ENGL2310: Essay 2 Assignment Due by Saturday, June 13, at 11:59pm Central The Essay 2 assignment builds on the analytical skills you displayed in Essay 1, asking you to deepen those skills by applying two lenses to the readings. We’re also adding in our Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-century literature. Exploring the intersection of two different themes is an opportunity to narrow your scope even further, giving you a stronger foundation for analysis. For this assignment, you have the option to submit the essay as a normal Word document or as a digital text called a Sway. This is a chance to get experience with digital writing before the Final Project. (Here’s an example of a Sway that introduces postcolonial theory.) A multimodal approach with Sway opens many creative possibilities, but those should all be in service of enhancing a deep analysis. Whichever mode of delivery you choose, the essay should have the elements of a scholarly literary analysis: APA or MLA citation style (you can skip the abstract!); a narrow, arguable thesis statement; separate supporting ideas with topic sentences/transitions; and a dynamic conclusion. In this essay, you are expected to do the following: 1. Select two of the themes of postcolonial theory that you would like to explore. These will be the lenses through which you look at the literature. You’re more than welcome to stick to the same initial theme you chose for Essay 1 and add in a new one, or you could choose two entirely new themes to apply. 2. Describe the lenses and explain how/why they represent a promising combination. Why are they worthwhile to discuss in relationship to one another? How do they inform one another? How does the combination limit your approach in helpful, constructive, or opportune ways? Be specific. 3. Apply that lens to The Epic of Gilgamesh, The Tempest, and Heart of Darkness. This should be the bulk of your writing. How do the themes function within the story? What specific moments in the story are valuable for drawing deeper insights about the intersection between the two themes? Include balanced textual evidence, not simply general statements about the plot elements or characters. Ultimately, the analysis should answer this question: what do these three stories reveal about how these themes combine? What insight(s) can we take from the readings that apply beyond the literature? Additional advice: Your essay should be a postcolonial analysis, not just a character study or a general discussion of symbols in the literature. The focus on colonial relationships should not be difficult to maintain, especially as we’re tying in 20th-century literature that’s directly tied to actual colonial events. Don’t hesitate to reach out if you’re having trouble working through ideas or weighing your options. As you can see in the rubric, a specific length is not part of the grading criteria, but successful essays are generally bet.

1. ENGL2310: Essay 2 Assignment Due by Saturday,
June 13, at 11:59pm Central
The Essay 2 assignment builds on the analytical skills you
displayed in Essay 1, asking you to deepen those skills by
applying two lenses to the readings. We’re also adding in our
Weeks 5 and 6 reading, Heart of Darkness, a work of 20th-
century literature. Exploring the intersection of two different
themes is an opportunity to narrow your scope even further,
giving you a stronger foundation for analysis.
For this assignment, you have the option to submit the
essay as a normal Word document or as a digital text called a
Sway. This is a chance to get experience with digital writing
before the Final Project. (Here’s an example of a Sway that
introduces postcolonial theory.) A multimodal approach with
Sway opens many creative possibilities, but those should all be
in service of enhancing a deep analysis.
Whichever mode of delivery you choose, the essay should
have the elements of a scholarly literary analysis: APA or MLA
citation style (you can skip the abstract!); a narrow, arguable
thesis statement; separate supporting ideas with topic
sentences/transitions; and a dynamic conclusion.
In this essay, you are expected to do the following:
1. Select two of the themes of postcolonial theory that you
would like to explore. These will be the lenses through which
you look at the literature. You’re more than welcome to stick to
the same initial theme you chose for Essay 1 and add in a new
one, or you could choose two entirely new themes to apply.
2. Describe the lenses and explain how/why they represent a
promising combination. Why are they worthwhile to discuss in
relationship to one another? How do they inform one another?
How does the combination limit your approach in helpful,

2. constructive, or opportune ways? Be specific.
3. Apply that lens to The Epic of Gilgamesh, The Tempest, and
Heart of Darkness. This should be the bulk of your writing.
How do the themes function within the story? What specific
moments in the story are valuable for drawing deeper insights
about the intersection between the two themes? Include
balanced textual evidence, not simply general statements about
the plot elements or characters. Ultimately, the analysis should
answer this question: what do these three stories reveal about
how these themes combine? What insight(s) can we take from
the readings that apply beyond the literature?
Additional advice:
Your essay should be a postcolonial analysis, not just a
character study or a general discussion of symbols in the
literature. The focus on colonial relationships should not be
difficult to maintain, especially as we’re tying in 20th-century
literature that’s directly tied to actual colonial events. Don’t
hesitate to reach out if you’re having trouble working through
ideas or weighing your options.
As you can see in the rubric, a specific length is not part of the
grading criteria, but successful essays are generally between
900 and 1,300 words in length, not including the Works Cited or
References page. If it’s shorter, your analysis may not be deep

