{"id":19188,"date":"2024-04-03T16:20:38","date_gmt":"2024-04-03T16:20:38","guid":{"rendered":"https:\/\/www.writemyessays.app\/blog\/questions\/navigating-vaccine-hesitancy-strategies-for-effective-communication-and-community-engagement\/"},"modified":"2024-04-03T16:20:38","modified_gmt":"2024-04-03T16:20:38","slug":"navigating-vaccine-hesitancy-strategies-for-effective-communication-and-community-engagement","status":"publish","type":"questions","link":"https:\/\/www.writemyessays.app\/blog\/questions\/navigating-vaccine-hesitancy-strategies-for-effective-communication-and-community-engagement\/","title":{"rendered":"Navigating Vaccine Hesitancy: Strategies for Effective Communication and Community Engagement"},"content":{"rendered":"<p>My English Assignment is based on choosing a bill and then forming a research question on that specific bill. Afterward, In the assignment, we should have credible 5 sources with Rhetorical precis to them. And then comes the main part of writing the synthesis. I have done a first draft; it was only about finding 3 sources and a simple synthesis, just like an idea of what we should do for this project. I will provide you with all the instructions below and attach the draft I have written.&nbsp;<\/p>\n<p>The Bill that I have chosen is in this link: https:\/\/www.richmondsunlight.com\/bill\/2023\/hb1397\/fulltext\/Instructions:&nbsp;&nbsp;<\/p>\n<h4 style=\"margin-right: 0px; margin-bottom: 1.5em; margin-left: 0px; font-weight: bold; font-size: 15.6px; cursor: auto;\"><span style=\"font-weight: inherit; cursor: auto; color: inherit;\">Annotated Bibliography Revision Instructions<\/span><\/h4>\n<div style=\"margin: 0in 0.15in 0.0001pt 7pt; font-size: 10pt; cursor: auto; color: inherit;\">At the top of your Annotated Bibliography and Synthesis, identify you bill, the current and unresolved issue you selected, and the most recent version of your refined research question.<\/div>\n<div style=\"margin: 9.05pt 0in 0.0001pt 7pt; font-size: 10pt; cursor: auto; color: inherit;\">Title the first section of the project as<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">Annotated Bibliography<\/i>. For each of your five sources, compose a reference citation (in your discipline\u2019s preferred style). Then, order your sources alphabetically (by the last name that leads the citation) and number them (<i style=\"cursor: auto; color: inherit;\">Source 1<\/i>,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">Source 2<\/i>, etc.). Below each source\u2019s citation, compose a rhetorical pr\u00e9cis (<i style=\"cursor: auto; color: inherit;\">see<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><\/i>\u201cCompose Your Annotations\u201d above).<\/div>\n<div style=\"margin: 9.05pt 0in 0.0001pt 7pt; font-size: 10pt; cursor: auto; color: inherit;\">Synthesis: Write a brief (no more than 400 words) essay about how your thinking about the issue changed since the first submission of the annotated bibliography. In other words, did you add or eliminate sources? Did you lean on one particular source? Why? Has you thinking deepened or become more complex over this issue? How did you expand your viewpoint through research into the topic?<\/div>\n<p><br style=\"cursor: auto; color: inherit;\">1.&nbsp;<\/p>\n<h4 style=\"margin-right: 0px; margin-bottom: 1.5em; margin-left: 0px; font-weight: bold; font-size: 15.6px; cursor: auto;\">Annotated Bibliography Checklist<\/h4>\n<ul style=\"margin-top: 1em; margin-right: 0px; margin-left: 0px; padding: 0px 0px 0px 40px; font-size: 13.3333px; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Title of Annotated Bibliography (it is not &#8220;Annotated Bibliography&#8221;).<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Sources arranged in alphabetical order according to the first author&#8217;s last name. If the author is a government agency or organization, use that name instead of an author.<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Simple double-spacing throughout the document.<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Hanging indents on the bibliographic record.<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Citations are in APA style. (Use Zotero.) Be careful with source titles. They should be in sentence case.<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Pr\u00e9cis is in 4-sentence style specific to this assignment.<\/li>\n<\/ul>\n<div><span style=\"font-size: 13.3333px;\">2.&nbsp;<\/span><\/div>\n<div>\n<div style=\"padding: 0px 0px 12px 60px; font-size: 14.08px; cursor: auto; color: inherit;\"><a style=\"margin: 0px 5px -1px 3px; font-weight: inherit; cursor: auto;\" data-ally-upload-type=\"RichContent\" data-ally-external-id=\"content:_18969353_1\"><span style=\"margin: -1px; font-weight: inherit; cursor: auto; color: inherit;\">Example of an Annotation in Pr\u00e9cis Style<\/span><\/a><\/div>\n<div style=\"padding-left: 60px; font-size: 12.8px; cursor: auto; color: inherit;\">\n<div style=\"font-size: 10pt; cursor: auto; color: inherit;\">\n<h4 style=\"margin-right: 0px; margin-bottom: 1.5em; margin-left: 0px; font-weight: bold; font-size: 15.6px; cursor: auto;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Creating an Annotation in the Classic Pr\u00e8cis 4-Sentence Style<\/strong><\/h4>\n<div style=\"cursor: auto; color: inherit;\">Please summarize three sources: Two popular, one scholarly<\/div>\n<div style=\"cursor: auto; color: inherit;\">Create a citation and an annotation in the 4-sentence pr\u00e9cis style:<\/div>\n<div style=\"cursor: auto; color: inherit;\">\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Sentence 1:&nbsp;<\/strong>Name of the author(s); a rhetorically accurate verb (such as asserts, argues, suggests, contends, believes, reports, indicates, insists); and a \u201cthat\u201d clause contains the thesis or main argument of the work.