CAPSTONE (This is a REWRITE) (Behavior and Perceptions to High HIV rate among African Americans) 7 PAGES
DUE 8/12/202 11 P.M EST
Be on time, FOLLOW GUIDE
7 Pages not including Title Page.. MUST BE IN APA 7 (Attached)
PLEASE READ ALL ATTACHMENTS, You’re are doing a rewrite on the previous paper. Read notes from professor, PEER REVIEW ARTICLES not less than 5 years…Follow Guide provided
You can talk about bi-sexual men and african american women.
(Put in paper)
Give examples of results, 1st big association, 2nd evidence shows, put studies in that wasn’t significant
can use visuals for variables
1
Title: Behavior and Perceptions to High HIV rate among African Americans
Prospectus: HIV/AIDS in the African American Community
Problem Statement
African Americans have accounted for a significant portion of the HIV diagnoses and people living with HIV in comparison to other ethnic groups within the United States. In the year 2018, the African American population accounted for approximately 13% of the United States population, but they also accounted for about 42% of the 37832 new HIV diagnoses within the United States as well as other dependent locations. The research tends to assert that African Americans continue to experience a significant burden of HIV/AIDS when compared to the other ethnic groups within the United States. Additionally, the researches asserted that the African American gay community, bisexual as well as other groups like African American females thats involved having sex with other men, tend to be the most affected groups by HIV compared to other related groups within the United States. For example, in the year 2017, African American men from gay and bisexual groups accounted for approximately 26% of the total cases of new HIV diagnoses.
Gender, age, risky sexual behaviour, marital and social economic status play a major role will be measured. The CDC asserts that most of the African American women who have been diagnosed with HIV/AIDS tend to live in locations that have high rates of poverty, which in turn contributes to the undermining of their capacity to seek health care services which are related to the HIV.
These confirm that despite the significant advancement in knowledge provision regarding the HIV virus transmission as well as the treatment that may be in a position to limit the viral load and be able to extend life among individuals with HIV, but, have been provided a deaf ear among the African American community, hence reflecting significant amount population suffering from HIV/AIDS(“HIV and African Americans,” 2020 The big association is that African American gay men and African American women are two categories that contribute to the elevated number of HIV/A.I.D.S cases. Examples of results would include that African American men numbers are higher than other ethnic gay men. You will also see the results that African American women numbers are higher than any other ethnic groups. You will also see that socioeconomic status plays an important role as well.
Purpose
The main purpose of the research study is toutilize the qualitative research approach to try and develop an understanding of why there are high HIV/AIDS cases among the African American Community. This research is essential because it also focuses on the various activities as well as strategies that have been established to ensure the rate of new infections reduces. However, previous pieces of research have also provided evidence that despite the significant approaches the United States government has established to ensure reduced new HIV diagnoses, the infection rate among the African American community continues to increase, especially on gay and bisexual groups that often involve men to men sex. Also with African American women living in poverty not having access to proper healthcare, and also cant get the proper education. Thus, through conduction of an investigation on the issue of increased HIV infection rate among the African American community may be able to provide quality understanding on the main cause of this significant infections as well as be able to provide recommendations on how various approaches may be developed to reduce the infection rate within this community(“HIV/AIDS and African Americans – The Office of Minority Health,” 2018). Additionally, significant rates ofHIV/AIDS among the African American gay men tends to be contributed by different components such as havinglimited concern around HIV related issues. This tends to be quite common among the younger generation of the African American gay men, who tend to view HIV as a malady that often occurs to other individuals and it may be easily resolved through the use of medications. Stigma has also contributed significantly on the spread of HIV among the African Americans, thus, based on the high HIV rates among the African American Community, the main purpose of the research will be to understand the cause of the spread and develop effective knowledge regarding HIV/AIDS to encourage a reduction in mortality and morbidity among the African Americans. Evidence shows that socioeconomic status, age, ethnicity and gender plays a major role.
