Please check your Similarity Report after submission and edit any language that is flagged as similar to published writing.

Self-Check Before Final Submission

APA format: 1″ margins; APA 7th Edition font and font size.
Cover page with a page number, an original title, your name, university affiliation, course and course title, my name, and the due date. Do not include an author’s note.
Page numbers on all pages
The entire manuscript should be double spaced– no more and no less. Omit extra line spacing after paragraphs and sections.
An abstract, correctly formatted
3rd person voice throughout
The title of the manuscript, centered and bolded, on the first page of text.
Introduction with an identifiable, clear thesis statement
Topic sentences reflect the thesis
Body paragraphs demonstrate discourse suited to an academic audience, incorporate pertinent details, and include in-text citations to support all claims
Headings and titles formatted correctly
Content sections organized logically and effectively
The conclusion features a final appeal to the audience. Addresses “so what” and implications.
References page listing exactly six peer-reviewed, published articles. You may include one institutional author (CDC, WHO, NIH, or local governmental agency) as a source for recent (2016 +) statistics as your seventh source. Cite it one time only in the text– only to show recent statistics.
Minimum word count: 2,400 words. Read about word count in APA (Links to an external site.)
Maximum word count: 3,400 words. Edit your writing, whether your paper is short or long.

https://apastyle.apa.org/jars/glossary

https://blog.apastyle.org/apastyle/2016/05/you-can… Containing children: Some Lessons on planning for play from New York City
What are the main arguments in this article?
This article argues that the trend toward safe, constricted playgrounds in New York City
has removed an important developmental opportunity from the lives of children. The article
opines that in order to create fulfilling and socially stimulating play spaces, the city must provide
safe, open, street spaces to give children freedom to play under the supervision of a responsible
play supervisor.
What is at stake for children?
The opportunity to play is a fundamental human right, and when children “have the
freedom in space and time to play with one another, they find ways to pass on their culture to
peers through games, song and dance, but also to transform it.” Children must be allowed to
enter dynamic play spaces in which they can be creative and interactive. The current regime of
constricted playground spaces denies children of this important developmental stage.
What is at stake for society?
The author writes that “free play in public space is important for the development of civil
society and, hence, for democracy.” When playgrounds are insulated and restricted to children
from specific neighborhoods, social inequalities become entrenched in children’s development
from an early age. In contrast, play spaces that are open to diverse communities from around the
city help to foster interactions between children of different socio-economic backgrounds. This
in turn creates a more tolerant and open-minded society as children brought up in these
environments grow older.
How does this relate to CHST 2100?
This article concerns the development of children from a psychological, historical, and
sociological perspective. These themes are central to CHST 2100’s exploration of the many
modes of child development and the political and social environment in which this development
occurs.
A Second Look at the Play of Young Children with Disabilities
What are the main arguments in this article?
This article lays out the argument that the promotion of meaningful play opportunities for
young children with developmental is crucial to their development and autonomy. The article
summarizes research which views children “as active agents in constructing their own lives and
identities in relationships with others.” Contrary to the believe that children with disabilities need
to be given strict controls by their parents and supervisors, disabled children can benefit
immensely from self-directed play. In addition, caretakers or parents must be willing to indulge
their children in symbolic or abstract play even when it differs from their expectations of typical
play behaviors.
What is at stake for children?
The stakes for developmentally disabled children are high because they have to adapt to a
world in which they are often “otherized” and excluded from social interaction. This article
explains how it is vital to include developmentally disabled children in typical play patterns so
that they have the opportunity to contribute to and learn from a diverse coalition of playmates. In
addition, play is empowering to disabled children who are often taught to view themselves as
dependent on others.
What is at stake for society?
If our society truly places emphasis on diversity and inclusion, we must take action to
promote the wellbeing of all its constituents, including developmentally disabled children. The
right to play is acknowledged in United Nations Convention on the Rights of the Child and can
only be upheld by intentional actions such as those proposed by this article. The article rephrases
the discussion over developmental aid for disabled children as “one more manifestation of
diversity.”
How does this relate to CHST 2100?
Just as CHST 2100 views children from psychological, sociological, and health science
perspective, this article examines the psychological, societal, and health impacts that different
models of play have upon young children.
“Will you listen?”
Young voices from conflict zones