3. enough or include enough specific examples from the text. If
it’s longer, you may have included too much plot summary or
other padding. Use the rubric as a guide.
The Essay 1 advice (on that assignment sheet) about the balance
between summary and analysis applies here, as well as my
advice about not over-relying on the ideas of others. Get started
early enough to be able to write the essay over a few different
sessions so that you’re under less pressure to come up with
phenomenal insights in the moment—often, those emerge after
you’ve taken a break and given the ideas enough time to
marinate. Those breaks are only possible with an early start,
though. Take advantage of the available resources, including the
Online Writing Center.
Essay 2 Assessment Rubric
Exemplary
Proficient
Needs Improvement
Deficient
Description of
theory
A concise yet comprehensive
description of the theoretical lens provides the foundation for
the critical analysis
10 9
A description of the theoretical
lens provides the foundation for the critical analysis.

4. Description may be verbose distracting attention from the
critical analysis.
8 7
A brief and possibly
underdeveloped description of the theoretical lens provides a
basic foundation for analysis.
6 5 4
A summary of theory is given, but no attempts are made at
relating it to the critical analysis.
3 2 1
Rationale for
selection
The logic and rationale for the
choice of critical analysis are clearly & cohesively established.
The writer explains how/why the selection was made.
10 9
The logic and rationale for the
choice of critical analysis are described; however, this may not
be clearly developed throughout the analysis.
8 7
The rationale for the choice of
critical analysis is explained. This explanation may be highly
subjective and/or logically evasive.
6 5 4
There is no explanation of
the purpose for selection of critical lens.
3 2 1
Application of lens
Clear, thorough understanding of postcolonial critique is
demonstrated through systematic analysis using the critical lens.

5. The writer uses many specific textual citations to support
analytical claims.
30 29 28 27 26
A solid understanding of post-colonial critique is demonstrated
through analysis using the critical lens. The writer uses a few
specific textual citations to support analytical claims.
25 24 23 22 21 20
A rudimentary understanding of postcolonial critique is
demonstrated through attempts to use the chosen critical lens.
The writer attempts textual citations but they may not
sufficiently support analytical claims.
19 18 17 16 15 14
No application of post- colonial critique evident. The essay is
merely a plot summary or basic character analysis and does not
attempt to incorporate a critical lens.
13 10 7 4 1
Rhetorical style
The writing is clear and concise with attention to purposeful
selection of communication elements. A variety of sentence
structures is incorporated for effortless flow of ideas. Vocab is
sophisticated and appropriate to the critical analysis.
20 19 18 17
The writing is clear with some purposeful selection of
communication elements. A variety of sentence structures is
incorporated for largely cohesive flow of ideas. Vocabulary is
functional.
16 15 14 13 12
The writing is either unduly verbose or distractingly choppy.
Little variety in sentence structures impedes the overall flow of
ideas. Vocab is basic & generalized rather than appropriate to
the critical analysis.

6. 11 10 9 8
Little apparent attempt at inclusion of rhetorical elements.
Little variety in sentence structures impedes the overall flow of
ideas. Vocabulary is basic and generalized rather than
appropriate to the critical analysis.
6 5 4 3
Organization
Analysis is logically organized
with a clear and suitable pattern of organizational development.
10 9
Analysis is organized with an
easily identified pattern of organization that may not
particularly suit the selected critical analysis.
8 7
Analysis incorporates basic
structure that may not suit analysis. Structure and organization
seem imposed rather than naturally enhancing the critical
analysis.
6 5 4
Little or no evident planning in organization and structure. The
essay meanders without a pattern of development.
3 2 1
Mechanics
Essay is completely free of errors
in grammar, spelling, and punctuation. Conscious efforts to
revise and edit are evident.