Significance
HIV is regarded to be a significant medical issue on public health as well as a troubling burden among the African American community. Previous pieces of research have provided evidence that the rate at which the African American individuals contract HIV tends to be higher compared to other ethnic groups and whites within the United States. However, despite the African American population making a fraction of the United States population, the community tends to record more than 50% of the new HIV diagnoses. It is estimated that about 50,000 new HIV cases occur every year and about 12% of the people are not aware they have contracted HIV(Laurencin CT , et al., 2018). Thus, it is essential to provide effort, time as well as establish educational programs which provide knowledge on the various approaches to limit the spread of HIV through promoting awareness on how to use condoms, the risk of sharing items such as needles and other factors that may contribute to raising awareness as well as molding individual perception to reduce the risky behavior that influences the spread of HIV. Additionally, information attained from previous pieces of research indicates that an approximate of more than 65% of young adults from the African American community aged between 18 and 24 did not utilize condoms regularly when they were engaging in sexual activities and this increases their risk of contracting HIV. Moreover, the researchers also indicated that individuals between the age of 18 and 20 have never utilized condoms during their sexual encounters. The various evidence developed has enabled the African American community to have significant rates of HIV infections in comparison to other ethnic communities in the United States.
Background
1. Arya (2010); HIV was obscure, and transmission was not joined by perceptible signs, symptoms, or side effects. The Human Immunodeficiency Virus (HIV) is mainly described as an infection that is majorly spread via various liquids of the human body and it destroys the immune system, specifically, the CD4 cells also known as the T cells.
2. Gilbert & Goddard, (2007); also argue that despite the development of awareness campaigns, and educational programs the African American community continues to have the highest rates of new HIV diagnoses.
3. OLeary(2010); further add that in the United States, HIV/Aids is regarded to be a significant medical issue, leading to the establishment of diverse knowledge on ways to reduce the spread of this ailment.
4. Paxton (2013); HIV tends to destroy numerous CD4/ T cells which in turn they cause the human body to be unable to fight any form of infection or disease. After significant destruction of the special cells, the human body becomes quite vulnerable to diseases. In addition, the CDC,
5. Quickstats (2009); asserts that the sickness has significantly contributed to numerous deaths across the United States as well as there is still a significant population living with HIV/ AIDS
Conceptual Framework
Through the theoretical framework, the research will provide answers as to why, despite the utilization of the awareness campaigns as well as educational programs, the new HIV diagnoses rates among the African Americans continue to increase hence, becoming a significant burden within the community. For instance, African Americans have accounted for a significant proportion of the HIV diagnoses and people living with HIV in comparison to other ethnic groups within the United States. In the year 2018, the African American population accounted for approximately 13% of the United States population, but they also accounted for about 42% of the 37832 new HIV diagnoses within the United States as well as other dependent locations. Thus, the research study focuses on developing an understanding of why there are high HIV/AIDS cases among the African American Community despite the continued awareness and education on approaches to reduce risky behaviors that influence the spread of HIV(OLeary et al., 2010). This identifies the need for a research study to be in a position to understand the main cause of the high rate of new HIV diagnoses as well as a significant population of people living with HIV despite numerous approaches being developed to reduce the spread of this virus.
Research Question(s) and Hypotheses (if applicable)
To be in a position to effectively develop a precise understanding of the reason the rate of HIV among the African American community is high the research will be focusing on answering two major research questions.
1. Does ignorance behavior among African Americans contribute to the significant rates of HIV infection within the members of this community?
2. How has the African Americans perception of HIV and AIDS contributed to the increased cases of HIV among the African American community?
A hypothetical approach to the relation of the African American community and there high rate of HIV cases among the African Americans it may be linked to ignorance. For instance, the significant rates of HIV/AIDS among African American gay men tend to be contributed by different components such as having limited concern around HIV related issues. This tends to be quite common among the younger generation of the African American gay men, who tend to view HIV as a malady that often occurs to other individuals and it may be easily resolved through the use of medications. This signifies that individuals from the African American community are ignorant of heeding the various educational instructions provided to them by health organizations and the United States government on ways to limit the risky behaviors that influence the spread of HIV and AIDS.
