Barnett, Nancy P., et al. Peer Selection and Influence for Marijuana Use in a Complete Network of First-Year College Students.? Addictive Behaviors, vol. 124, 2022, p. 107087. Background: Ma

english case study

One-paragraph summary
One paragraph paraphrase Just read the first part and summarize it and then read the second paragraph and paraphrase
please no paraphrasing tool or AI.
Requirements: One pargragp each
Paraphrase and Summary Assignment Due date: 22 March, 2023
Purpose:
Skills and Knowledge:
Summarizing and paraphrasing what others wrote about your research topic
Demonstrate your understanding of how to
avoid plagiarism by summarizing and paraphrasing texts
use summarizing and paraphrasing techniques effectively
go through the process of paraphrasing and summarizing as discussed in lessons.
Task:
After reading several sources (5-8), you need to choose two (2) paragraphs from two different sources.
You need to highlight the 2 paragraphs in the 2 text and take a picture of them (you need to send these 2 pictures to me in an email ) OR submit them as a hard copy in class.
In your paper, write all the information about the author/title/publisher etc. at the top of your page; copy the chosen paragraph under it, decide if you want to paraphrase or summarize it, and write the paraphrase/summary underneath it (see attached examples).
You will have to paraphrase one, and summarize one paragraph.
Paraphrasing: Your original paragraph should be minimum 3 sentences long.
Plan: Read critically and annotate (identify the claim and the support)
Make choices (what and how to paraphrase)
Draft: Avoid looking at the original
Do not evaluate, interpret, or distort the meaning of the original
Integrate the paraphrase in your text = connect it with an introductory lead-in
Revise: Compare with the original (word choice and sentence structure, length, meaning, credit).
Use the three major techniques discussed to create a good paraphrase:
Re-word: Use synonyms for words and phrases
Re-sentence: Use different sentence patterns
Re-paragraph: Use a different paragraph organization
Summarizing: Your original paragraph should be minimum 5 sentences long.
Plan: Read critically identify the major claim and the important supporting points
Decide what to present fully, what to condense and what to omit
Draft: Be objective, do not evaluate, and do not distort the meaning of the original
Revise: Check the summary against the original (wording, sentence structure, organization, length, meaning, credit)
Follow the process discussed in lessons to create a good summary:
Present main ideas: Present major claims in enough detail that the information is clear
Condense major support: Reduce some major supporting evidence and explanations from paragraphs to sentences, or from sentences to phrases
Omit minor support: Disregard most of the supporting evidence explanations
PLEASE MAKE SURE YOU SUBMIT YOUR ASSIGNMENT BOTH AS A HARD COPY (AT 2:30PM IN CLASS ON THE DUE DATE) AND AS AN ELECTRONIC COPY (AS A WORD DOCUMENT, BY 11:59PM ON THE DUE DATE). IF YOU FAIL TO SUBMIT THE ASSIGNMENT IN BOTH WAYS AND ON TIME, YOU WILL RECEIVE 0 POINTS FOR YOUR WORK. LATE WORK IS NOT ACCEPTED IF YOU CANNOT BE IN CLASS, MAKE SURE YOU SEND IN YOUR PAPER BY YOUR CLASSMATES.
A successful assignment meets the following criteria:
Paraphrasing
You use your own words (do not just use synonyms), and your own sentence structure.
Your paraphrase is about the same length as the original passage.
You do not change the meaning of the original passage (do not add facts, opinions, or interpretations).
You omit quotation marks
You cite the source
Summarizing
You have not changed the meaning of the original
You accurately expressed the main ideas from the original
The wording and sentence structure of your summary are not too similar to the original.
If you copy any portions of the original passage verbatim, you place those sections in quotation marks.
You cite your source
Formatting:
Set paper margins to 1?
Double-space your essay; do not add any extra space between lines/paragraphs
Use Times New Roman font, size 12
Insert the page numbers on each page following MLA style (top right corner: LastName PageNumber)
In the upper left corner write your name, the instructors name, course number and section, and the date
Indent the first line of each paragraph (one TAB or ten spaces)
Some grammar reminders:
Do not use contractions (Im, dont, etc.)