7. 10 9
Essay is free of distracting errors in grammar & spelling. Some
errors in punctuation are noticeable but do not affect meaning
and communication.
8 7
Noticeable errors in spelling,
grammar, and/or punctuation prove quite distracting. Prevalent
problems with sentence fragments and run-ons impact meaning
and overall communication.
6 5 4
Serious errors in spelling, grammar, and/or punctuation prove
quite distracting. Severe problems with sentence fragments and
run-ons impact meaning and overall communication. A distinct
lack of proofreading and editing is evident.
3 2 1
Documentation
Proper APA/MLA citation format and conventions are
consistently upheld throughout the entire essay.
References/Works Cited page is complete and correct.
10 9
Proper APA/MLA citation format and conventions are displayed
throughout most of the essay. There may be some areas where
clearer citation is recommended. References/ Works Cited page
is complete and correct.
8 7
APA/MLA citation format and

8. conventions are attempted but perhaps inconsistently and/or
incompletely. Some areas may be approaching plagiarism.
References/Works Cited page is complete but with some minor
errors in format.
6 5 4
No clear attempts at APA/MLA citation format or conventions.
Plagiarism is possible. References/Works Cited page is
incomplete and/or incorrect with serious errors that may
constitute plagiarism.
3 2 1
Population-Specific Health Promotion and Disease Prevention
Paper: Combat Veterans
NU-629 Health Promotion
July 10th, 2020
Population-Specific Health Promotion and Disease Prevention
Paper: Combat Veterans
Section 1
Introduction
The World Health Organization (WHO) asserts that health
is when an individual has a complete state of physical, mental,
and social wellbeing. The WHO suggests that the absence of
infirmity or disease does not mean that a person is healthy
(Fisher, 2017). Also, the organization states that mental and

9. physical wellbeing is one of the human rights which eradicate
the limitations and restrictions to life (Fisher, 2017). [Your
assignment description stated to have at least five sentences per
paragraph. It’s okay to combine the two paragraphs, you just
have to compose a sentence that would provide smooth
transition to the concepts of health.]
Some of the concepts of health include wellbeing,
physical, psychosocial, control, and capacity. Welfare refers to
the state whereby a person is happy, healthy, or comfortable.
Physical health is the condition of the human body, such as
fitness affected by lifestyle, diet, behaviour, diet [You have
already mentioned diet.], and physical activity. The
psychosocial concept of health refers to health dimensions,
including emotional, spiritual, emotional [You have already
mentioned emotional.], and mental capacity (Fisher, 2017).
Health promotion refers to the process of promoting health and
prevention of disease, premature death, and disability through
education to drive voluntary activities that change behaviour.
Behaviour change options include prescription of physical
activities, healthy eating, patient education, and quitting
harmful behaviour such as smoking (Fisher, 2017). Vulnerable
populations in health refer to individuals who are disadvantaged
in some ways that put them to health risks. Vulnerable
populations include economically underprivileged people, low-
income families, the homeless, racial and ethnic minorities, and
the elderly (Fisher, 2017).
Historical Perspectives of Health
One of the significant historical perspectives of health is
that Americans always consulted the elderly in the family when
disease strikes one of the members. Benson and Blendon (2001)
suggest that Americans believed that the elderly had more
knowledge on health and how to deal with health issues [How
does this relate to combat veterans? Kindly relate this to the
theme of your paper.]. The public also believes that the
government has the responsibility to create and improve health
care facilities. The public confidence in health professionals is

10. decreasing as time moves on. For example, the percent of
Americans with confidence in health professionals decreased
from 73% in 1966 to 44% in 2000 [Did the statistics
consistently go down? Kindly detail on it more.].
Healthy People Initiative
The Healthy People Initiative refers to the development of
10-year national objectives in health based on science. The
initiative aims to improve the health of all Americans. For
example, the Healthy People 2020 initiative involved 42 topics,
such as family planning. The initiative highlights several high-
priority health issues that affect Americans. The initiative also
highlights and communicates actions by the governments and
the public in addressing the pressing health issues. The
measures, goals, and points listed in the initiative are used to
assess the health of the United States of America for the next
decade.
Levels of Prevention
Primordial level of prevention refers to the actions that
people undertake in minimizing future health hazards that
increase the risk of disease. The primary level of prevention
involves conducting measures that thwart the onset of certain
conditions through behaviour alteration to reduce the risks
leading to these diseases [I feel that you still have to distinguish
primordial from primary level more.]. Secondary prevention is
the detection and treatment procedures that facilitate preclinical
pathological changes; secondary prevention deters disease
progression. Pandve (2014) assert that tertiary level of
prevention refers to the process of softening or reducing the
impact of the disease on patient functioning, quality, and length
of life. Quaternary level of prevention is defined as the actions
undertaken to identify patients at the risk of over-medication
[Do you mean just pharmacologic interventions? Kindly
clarify.]. Also, this prevention seeks to protect patients from the
invasion of new medications. Quaternary prevention is also
responsible for suggesting ethically acceptable interventions to
patients.