Nature of the Study
To be in a position to attain effective results from the research study, the utilization of structured and semi-structured questionnaires, as well as physical interviews, will enable the researcher to be in a position to gather a significant amount of data from the community in focus. Thus, through the utilization of the qualitative research approach the research will allow the subjects to be in a position to demonstrate their perception regarding HIV and AIDS, as well as the various strategies that they think, may contribute to reducing the infectious rate of HIV among the members of this community.
Possible Types and Sources of Data
Sources of data are quite essential in any research because they tend to determine if the information provided in the research study is valid or not. There are various forms and sources of data such as secondary data; type of data which is retrieved from the internet and the primary data source; a form of data that is retrieved from books. The source of data that will be utilized in the study is the secondary source. This source of information will enable the researcher to be in a position to utilize information from previous pieces of research on the same topic Hence providing him or her with an in-depth understanding of the research. Also, information from government sites will be beneficial to the research as it will provide statistical evidence of the hypothetical framework of the topic in focus.
Limitations, Challenges, and/or Barriers
A significant limitation that may be experienced when conducting the research study is the limited subject population. Not everyone may agree to participate in research and those who may agree may not effectively qualify for the representation of the entire African American community, hence creating limitations for the study. On the other hand, several challenges may be experienced when conducting the research study, one of the challenges that may be experienced during research conduction is the inability to attain accurate data. Due to the negative perception, the African American community has regarding the issue of HIV and AIDS they may be forced to provide accurate data during the interviews and in turn affecting the results of the research.
References
Arya,M., Tionne Williams,L., Stone,V.E., Louise Behforouz,H., Viswanath,K., & Peter Giordano,T. (2010). A key strategy for reducing HIV in African American communities: Promoting HIV testing.Journal of the National Medical Association,102(12), 1264-1266.https://doi.org/10.1016/s0027-9684(15)30759-8
CDC, Quickstats. (2009). Quickstats percentage of adults aged greater than or equal to 18 years who had ever been tested for human immunodeficiency virus (HIV), by age group and sex: National health interview survey, United States, 2007.PsycEXTRA Dataset.https://doi.org/10.1037/e537862009-001
Gilbert,D.J., & Goddard,L. (2007). HIV prevention targeting African American women.Family & Community Health,30, S109-S111.https://doi.org/10.1097/00003727-200701001-00015
HIV and African Americans. (2020, April 6). Centers for Disease Control and Prevention.https://www.cdc.gov/hiv/group/racialethnic/africanamericans/index.html
HIV/AIDS and African Americans – The Office of Minority Health. (2018, January 17). Not Found.https://minorityhealth.hhs.gov/omh/browse.aspx?lvl=4&lvlid=21
Laurencin CT , et al. (2018).HIV/AIDS and the African-American community 2018: A decade call to action. – PubMed – NCBI. National Center for Biotechnology Information.https://www.ncbi.nlm.nih.gov/pubmed/29869005
OLeary,A., Jones,K.T., & McCree,D.H. (2010). The HIV/AIDS epidemic in the African American community: Where do we go from here?African Americans and HIV/AIDS, 311-316.https://doi.org/10.1007/978-0-387-78321-5_16
Paxton,K.C. (2013). Increasing knowledge of HIV transmission: An important ingredient in HIV risk reduction among young African American women attending community college.Journal of HIV/AIDS and Infectious Diseases,2(1), 1-8.https://doi.org/10.17303/jaid.2013.201 PhD Prospectus Checklist
The following checklist, like the PhD Prospectus Guide, provides guidance to support prospectus development. Included are the basic expectations for the content of the prospectus from the annotated outline in the Guide. Please refer to the Guide for additional information on how the prospectus will be submitted and evaluated. The PhD Prospectus Rubric standards and a Site-Naming Self-Check are included at the end of this checklist. Not all checklist items may be relevant to your particular study; please consult with your chair for guidance.