Do not start sentences with coordinating conjunctions (for, and, not, but, or, yet, so)
Write out small and round numbers
Mohammed Hussain
Miss. Gabriella Megyesi Briese
ENG 114
Mar 21, 2023
Summarizing
Barnett, Nancy P., et al. Peer Selection and Influence for Marijuana Use in a Complete Network of First-Year College Students.? Addictive Behaviors, vol. 124, 2022, p. 107087.
Background: Marijuana is the most frequently used illicit drug among college students, and there is a need to understand the social processes that contribute to young adults marijuana use. Substance use behaviors tend to be more similar (homophiles) among individuals with social ties to one another. However, little is known about whether marijuana use homophily within young adult relationships is due to social selection (seeking out ties with similar marijuana use to ones own) or social influence (adopting similar marijuana use behaviors as one sties), or both. Methods: Students (N = 1,489; 54.6% female; Mage = 18.6 years) at one University completed online surveys in their first three semesters of college. Surveys assessed participant characteristics, marijuana use, and ties to up to 10 other students in the whole (sociocentric) network of first-year college students. Stochastic-actor oriented models (SAOMs) were used to analyze the co-evolution of marijuana use and social ties over time. Results: Participants were more likely to select peers with similar past 30-day marijuana use as themselves. Concurrently, students past 30-day marijuana use became more similar to their peers use over time. Discussion: Evidence for selection and influence effects were highly significant after controlling for network structure and other covariates indicating these processes may work in tandem to increase marijuana use homophily over the first year of college. This highlights the importance of relationships made early in the first year of college, as these initial peer ties are likely to reinforce marijuana use behaviors that occur within these relationships.
The point of this passage is that Marijuana use among college students is more prevalent than the use of any other illegal substance. Therefore, it is important to understand the social elements that shape young people’s behavior in this area. According to a survey of undergraduate students done by one university, participants were more attracted to choose students who had used marijuana in the thirty days prior in a way that was like their own over time, they also grew more like their classmates’ use. Research that first-group connections are likely to continue the marijuana use habits that happen inside these groups highlights the importance of relationships created early in the first year of college.
Paraphrasing
Rozmus, Cathy L., et al. An Analysis of Health Promotion and Risk Behaviors of Freshman College Students in a Rural Southern Setting.? Journal of Pediatric Nursing, vol. 20, no. 1, 2005, pp. 2533.
Because health is a multidimensional concept requiring life-long attention, the college and university environment provides the ideal setting for health promotion services and education (Douglas et al., 1997; Lawrence & Schank, 1993; Meleis, 1990). These services and education programs must take into consideration the natural developmental processes of students in college and university settings, as well as identify specific health behaviors of this population (Smith & Wallston, 1992; Whatley, 1991). Health education has been found to assists students in choosing behaviors that help them achieve a healthier lifestyle when these behaviors become consistent habits. To facilitate the adoption of a health-promoting lifestyle, it should be emphasized that individuals can exercise autonomy and independence in decision-making, thereby, instilling a sense of self-efficacy. Self-efficacy is the expectation that an individual has of successfully performing a behavior and exerting their personal intentions on changing that behavior (Bandura, 1977; Gillis, 1994)
Since health is a complex concept that requires ongoing attention, a college or university atmosphere is the best location for health promotion services and training. These services and educational programs must consider the typical developmental processes of students in college and university environments in addition to knowing the health behaviors of this group. It has been shown that health education assists students in making decisions about actions that when they become routine, allow them to sustain healthier lifestyles. It is important to note that individuals have the freedom to make their own decisions, which creates a sense of self-worth and allows the adoption of a lifestyle that is beneficial for one’s health. Self-efficacy is the belief that one can carry out an action and try to modify behavior.

Paraphrase and Summary Assignment Due date: 22 March, 2023
Paraphrasing: Your original paragraph should be minimum 3 sentences long.
Plan: Read critically and annotate (identify the claim and the support)
Make choices (what and how to paraphrase)
Draft: Avoid looking at the original
Do not evaluate, interpret, or distort the meaning of the original
Integrate the paraphrase in your text = connect it with an introductory lead-in
Revise: Compare with the original (word choice and sentence structure, length, meaning, credit).
Use the three major techniques discussed to create a good paraphrase:
Re-word: Use synonyms for words and phrases
Re-sentence: Use different sentence patterns
Re-paragraph: Use a different paragraph organization
Summarizing: Your original paragraph should be minimum 5 sentences long.