11. The Role of Nursing (APRNs) in Health Promotion and Disease
Prevention
Nurses play a vital role in health promotion and disease
prevention. Nurses, especially Advances Practice Registered
Nurses (APRN), promote health by providing patients and the
critical public information needed in managing and improving
health. APRN roles such as nurse practitioners and certified
nurse-midwives are in better positions to support health
promotion and disease prevention. Certified nurse-midwives
(CNM) can educate new mothers on proper health behaviors
such as the upcoming baby’s vaccines. Such nurse actions
promote health and prevent disease.
Section 2
Vulnerability and Health Disparities
Vulnerability refers to the degree to which a population,
community, or person is unable to recover, resist, anticipate, or
cope with the effects of a disaster or a disease outbreak.
Vulnerable populations are disadvantaged in the event of
unprecedented disasters, pandemics, or endemics (Tanner &
Mechanic, 2007). Health disparities refer to existing and
preventable health differences such as disease, violence, and
injury [How about access to healthcare?]. Disadvantaged
populations experience higher health disparities in disease,
mortality, or damage than other communities.
Cultural Competency as a Provider
Cultural competency refers to the ability of care providers
and healthcare institutions to providing and delivering
healthcare services effectively to all populations regardless of
differences. Culturally competent providers effectively meet the
linguistic, cultural, spiritual, and social needs of their patients.
Defining Resilience and Applying to the Vulnerable
Resilient persons can recover and recuperate quickly from
challenging situations. Resilience can help vulnerable
populations to recover from stressful situations such as
disasters, pandemics, and war (Tanner & Mechanic, 2007).
Resilience helps the weak [Kindly clarify what you are referring

12. to by “weak”.] to love themselves, accept current
circumstances, and adopt tactics and behaviours that support
their recovery.
Advocacy as a Provider
Advocacy refers to the process of preserving human
dignity; provide freedom from suffering, and patient equality
promotion by supporting the choices of patients. Additionally,
vulnerable people, groups, and populations are at higher risks of
getting ill or suffering extreme impacts of disasters (Tanner &
Mechanic, 2007). Societal views refer to how society sees
healthcare and adverse effects on vulnerable people.
Section 3: Combat Veteran Victims
Combat Victims
The population under study is the combat veterans.
According to Connell (2016), these are victims of past combat
who have been exposed to adverse impacts of warfare, such as
harm, physical and mental injury, economic loss, and emotional
suffering. Victims of combat may also suffer from substantial
impairment regarding fundamental human rights. Combat
victims may suffer from issues such as combat stress reaction
(CSR).
Social Justice for Combat Victims
Combat victims often stay for long years before receiving
social justice. Social justice for combat victims seeks factors
that may have contributed to the combat and whether these
factors would have been solved in other ways other than
combat. This process aims to represent the victims and seek
justice for the sufferings and loss suffered as a result of such
battles. [Kindly clarify this paragraph. It is too general and it’s
unclear what you are referring to by “factors”. Meanwhile, I
suggest that you focus on equitable access to care.]
Low Literacy and Health of Combat Victims Veterans
Low literacy among combat victims is one of the
significant factors that prevent them from seeking justice
against the government for the woes they faced during combat.

13. Low literacy also contributes to high vulnerability if these
victims in regards to their health (Tanner & Mechanic, 2007).
Combat veterans do not know how to seek health assistance to
deal with the effects of combat such as post-traumatic stress
disorder (PTSD), combat stress reaction, and economic losses.
Combat affects the health of victims in various ways such as
mental health, disability, and destroys infrastructure that
supports the health of the community.
Combat victims and Current Healthy People Initiative
Guidelines
The current Healthy People Initiative guidelines will affect
combat victims in various ways. The ongoing healthy people
initiative will provide health improvements for combat victims.
Combat victims will benefit from the directive that seeks to
increase public awareness and understanding of health,
disability, and disease determinants. Critical research,
evaluation, and data collection needs will help the government
to learn about the health challenges suffered by combat
veterans.
One Primary Concern for the Population, Preventive Guideline,
and Motivating Behavioral Changes
One of the primary health concerns about combat victims
is their reaction to combat situations. Combat stress reaction
(CSR) refers to acute behavioural disorganization experienced
by combat victims as a direct effect of war trauma. CSR may
cause a change in behaviour, increase the chance for injury, and
can lead to PTSD. One of the preventive guidelines for CSR is
creating opportunities for progress for combat victims. One way
to motivate combat victims in fighting CSR is requesting them
to reach out to other victims with similar experiences who have
probably overcome the reaction.
Use of Community Based Participatory Research (CBPR) on
Combat Victims- Pros and cons, influencing individual and
family health
Some of the benefits of using CBPR on combat victims
include innovative adaptation and empowering the victims.