Instructions for students:
Indicate on the checklist the page number where each heading is located.
Respond to comments from the committee in each comment history box. Do not delete previous commentsjust add your response in the appropriate space.
Upload this checklist into Taskstream with your prospectus document for each prospectus review.
Instructions for the chair, second committee member, and Program Director Designee:
Provide specific feedback in the comment history column. Do not delete previous commentsjust add your response in the appropriate space.
If you made detailed comments are included on the prospectus draft (using track changes and comments), you can refer to the draft rather than restate comments in the checklist; upload both documents into Taskstream during rubric completion.
Committee chairs should indicate their acceptance of each item by checking the appropriate checkbox by each checklist item.
Date: (click here and type todays date )
Students Name:
Student ID:
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Committee Chairperson:
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Prospectus Checklist
Checklist Items
Page #
Comment History
Title Page
Present your Title 12 words or fewer; include topic, variables and relationship between them, and most critical key words.
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Student comments: (click here)
Chair accepts items as complete.
Include your name, program of study (specialization if applicable) and Student ID. Use the PhD Prospectus Template.
Problem Statement
State the problem by presenting a logical argument for the need to address an identified gap in the research literature. Must be relevant to your discipline (program of study).
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Chair accepts items as complete.
Provide evidence from scholarly sources that the problem is current, relevant, and significant to your discipline (3-5 key citations).
Purpose
Present a concise statement that serves as the connection between the problem being addressed and the focus of your study (1 paragraph).
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Clarify the methodology, and
If quantitative, include the variables of interest and the proposed associations under study;
If qualitative, describe the need for increased understanding of the concept/phenomenon of interest; and
If mixed-methods, clarify the above and how the 2 approaches will be used together to inform the study.
Significance
Identify a) how your study will contribute to filling the identified gap (the original contribution this study will make) b) how your research will support professional practice or allow practical application (the So What? question), and c) how your findings might lead to positive social change (1-2 paragraphs).
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Background
Provide (a) the keywords or phrases that you searched and the databases used; and (b) a list of scholarship and findings that support and clarify the main assertions in your problem statement. Highlight their relationship to the topic (5-10 annotated articles; most published within the last 5 years).
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Framework (Conceptual or Theoretical)
Describe (and cite) the theoretical/conceptual framework from scholarly literature that will ground your study (1 paragraph).
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Ensure alignment with your problem, purpose, and background.
Explain how each theory and/or concept relates to the study approach and research questions.
Research Question(s) and Hypotheses (if applicable)
List the question(s) that will lead to what needs to be done and how it will be accomplished. Your questions must align with your study purpose and include the variables or concepts and how they will be examined.
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Ensure your research questions inform the research design by providing a foundation for
generation of hypotheses in quantitative studies;
questions necessary to build the design structure for qualitative studies; and a
process by which different methods will work together in mixed-methods studies.
Nature of the Study
Provide 1 paragraph that discusses the approach (research design) that will be used to address your research question(s) and how this approach aligns with the problem statement and purpose.
Quantitativefor experimental, quasiexperimental, or nonexperimental designs; treatment-control; repeated measures; causal-comparative; single-subject; predictive studies, or other quantitative approaches
Qualitativefor ethnography, case study, grounded theory, narrative inquiry, phenomenological research, policy analysis, or other qualitative traditions
Mixed-methodsfor sequential, concurrent, or transformative studies
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Possible Types and Sources of Data
Present a list of possible types and sources of data that could be used to address your proposed research question(s). Sources might include test scores, surveys, observations, interviews, historical documents, deidentified records, or secondary data (identify sources).
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If you are thinking about collecting data on a sensitive topic or from a vulnerable population, an early consultation with the IRB ([emailprotected]aldenu.edu) during your prospectus writing process is recommended.