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Sentence 2:&nbsp;<\/strong>A brief but accurate explanation of how the author(s) conducted the research or supports their thesis.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Sentence 3:&nbsp;<\/strong>A statement of the author(s) intent or purpose, followed by an \u201cin order to\u201d phrase.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Sentence 4:&nbsp;<\/strong>A note that helps you remember how this source fits into your research and how you might use it.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Example:<\/strong><\/div>\n<div style=\"cursor: auto; color: inherit;\">Di Minin, E., Leader-Williams, N., &amp; Bradshaw, C. J. A. (2016). Banning trophy hunting will exacerbate biodiversity loss.&nbsp;Trends<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">in Ecology &amp; Evolution,&nbsp;31(2), 99\u2013102.&nbsp;<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"font-weight: inherit; cursor: auto;\">https:\/\/doi.org\/10.1016\/j.tree.2015.12.006<\/a><\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">Enrico Di Minin in \u201cBanning Trophy Hunting Will Exacerbate Biodiversity Loss\u201d (Trends in Ecology &amp; Evolution. 31(2), 99-102)<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">argues that if there is a blanket ban on trophy hunting then biodiversity will decrease in the areas where trophy hunting is<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">benefiting wildlife populations. He supports his argument by describing how the trophy hunting system works in certain parts<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">of Africa, by providing data for how much revenue it brings in, and using examples of the current problems with trophy<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">hunting and how they have been solved. His purpose is to prove that trophy hunting is important in order to ensure that there<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">is less biodiversity loss in Sub-Saharan Africa. I chose this source because I agree with the side De Minin took, it provides a<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">lot of evidence for the benefits of trophy hunting and because there is another source that directly responds to it.&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/p>\n<div style=\"padding: 0px 0px 12px 60px; font-size: 14.08px; cursor: auto; color: inherit;\"><a style=\"margin: 0px 5px -1px 3px; font-weight: inherit; cursor: auto;\" data-ally-upload-type=\"RichContent\" data-ally-external-id=\"content:_18969354_1\"><span style=\"margin: -1px; font-weight: inherit; cursor: auto; color: inherit;\">Example of an Annotated Bibliography<\/span><\/a><\/div>\n<div style=\"padding-left: 60px; font-size: 12.8px; cursor: auto; color: inherit;\">\n<div style=\"font-size: 10pt; cursor: auto; color: inherit;\">\n<div style=\"margin: 0in; font-size: 12pt; cursor: auto; color: inherit;\"><b style=\"font-weight: bold; cursor: auto; color: inherit;\"><span style=\"font-weight: inherit; font-size: 14pt; cursor: auto; color: inherit;\">Annotated Bibliography: Veterans and Transition Stress, Identity &amp; Mental Health<\/span><\/b><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; cursor: auto; color: inherit;\"><b style=\"font-weight: bold; cursor: auto; color: inherit;\"><span style=\"font-weight: inherit; font-size: 14pt; cursor: auto; color: inherit;\">&nbsp;<\/span><\/b><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Abdur-Rahman, I. T., Watkins, E. Y., Jarvis, B. P., Beymer, M. R., Schoenbaum, M., Bossarte, R. M., Pecko, J. A., &amp; Cox, K. L. (2021). Mortality among male U.S. Army soldiers within 18 months of separation.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">Military Medicine<\/i>,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">186<\/i>(9\/10), e988\u2013e995.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"font-weight: inherit; cursor: auto;\">https:\/\/doi.org\/10.1093\/milmed\/usaa511<\/a><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Abdur-Rahman et al. found the 18-months immediately following separation was associated with an increased risk of mortality among regular Army, reserves, and National Guard male Veterans compared to civilian counterparts. Most deaths (60%) were considered preventable (accidents, suicides, &amp; homicides). Suicide rates were significantly higher compared to male civilians (p. 991).<\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Barnett, A., Savic, M., Forbes, D., Best, D., Sandral, E., Bathish, R., Cheetham, A., &amp; Lubman, D. I. (2022). Transitioning to civilian life: The importance of social group engagement and identity among Australian Defence Force veterans.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">Australian &amp; New Zealand Journal of Psychiatry<\/i>,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">56<\/i>(8), 1025\u20131033.