Machel Study 10-year Strategic Review
children and Conflict
in a changing world
The 1996 UN report “The Impact of Armed Conflict on Children”, widely known as the Machel study, for the
first time brought the issues faced by children in armed conflict to international attention. Ten years later, a
strategic review has now been convened to assess progress and look forward to identify key challenges and
priorities for the future of the Children and Armed Conflict Agenda. The resulting report is to be presented to
the General Assembly in October 2007, with the publication of more detailed analysis and findings to follow
over the next year.
This Companion to the 10-year Machel Strategic Review compiles the views and recommendations of some
1,700 children and young people in 92 countries. Their thoughts and ideas were collected as a key
contribution to the Review through a series of focus group discussions and an online questionnaire1.
Focus group discussions were conducted by UNICEF, UNFPA and NGO partners in 18 countries, and involved
approximately 1385 participants in 125 focus groups2. The discussions were conducted in countries recently
or currently affected by armed conflict3. The online survey received 385 responses from a total of 92 different
countries, territories and areas, a majority of which (78%) were from developing countries.
The focus group discussions included children and young people who have experienced conflict themselves,
with many of the participants speaking about how their own lives have been affected. Facilitators tried to ensure
a safe environment, to use the local language where appropriate and to create a certain ‘comfort level’ for the
participants despite the unique challenges in each country4.
For example, participants in Rwanda requested to submit their answers in writing, as they felt talking about their
experiences in a group setting would open up many wounds. A focus group discussion in Somalia was held
through a radio show in which more than 140 children and young people called in to talk about their experiences.
The following pages present a wide range of voices, concerns and demands captured by these discussions and
online surveys. For more details and background on the survey that led to this companion report, please visit
www.unicef.org/voy
This report was compiled and edited by Vidar Ekehaug from the Global Youth Action Network (GYAN) and
Chernor Bah, Special Youth Fellow at UNFPA. Special thanks go to Mima Perisic, Naseem Awl and the Division
of Communication from UNICEF, Cécile Mazzacurati and David Del Vecchio from UNFPA, Susan Nicolai from the
Machel Review Secretariat, Jenny Perlman Robinson from the Women’s Commission for Refugee Women and
Children, and all the GYAN team.
The survey process was organized by partners including the Global Youth Action Network (GYAN), United Nations Children’s Fund
(UNICEF), Special Representative of the Secretary General for Children and Armed Conflict (SRSG CAAC), the United Nations Population
Fund (UNFPA), and the Women’s Commission for Refugee Children and Women.
2
See Annex III for full breakdown of focus groups. There was an intentional effort to include children and older youth who had lived through
conflicts and were able to reflect on their experiences.
3
Focus groups, organized at the initiative of various partners took place in Afghanistan, Angola, Burundi, Central African Republic, Haiti,
Iraq, Kosovo (Serbia), Liberia, Nepal, Occupied Palestinian Territory, Philippines, Rwanda, Sierra Leone, Somalia, Sri Lanka, Sudan and
Uganda. These countries were either included in the 2006 Annual Report of the Secretary General on Children and Armed Conflict
(A/61/529-S/2006/826) or were visited by Mrs. Machel to prepare the 1996 study.
4
See Annex II for full gender, age and regional breakdown of online survey respondents.
1
Cover photo: ©UNICEF/HQ96-0768/LeMoyne
Logo photo: ©UNICEF/HQ06-1679/Brooks
“Will you listen?”
Young voices from conflict zones
We are displaced children.
We are children who have been used by armed groups.
We are orphans.
We are street children.
We are girls who sell our bodies to survive.
We are children who have to work.
We are children who can’t go to school.
We are children with disabilities.
We are children living with HIV.
We are detained children.
We are girls who have been raped.
We are children taking care of our brothers and sisters.
We are children without a childhood.

“We have all lost a part of our life, and it will never come back.” –
Young man, 18, Burundi
We are from Afghanistan, Angola, Burundi, the Central African Republic, Colombia, Haiti, Iraq, Kosovo (Serbia),
Liberia, Nepal, the Occupied Palestinian Territory, the Philippines, Rwanda, Sierra Leone, Somalia, Sri Lanka,
Sudan, Uganda and many other countries.
We won’t tell you our names because it could be dangerous for us.
We all have one thing in common: Our lives have been affected by armed conflict. That is why, even though we
come from different places and our problems are not always the same, we speak with one voice.
We have not given up all hope yet. We still want to go to school and play with our friends. We want to help build
peace in our societies and make this world a better place. We still have big dreams.
For some of us, getting together for the sake of this report gave us a rare opportunity to sit with our friends and
share our stories. It has also been an opportunity to finally tell you what we feel and think.
But talking is not enough. Will we see any change after you meet to talk about us? Will you hear our voices
and act on what we tell you?
We have tremendous energy and a strong will to fight for our futures. Many of us are already taking action.
Will you join us?