Limitations, Challenges, and/or Barriers
Provide information, such as limitations, challenges, and/or barriers that may need to be addressed when conducting this study. These may include access to participants, access to data, separation of roles (researcher versus employee), instrumentation fees, etc.
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References
On a new page, list your references formatted in APA style.
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Dissertation Prospectus Rubric Quality Indicators
Comment History
Complete
Does the prospectus contain all the required elements?
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Meaningful
Has a meaningful problem or gap in the research literature been identified?
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Justified
Is evidence presented that this problem is significant to the discipline and/or professional field?
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Grounded
Is the problem framed to enable the researcher to either build upon or counter the previously published findings on the topic?
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Original
Does this project have potential to make an original contribution?
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Impact
Does this project have potential to affect positive social change?
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Feasible
Can a systematic method of inquiry be used to address the problem; and does the approach have the potential to address the problem while considering potential risks and burdens placed on research participants?
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Aligned
Do the various aspects of the prospectus align overall?
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Objective
Is the topic approached in an objective manner?
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Partner Site Masking Self-Check
Walden capstones typically mask the identity of the partner organization. The methodological and ethical reasons for this practice as well as criteria for exceptions are outlined here (link to posted guidance).
Check here to confirm that you will mask the identity of the organization in the final capstone that you publish in ProQuest.
If you perceive that your partner organizations identity would be impossible to mask or if there is a strong rationale for naming the organization in your capstone, please check this box so that your Program Director can review your request for an exception. If granted, that exception must be confirmed by the IRB during the ethics review process. The IRB will also ensure that your consent form(s) and/or site agreement(s) permit naming the organization. Walden University Writing Center 1
APA 6 and 7 Comparison Tables of Changes
These comparison tables offer highlights of some changes between APA 6 and APA 7. Note that
these are not comprehensive tables of all changes between the two editions.
Citations
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
In-text citation
format for
three or more
authors
Table 6.1: In in-text citations of
sources with three to five authors,
list all authors the first time, then
use et al. after that; for sources with
six or more authors, use et al. for all
citations.
8.17 (Table 8.1): In in-text citations,
use et al. for all citations for sources
with three or more authors.
Direct
quotations
from
audiovisual
works
No guidance in the manual itself
(only on the APA Style Blog).
8.28: To quote directly from an
audiovisual work, include a time
stamp marking the beginning of the
quoted material in place of a page
number.
Dates listed in
secondary
source
citations
6.17: Secondary source does not
include the date of the original
source.
8.6: Secondary source citation
includes the date of the original
source.
References
Topic APA 6 (location and old
guideline)
APA 7 (location and new
guideline)
Number of author names listed
in a reference
6.27: Provide surnames and
initials for up to seven
authors in a reference entry.
If there are eight or more
authors, use three spaced
ellipsis points after the sixth
author, followed by the final
9.8: Provide surnames and
initials for up to 20 authors in
a reference entry. If there are
21 or more authors, use the
ellipsis after the 19th,
followed by the final author
name (no ampersand).
Walden University Writing Center 2
author name (no
ampersand).
Reference format when
publisher and author are the
same
7.02: When a works
publisher and author are the
same, use the word Author
as the name of the publisher
in its reference entry.
9.24: When a works
publisher and author are the
same, omit the publisher in
its reference entry.
Issue numbers for journal
articles in references
6.30; see also 7.01: Include
issue number when journal
is paginated separately by
issue.
9.25: Include issue number
for all periodicals that have
issue numbers.
Publisher location 6.30: Provide publisher
location (city, state, etc.)
before publisher name.
9.29: Do not include
publisher location (city, state,
etc.) after publisher name in a
reference.
Reference for online work
with no DOI
6.32: If an online work has
no DOI, provide the home
page URL of the journal or
of the book/report publisher.
9.34: If an online work (e.g.,
a journal article) has no DOI
and was found through an
academic research database,
generally, no URL is needed.