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"font-weight: inherit; cursor: auto;\">https:\/\/doi.org\/10.1177\/00048674211046894<\/a><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Barnett et al. found that civilian group engagement while transitioning from military to civilian status could be helpful or harmful depending on the life stage and goals of individual Veterans. The number, quality, and level of engagement with civilian social groups impacted the benefits to Veterans. Engaging in volunteerism or altruistic projects connected Veterans to previously held military values and made it easier to for them to engage with civilian groups. The study was based on 40 interviews with Veterans and involved the creation of social identity maps. The purpose of the study was to understand how social group engagement and identity influence their adjustment to civilian life.<\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Brewster, L., McWade, B., &amp; Clark, S. J. A. (2021). A point of connection? Wellbeing, the veteran identity and older adults.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">Ageing &amp; Society<\/i>,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">41<\/i>(9), 1984\u20132005.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"font-weight: inherit; cursor: auto;\">https:\/\/doi.org\/10.1017\/S0144686X20000161<\/a><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Brewster, McWade, and Clark studied older Veterans to explore how military service impacted their identity defined as \u201ca self-concept reflecting past military identity in present civilian space (Thompson et al., 2017).\u201d They found that Veteran identity impacted well-being and socialization positively through shared experiences, fictive kinship, and a sense of \u201csameness\u201d within a group of veterans but could make loneliness and isolation worse when Veterans felt excluded or misunderstood by civilians. In addition, visual identifiers like lapel badges were helpful to connect veterans and bolster their sense of identity. The study was performed by eliciting stories of military service and life narratives among 30 participants older than 68 years of age, The purpose of the study was to investigate how Veteran status among older people impacted their wellbeing and social connection.<\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Flack, M., &amp; Kite, L. (2021). Transition from military to civilian: Identity, social connectedness, and Veteran wellbeing.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">PLoS ONE<\/i>,<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><i style=\"cursor: auto; color: inherit;\">16<\/i>(12), 1\u201322.<span style=\"cursor: auto; color: inherit;\">&nbsp;<\/span><a style=\"font-weight: inherit; cursor: auto;\">https:\/\/doi.org\/10.1371\/journal.pone.0261634<\/a><\/div>\n<div style=\"margin: 0in; padding-left: 40px; font-size: 12pt; line-height: 32px; cursor: auto; color: inherit;\">Flack and Kite found a positive relationship between social connectedness and enhanced well-being and less psychological distress among Veterans. Specifically, the way Veterans felt about their military identity impacted their well-being and social connectedness. If they had positive public and private opinions of their military service, \u201cand not feeling like an outsider, led to higher social connectedness\u201d (p. 16). The study was conducted on N=358. The method of was to study \u201cthe potential moderating and mediating effects of social connectedness in the relationship between military identity and wellbeing were explored via path analysis\u201d (p. 1). The purpose of the study was to explore potential moderation and mediation effects of social connectedness in the relationship between military identity and subjective wellbeing via path analysis.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div style=\"cursor: auto; color: inherit;\">3.&nbsp;<\/div>\n<div style=\"padding: 0px 0px 12px 60px; font-size: 14.08px; cursor: auto; color: inherit;\">\n<h3 style=\"margin-right: 3px; margin-left: 0px; font-weight: bold; font-size: 15.488px; cursor: auto;\"><span style=\"font-weight: inherit; cursor: auto; color: inherit;\">Synthesis Structure<\/span><\/h3>\n<p><a style=\"margin: 0px 5px -1px 3px; font-weight: inherit; cursor: auto;\" data-ally-upload-type=\"RichContent\" data-ally-external-id=\"content:_19401751_1\"><span style=\"margin: -1px; font-weight: inherit; cursor: auto; color: inherit;\">Synthesis Structure<\/span><\/a><\/div>\n<div style=\"padding-left: 60px; font-size: 12.8px; cursor: auto; color: inherit;\">\n<div style=\"font-size: 10pt; cursor: auto; color: inherit;\">\n<div style=\"margin-bottom: 1em; cursor: auto; color: inherit;\">Synthesis Structure<\/div>\n<div style=\"margin-bottom: 1em; cursor: auto; color: inherit;\">I. Exploratory Format<\/div>\n<ul style=\"margin-top: 1em; margin-right: 0px; margin-left: 0px; padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Begin:\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Identify the issue,<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Identify the bill,<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Explain how the bill intends to solve the problem (No need for citations)<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Middle:\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Write separate paragraphs for each factor that impacts the bill&#8217;s effect<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Each paragraph focuses on a separate factor<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Each paragraph is supported by evidence found in sources (In-text citations needed)<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">End\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">State