WE LIVE IN VIOLENCE
“They are not human. They worship guns. They don’t have sisters and brothers,
they only have a gun.” – Girls and young women, 14–17, Somalia
“There has been violence all our lives. People see
violence, they grow up with it, and they know it. They
repeat it. There is no food, no work, no education, but
there is pressure from the family. And there is nothing
to stop violence, there is impunity.” – Young people,
15–19, sex not specified, Haiti
“We were mobilized by our clan militia heads to
come to the playground. All of us were young people
about the same age. They told us to defend our
village. We were in the queue with our guns. When
the Marehan clan attacked us we defended our
village.” – Boys and young men, 14–17, Somalia
Many of us, especially the boys, are forced to
join various armed forces. They then put us in
the front of the battlefields or force us to spy
on the opposition. They brainwash us into
believing that we are fighting to defend our
rights and our communities. Even the girls
are put through this.
“Girls also are enrolled in the army, to fight or to carry
ammunition and other loads.” – Young people, 15–23,
sex not specified, Burundi
As soldiers, we are sometimes given strong
drugs and put through grotesque rituals to make
us “strong” and not afraid.
“After I was taken to the front, they give me blood
to drink which they said was the first test, and will
make me more and more brave.” Young man, age not
specified, Liberia
Some of us who have lost our parents and live
in the streets are tempted to join the militia: At
least they will take care of us.
Violence is all around us every day, not only in
the battlefields. Sometimes those who care for
us – even family members and teachers – treat
us badly and without respect. They may beat us
or make us feel as though we are nothing. We
know that the war has been hard on everyone,
but do we have to be treated this way?
Our voices
“Orphans and street children join militias at clan
checkpoints to rape, loot and kill the people. They are
security guards of the warlords. The oldest of them is
17 years old. They are sent by the warlords. If you try
to advise them they will kill you. We see them taking
drugs before they go to fight and the possibility to
escape from them is rare.” – Girls and young women,
14–17, Somalia
Even when wars end, the violence does not stop.
It shows itself in many other forms–through
gangs, our families and sometimes “violence
just for the fun of it.”
“People are drunk and fighting. Everything is different
than home. My father hits my mother and drunken
people destroy light bulbs and buildings.” Girl, 14,
Sri Lanka, internally displaced persons (IDP) transit
centre
“My father used to hit my mother and all of us. He
has no job and the family’s needs are enormous.
The only way for him to express his frustration is by
shouting and hitting.” – Girl, 14, Occupied Palestinian
Territory
Some of us see small guns and harmful drugs
sold everywhere in our communities. Some of
us are easily trapped in this culture of guns and
drugs which has changed our communities into
violent places that make us feel unsafe and fill
us with fear.

Our concerns
In wars, we suffer from and witness some of the
worst forms of violence committed against us
and the people we love. Some of us have been
born in the midst of this violence. It has become
a way of life.
“Drugs are the root cause of recent armed conflict.
Because of drug trade money, people can acquire
arms. These people start using drugs, which makes
them act violently, more and more so, until they
spur each other on to murder, to rape and to abuse
children.” – Young men, 16–18, Haiti
Many of our friends become drug addicts and
sell drugs to survive. It becomes an escape.
For the ex-combatants among us, when
we return to our communities, we do not
feel comfortable leaving our houses. Our
communities treat us like outcasts. They call us
bad names and some tell their children not to
play with us. Other children make fun of us at
school. They don’t even care about how we feel
or what we want.
“Children and young people are turned into thieves
and become addicted to drugs.” – Girl, 14, Colombia
“There are many of us who do not have jobs or
anything. Some people in my family still fear me
because they still believe I have the‘bush trick’ in me;
we get the evil eye and are discriminated against.
There is nowhere to go. This is my home and my
country too. I can’t go anywhere if I run to Guinea.
I know no one there. I would still have to struggle.
At least here I can manage…” – Young man, 22,
Sierra Leone
Joining violence is sometimes the only way
to survive and protect our families. We need
another way.
Our voices
Our concerns
“It should be remembered that many of us are
involved in crime and in violence to help our
families. There are still no alternatives for us.”
– Young woman, 17, Haiti

