This discussion will help you transition from your Four-Source Essay (WA #2) to your Six-Source Essay (WA #3). As you prepare to write the Six-Source Essay (WA #3), you might return to your Four-Source Essay (WA #2) for material and inspiration. Looking over the sample four-source essay and sample six-source essay can be instructive. Here's what you'll need to do: Review the two sample student essays here:Student A Sample Four Source EssayStudent A Sample Six Source Essay(Both of these essays use 6th edition APA citation.)Compare the two documents.Review the webpage, "Transitions" (Purdue OWL).Answer the following prompts and post your responses.As noted, these essays aren't perfect. The writer is still working to synthesize the sources. However, the Six-Source Essay adds some new material and other improvements. After reading the two articles and the information on transitions, answer the following questions:(1) Other than adding two new sources, how has the writer improved, or changed, the material from the Four-Source Essay to the Six-Source Essay? (Answer in 1-3 sentences.) (E.g., "The writer's thesis has become more focused, centering on...") (2) What sources has she added? What effect do the new source(s) have on the paper? (1-3 sentences) (E.g., "The new sources serve to emphasize the writer's point that...")(3) Pick a paragraph section of the Six-Source Essay where synthesis needs to be improved, and add an appropriate transitional phrase/sentence. (Hint: you might refer to paragraph 3.)Consider the use of transitions, for example. Transitions are like signs for your readers. They give direction and they help to link things together. Good transitions move the reader from one point to the next, and they also focus the attention of the reader on the main idea of the essay. You can use words or phrases as transitions, but you must be careful to choose words that indicate the right relationship between ideas. Here are a few examples of relationships you can indicate with transitions: (1) to show addition: and, also, in addition, furthermore. (2) to give examples: for example, for instance, specifically (3) to compare: also, likewise, similarly (4) to contrast: however, on the other hand, yet, although (5) to summarize or conclude: therefore, in other words (6) to show time: after, before, during, next, finally, meanwhile, immediately (7) to show place or direction: above, below, nearby, close, far, left, right (8) to indicate logical relationships: therefore, consequently, as a result, thus, since, because.

DQ1.Evaluate a clinical preventative intervention designed to promote health and wellness for populations. Summarize the intervention and explain whether it has been successful. You will use the clinical preventative intervention you select for DQ2.Discuss how to integrate appropriate information and communication technologies for the clinical preventative intervention in DQ 1 to improve nursing practice and care delivery for individuals and populations.To continue with your evaluation of clinical preventative interventions, can you identify agencies or organizations that contribute to the intervention/initiative? Do you find that the agencies have initiatives and EBP interventions that complement one another for your health issue?

The examples below draw upon the same passage from the 1985 book, Amusing Ourselves to Death: Public Discourse in the Age of Show Business, by media critic Neil Postman.Respond to the following two prompts/questions:1. When people plagiarize, they present someone else's words or ideas as if they were their own. Which of the examples below would be considered plagiarism? Which would not be considered plagiarism? Explain. (If you're not sure, that's fine. Just explain why you're uncertain.)*Note that we are not concerning ourselves with APA or MLA in this discussion. Pretend you are encountering the examples in a newspaper or magazine, where academic citation style isn't even used. 2. This set of examples has been used by many different instructors. Teachers (both K-12 and higher ed) participate in a culture of sharing that is intended to benefit students and normally isn't considered plagiarism. Politicians, too, often present words that they did not themselves author. Everyone is aware of the role of political speech writers, and thus this practice is not considered plagiarism. Can you think of other situations where one person presents the words of another without citation, and the practice is not considered plagiarism? What is the difference between the situation you have in mind, or the situations described above, and that of plagiarism that appears in the work of an individual author (whether a student or professional author)?