your thesis, or main point<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Give the reasons for your thesis (no need to cite)<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Give your opinion about whether to support or oppose the bill<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<div style=\"margin-bottom: 1em; cursor: auto; color: inherit;\">II. Argument Format<\/div>\n<ul style=\"margin-top: 1em; margin-right: 0px; margin-left: 0px; padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Begin:\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Identify the issue,<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Identify the bill,<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Explain how the bill intends to solve the problem (No need for citations)<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">State your thesis<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Middle\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Write separate paragraphs for each factor that impacts the bill&#8217;s effect<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Each paragraph focuses on a separate factor<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Each paragraph is supported by evidence found in sources (In-text citations needed)<\/li>\n<\/ul>\n<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">End<\/li>\n<ul style=\"padding: 0px 0px 0px 40px; font-weight: inherit; cursor: auto; color: inherit;\">\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Restate the title of the bill and fill in whether you support of oppose it<\/li>\n<li style=\"font-weight: inherit; cursor: auto; color: inherit;\">Summarize your reasons for supporting\/opposing the bill (No need for citations.)<\/li>\n<\/ul>\n<\/ul>\n<div><\/div>\n<div>\n<div style=\"padding: 0px 0px 12px 60px; font-size: 14.08px; cursor: auto; color: inherit;\"><a style=\"margin: 0px 5px -1px 3px; font-weight: inherit; cursor: auto;\" data-ally-upload-type=\"RichContent\" data-ally-external-id=\"content:_19401752_1\"><span style=\"margin: -1px; font-weight: inherit; cursor: auto; color: inherit;\">Synthesis Examples<\/span><\/a><\/div>\n<div style=\"padding-left: 60px; font-size: 12.8px; cursor: auto; color: inherit;\">\n<div style=\"font-size: 10pt; cursor: auto; color: inherit;\">\n<div style=\"margin-bottom: 1em; cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Exploratory<\/strong><\/div>\n<div style=\"cursor: auto; color: inherit;\">In the United States, job growth has steadily increased among STEM+C career paths, however, the number of students enrolled in STEM+C majors does not meet the demand. To increase interest in STEM+C careers, the 2024 Virginia General Assembly introduced a bill (SB5 STEM+C Competition&nbsp; Team Grant Program) to increase student interest in STEM careers by funding afterschool competitive clubs focused on STEM+C topics.&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Participation in after-school STEM-related clubs positively impacts academic performance. Math clubs introduce games and problem-solving in an environment of fun and enjoyment. When math becomes a fun activity, students gain confidence and are more likely to attempt higher math classes in high school (Flick &amp; Kuchey, 2022). After school activities do not focus on testing or trigger academic anxiety. They operate as a lab to explore, have fun, solve problems, and develop skills in a nonthreatening environment. Students who participate in well established organizations like math clubs can learn problem-solving skills and gain confidence in their abilities.<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Participation in after-school STEM-related clubs can lead to vocational interests. An after school drone club can teach students practical, hands-on skills to build and operate sophisticated machinery (Balogun &amp; Miller, 2022). After school STEM clubs help prepare students to apply math and physics to real-world problems and introduce students to potential career pathways (Balogun &amp; Miller, 2022). Drone clubs may introduce students to career possibilities in the STEM fields. Learning practical skills enhances feelings of self-mastery and builds confidence, both are characteristics needed to pursue STEM+C majors and careers.&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Because there is evidence that students improve their academic potential by participating in STEM clubs, It\u2019s important to fund after-school STEM clubs to prevent an equity gap based on financial resources. A recent study showed students gain advanced computational thinking skills through privately-funded after-school participation in CS clubs (Merino-Armero et al., 2023). The longer students participated; the more improvement was documented. Therefore, public schools must fund these clubs to avoid an equity gap.<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Even when STEM clubs are available, girls and boys appear to get different benefits. According to a recent study, girls gravitate to CS clubs as a way to broaden their educational opportunities and not because they have an intrinsic interest in computational science (Vrieler et al., 2021). They showed less interest in pursuing STEM majors and careers. Therefore, simply providing after school clubs in STEM-related topics may not be enough to bridge the gender gap between men and women in STEM fields.