WE LOSE OUR HOMES AND
THOSE WE LOVE
“During the war, I lost my 10-year old brother and 14-year old sister. Our house
was damaged. My father died and now my older brother works.” –
Young woman, 15, Afghanistan
“When conflict broke out in our community,
we fled our homes and it felt like the bullets
were chasing us through the woods.” – Young
woman, 17, Philippines
For many of us, war came to our towns
and villages before we knew what was
happening. We had to run, often with little
more than the clothes on our backs. We were
forced to flee so suddenly that we became
separated from our families and neighbours,
sometimes forever.
“In Somalia, we now have ‘seafarers’ who offer
us the false promise of a better life, when we
pay them to take us across to Yemen. Many of
our friends, brothers and sisters do not survive
these trips, as they are often ordered to swim
the last part of the journey.” – Age and sex not
specified, Somalia
Can you imagine what it would be like to
suddenly lose everything – to be uprooted
from your home, your livelihood, your friends
and maybe even your family? To start again in
a new place is not easy. We miss our teachers
and our friends. We miss relatives and
neighbours and other people we loved and
looked up to for guidance.
“We live in a huge prison, deprived of
the least simple rights that any individual
should have.”—Young woman, 17, Occupied
Palestinian Territory
Some of us walk across barren deserts or
risk our lives to reach another country, in
hopes of finding a better life, free of violence
and poverty and fear.
“The biggest challenge is the freedom of
movement and education system.” – Young
people, sex not specified, 17–20, Kosovo
(Serbia)
Our voices
But others of us are forced to seek refuge
in a strange country without knowing if we
will ever go home again. Those of us who
remain displaced within our own countries
sometimes have it even worse. The armed
forces can still come after us and we can’t
reach a safe place.
“The war had a very negative effect on our
life. I lost my father during the fighting and we
were displaced. My father was the supporter
of our family and after losing him we felt we
had lost everything. I could not go to school
after that and my education is still incomplete.”
– Girl, 14, Afghanistan
We are sometimes haunted by the memories
of brutal atrocities committed before
our eyes. We are not adults yet but our
childhoods have ended very abruptly. We
must suddenly fend for ourselves and
sometimes our families, even if we lack the
skills and means to do so.

Our concerns
For some of us, the problem is not being
forced to move. It is being unable to move.
“Our home was damaged during war and we
migrated to Pakistan. We lived for 10 years in
Pakistan. We came back to Afghanistan. We
have a place to build a house, but have no
money to pay for it. We have rented a house
and live there now, but it is very hard for us to
pay for it.” – Young man, 17, Afghanistan
“When we were living in the IDP camp there were
people everywhere in a very small space. It was
horrible.” – Girl, 13, Sri Lanka
Those of us who make it to refugee camps and
other settlements often find ourselves treated
without any respect. We sometimes lose hope
and wonder why the world fails to understand
or accept us.
“There is a permanent school here, but we are often
sitting outside it in the sun due to there being no
space.” – Girl, 12, Sri Lanka
Our voices
Our concerns
Those of us who try to live in a new culture feel
unwelcome. People in the host communities
sometimes say we are not fit to play with their
children. Even the teachers in the schools
sometimes refuse to teach us or to treat us
the same as the local kids. Some of us even
feel like going back to our communities to join
the fighting forces, just to feel like we belong
somewhere.

WE FACE RAPE AND EXPLOITATION
“The attackers tied me up and raped me because I was fighting. About five of
them did the same thing to me until one of their commanders who knew my
father came and stopped them, but also took me to his house to make me his
wife. I just accepted him because of fear and don’t want to say no because he
might do the same thing to me too.”– Girl, 14, Liberia
“Little girls are especially affected because they
are victims of sexual violence. For girls who are
prostitutes and girls who are raped it is very difficult.
Sometimes people don’t pay the prostitutes, and
there is always the risk of early pregnancy, when the
girls are too young and physically too small. It is hard
for girl-mothers to stay with their families, which
means they go on as prostitutes.” – Young people,
15–19, sex not specified, Haiti
Many of us, especially the girls, have suffered
rape or other forms of sexual assault. This
includes even the youngest among us.
Sometimes there are several attackers. Often
the brutality of the attack, especially against
our younger brothers and sisters whose bodies
are not fully de…
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