Plan: Read critically identify the major claim and the important supporting points
Decide what to present fully, what to condense and what to omit
Draft: Be objective, do not evaluate, and do not distort the meaning of the original
Revise: Check the summary against the original (wording, sentence structure, organization, length, meaning, credit)
Follow the process discussed in lessons to create a good summary:
Present main ideas: Present major claims in enough detail that the information is clear
Condense major support: Reduce some major supporting evidence and explanations from paragraphs to sentences, or from sentences to phrases
Omit minor support: Disregard most of the supporting evidence explanations
A successful assignment meets the following criteria:
Paraphrasing
You use your own words (do not just use synonyms), and your own sentence structure.
Your paraphrase is about the same length as the original passage.
You do not change the meaning of the original passage (do not add facts, opinions, or interpretations).
You omit quotation marks
You cite the source
Summarizing
You have not changed the meaning of the original
You accurately expressed the main ideas from the original
The wording and sentence structure of your summary are not too similar to the original.
If you copy any portions of the original passage verbatim, you place those sections in quotation marks.
You cite your source
Formatting:
Set paper margins to 1?
Double-space your essay; do not add any extra space between lines/paragraphs
Use Times New Roman font, size 12
Insert the page numbers on each page following MLA style (top right corner: LastName PageNumber)
In the upper left corner write your name, the instructors name, course number and section, and the date
Indent the first line of each paragraph (one TAB or ten spaces)
Some grammar reminders:
Do not use contractions (Im, dont, etc.)
Do not start sentences with coordinating conjunctions (for, and, not, but, or, yet, so)
Write out small and round numbers
Read Summarizing
Barnett, Nancy P., et al. Peer Selection and Influence for Marijuana Use in a Complete Network of First-Year College Students.? Addictive Behaviors, vol. 124, 2022, p. 107087.
Background: Marijuana is the most frequently used illicit drug among college students, and there is a need to understand the social processes that contribute to young adults marijuana use. Substance use behaviors tend to be more similar (homophiles) among individuals with social ties to one another. However, little is known about whether marijuana use homophily within young adult relationships is due to social selection (seeking out ties with similar marijuana use to ones own) or social influence (adopting similar marijuana use behaviors as one sties), or both. Methods: Students (N = 1,489; 54.6% female; Mage = 18.6 years) at one University completed online surveys in their first three semesters of college. Surveys assessed participant characteristics, marijuana use, and ties to up to 10 other students in the whole (sociocentric) network of first-year college students. Stochastic-actor oriented models (SAOMs) were used to analyze the co-evolution of marijuana use and social ties over time. Results: Participants were more likely to select peers with similar past 30-day marijuana use as themselves. Concurrently, students past 30-day marijuana use became more similar to their peers use over time. Discussion: Evidence for selection and influence effects were highly significant after controlling for network structure and other covariates indicating these processes may work in tandem to increase marijuana use homophily over the first year of college. This highlights the importance of relationships made early in the first year of college, as these initial peer ties are likely to reinforce marijuana use behaviors that occur within these relationships.
SUMMARIZE HERE
Paraphrasing
Rozmus, Cathy L., et al. An Analysis of Health Promotion and Risk Behaviors of Freshman College Students in a Rural Southern Setting.? Journal of Pediatric Nursing, vol. 20, no. 1, 2005, pp. 2533.
READ THIS
Because health is a multidimensional concept requiring life-long attention, the college and university environment provides the ideal setting for health promotion services and education (Douglas et al., 1997; Lawrence & Schank, 1993; Meleis, 1990). These services and education programs must take into consideration the natural developmental processes of students in college and university settings, as well as identify specific health behaviors of this population (Smith & Wallston, 1992; Whatley, 1991). Health education has been found to assists students in choosing behaviors that help them achieve a healthier lifestyle when these behaviors become consistent habits. To facilitate the adoption of a health-promoting lifestyle, it should be emphasized that individuals can exercise autonomy and independence in decision-making, thereby, instilling a sense of self-efficacy. Self-efficacy is the expectation that an individual has of successfully performing a behavior and exerting their personal intentions on changing that behavior (Bandura, 1977; Gillis, 1994)
Paraphrase HERE

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