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">There are a variety of benefits to students who participate in STEM-related after school activities including improved academic performance, increased vocational interest in STEM+C careers, and hands-on practical skill development. In addition, public funding ensures that all children who attend public school will have the opportunity to participate. However, there is evidence that boys and girls may benefit in different ways, therefore more research needs to be conducted to learn the best ways to stimulate interest in STEM+C careers. Overall, I support passage of SB5 &#8220;STEM+C Competition Team Grant Program&#8221; because it will encourage students to engage with STEM+C subjects and they may choose STEM+C careers as a result of their participation.&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">\n<hr style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\"><strong style=\"font-weight: bold; cursor: auto; color: inherit;\">Argument<\/strong><\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">\n<div style=\"cursor: auto; color: inherit;\">In the United States, job growth has steadily increased among STEM+C career paths, however, the number of students enrolled in STEM+C majors does not meet the demand. To increase interest in STEM+C careers, the 2024 Virginia General Assembly introduced a bill (SB5 STEM+C Competition&nbsp; Team Grant Program) to increase student interest in STEM careers by funding afterschool competitive clubs focused on STEM+C topics. Because students who participate in STEM-related after school activities improve their academic performance, increase vocational interest in STEM+C careers, and develop hands-on practical skills, I support passage of SB5 &#8220;STEM+C Competition Team Grant Program&#8221;. In addition, because of public funding, all children who attend public school will have the opportunity to participate decreasing education inequity..<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">\n<div style=\"cursor: auto; color: inherit;\">Participation in after-school STEM-related clubs positively impacts academic performance. Math clubs introduce games and problem-solving in an environment of fun and enjoyment. When math becomes a fun activity, students gain confidence and are more likely to attempt higher math classes in high school (Flick &amp; Kuchey, 2022). Afterschool activities do not focus on testing or trigger academic anxiety. They operate as a lab to explore, have fun, solve problems, and develop skills in a nonthreatening environment. Students who participate in well established organizations like math clubs can learn problem-solving skills and gain confidence in their abilities.<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Participation in after-school STEM-related clubs can lead to vocational interests. An after school drone club can teach students practical, hands-on skills to build and operate sophisticated machinery (Balogun &amp; Miller, 2022). After school STEM clubs help prepare students to apply math and physics to real-world problems and introduce students to potential career pathways (Balogun &amp; Miller, 2022). Drone clubs may introduce students to career possibilities in the STEM fields. Practical skills and knowledge enhance feelings of self-mastery and confidence.&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Because there is evidence that students improve their academic potential by participating in STEM clubs, It\u2019s important to fund after-school STEM clubs to prevent an equity gap based on financial resources. A recent study showed students gain advanced computational thinking skills through privately-funded after-school participation in CS clubs (Merino-Armero et al., 2023). The longer students participated; the more improvement was documented. Therefore, public schools must fund these clubs to avoid an equity gap.<\/div>\n<div style=\"cursor: auto; color: inherit;\">&nbsp;<\/div>\n<div style=\"cursor: auto; color: inherit;\">Even when STEM clubs are available, girls and boys appear to get different benefits. According to a recent study, girls gravitate to CS clubs as a way to broaden their educational opportunities and not because they have an intrinsic interest in computational science (Vrieler et al., 2021). They showed less interest in pursuing STEM majors and careers. Therefore, simply providing after school clubs in STEM-related topics may not be enough to bridge the gender gap between men and women in STEM fields.<\/div>\n<div style=\"cursor: auto; color: inherit;\"><\/div>\n<div style=\"cursor: auto; color: inherit;\">STEM+C competition clubs benefit students academically and provide vocational education that may lead to selecting STEM+C majors and careers. Because of state funding, students will have equal opportunities to attend afterschool STEM+C competition clubs decreasing inequality in education. Even though the benefits appear to be different between the genders, it is still important to provide these clubs because they represent new opportnities that benefit students and society. Therefore, I support passage of SB% &#8220;STEM+C Competition Team Grant Program.&#8221;&nbsp;<\/p>\n<p><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>My English Assignment is based on choosing a bill and then forming a research question on that specific bill. Afterward, In the assignment, we should have credible 5 sources with Rhetorical precis to them. And then comes the main part of writing the synthesis. 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