14. CBPR can empower the combat victims and use them as agents
of investigating their problems and challenges such as health
disparities and use them as change agents for the whole
population (Oxford University Press & Windsor, 2015). Some of
the cons of using CBPR involve ethical dilemmas of the
process. For example, it may create conflicts among combat
victims as it is challenging to determine people who can act as
appropriate community representatives; who can provide
information on behalf of all victims.
Community health interventions are effective in
influencing individual and family health. Community health
interventions can affect individual and family health by
showing individuals they are not in the problem alone.
Community health interventions also promote healthy
behaviours as people become motivated by seeing the same
behaviour among the fellow community and family members,
such as physical activities.
Available Resources within the Community for combat Victims
and Vulnerable Populations
Some of the available resources for combat victims and
vulnerable populations in the State of Florida include OVC-
funded Victims Assistance for Florida, Department of Veterans
Affairs, AARP (non-profit organization advocating for
independence, purpose, and dignity for older Americans in
Florida), and Advocacy Centre for Persons with Disabilities.
Section 4
Conclusion
Health promotion and disease prevention are vital factors
in contributing to a healthier population in the United States.
Nurses are key players in taking health promotion and disease
prevention to the next level. Improving the health of Americans
should also offer a peculiar focus on vulnerable populations
such as combat victims. Combat victims live with unimaginable
war scars that affect their families.
Approach for Improving Health Literacy within Combat Victims
The state government of Florida should create an education

15. program for combat victims in the state to improve their health
literacy. The application should focus on issues such as CSR
that affect combat victims.
How, as an APRN, I can impact vulnerable individuals in
Miami, Florida
As an APRN (Psychiatric Mental Health Nurse
Practitioner), I can impact the lives of vulnerable individuals in
Miami, Florida, by offering mental health services to the
vulnerable people in the state. I can guide them in changing
behaviours that may cause PTSD or CSR [Could you give a few
examples to illustrate your point?]. I can also guide them out of
mental stress disorders. As a result, I can assist them with
improving health and engaging in behaviours that can help them
forget their trauma.
Summary of America’s doing with health promotion and disease
prevention
The United States of America has several initiatives and
programs that focus on health promotion and disease
prevention. These programs aim to keep Americans safe and
healthy. Some of these initiatives include the Healthy People
2020, CBPRs, Educational and community-based programs,
communication, policy, systems, and environmental programs.
American health programs seek to empower and engage
individuals and communities to help them adopt healthy
behaviours and ditch unhealthy ones. America is also reaching
out to vulnerable populations to ensure inclusivity and to reduce
health disparities in the country. [In your opinion, are the
current national policies in place working? If yes, why? If no,
could you name a few areas that you believe will improve
healthcare delivery?]
References
Benson, J. M., & Blendon, R. J. (2001). Americans’ Views On
Health Policy: A Fifty-Year Historical Perspective.
HealthAfairs.Org, 20(2).
Connell, C. L. (2016). PTSD in the 20th Century American

16. Military: Its Diagnosis, Effects, Treatment, and Management,
With a Focus on the Vietnam War. Bound Away: The Liberty
Journal of History, 1(2), 7.
Fisher, K. A. (2017). Understanding Healthcare: A Historical
Perspective. Freedom in Health Care.
Oxford University Press, & Windsor, R. A. (2015). Evaluation
of health promotion and disease prevention programs :
improving population health through evidence-based practice.
Oxford University Press, cop.
Pandve, H. T. (2014). Quaternary Prevention: Need of the Hour.
US National Library of Medicine National Institutes of Health,
3(4).
Tanner, J., & Mechanic, D. (2007). Vulnerable People, Groups,
And Populations: Societal View. Healthy Affairs, 26(5).