The reference will look just
like the print version.
Hyperlinks in DOI and URL
formatting
6.32: DOI begins with either
“doi:” or with
“https://doi.org/” in
references. The
recommendation that URLs
should be in plain black text,
not underlined, follows
examples from APA 6 and
the APA Style Blog.
9.35: Both DOIs and URLs
should be presented as
hyperlinks (beginning with
“http://” or “https://”).
Standardize DOIs as starting
with “https://doi.org/”. In
documents to be read online,
use live links.
Blue/underlined or plain
black text, not underlined, are
both acceptable.
URL retrieval information in
references
7.01: URLs include a
retrieval phrase (e.g.,
“Retrieved from”).
9.35: The words “Retrieved
from” or “Accessed from” are
no longer necessary before a
URL. The only time the word
“Retrieved” (and not
Walden University Writing Center 3
“Retrieved from”) is needed
is in those rare cases where a
retrieval date is necessary
(see p. 290, 9.16).
Website name in references for
online media
Chapter 7: List the URL but
not the website name in the
publication information.
10.15-10.16: Include the
name of the website in plain
text, followed by a period,
before the URL.
Avoiding Bias
Topic APA 6 (location and old guideline) APA 7 (location and new guideline)
Singular
usage of
“they”
3.12: No mention of singular human
pronouns other than traditional,
binary “he” and “she” and their
related forms.
4.18: Use singular “they” and related
forms (them, their, etc.) when (a)
referring to a person who uses “they”
as their preferred pronoun (b) when
gender is unknown or irrelevant.
Disability 3.15: Use person-first language. 5.4: Both person-first and identity-
first language “are fine choices
overall” (p. 137). Okay to use either
one until you know group preference.
Gender and
noun/pronoun
usage
n/a: No guidance. 5.5: Use individuals’ preferred names
and pronouns even if they differ from
official documents, keeping in mind
concerns about confidentiality.
Race and
ethnicity–
[emailprotected]
n/a: No guidance. 5.7: “[emailprotected]” for Latino and Latina
can be used to avoid “Latino,” which
is gendered.
Race and
ethnicity–
Latinx
n/a: No guidance. 5.7: “Latinx” can be used to include
all gender identities.
Walden University Writing Center 4
General Formatting/Mechanics
Topic APA 6 (location and old
guideline)
APA 7 (location and new guideline)
Italics vs.
quotation marks
4.07: Use italics to highlight a
letter, word, phrase, or sentence as
a linguistic example (e.g., they
clarified the distinction between
farther and further).
6.07: Use quotation marks to refer to
a letter, word, phrase, or sentence as
a linguistic example of itself (e.g.,
they clarified the difference between
“farther” and “further”).
Numbers 4.31: Numbers in the abstract of a
paper should be expressed as
numerals.
6.32: Use numerals for numbers 10+
for all sections of the paper including
the abstract (numbers in abstracts
now follow general APA number
rules).
Numbers
expressing time
4.31: Although numerals should be
used for numbers that represent
time (among other things) even if
below 10, the number should be
spelled out if it refers to an
approximate amount of time (e.g.,
about three months ago).
6.32: Numbers representing time are
written as numerals, not spelled out,
regardless of whether the time is
exact or approximate (e.g. about 7
weeks, 3 decades, or
approximately 5 years ago).
Punctuation for
bulleted lists
within a
sentence
3.04: For bulleted lists within a
sentence (i.e., when each list item is
a word or phrase, not a complete
sentence), use punctuation after
each list element in the same way
you would if the sentence had no
bullets (i.e., commas or semicolons
as appropriate and a period after the
last item).
6.52*: For bulleted lists within a
sentence, there is the option to either
(a) use no punctuation after any of
the list items, including the last, or
(b) use punctuation after each
bulleted item in the same way you
would if the sentence had no bullets
(as was the case in APA 6). The
manual suggests that using no
punctuation may be more appropriate
for lists of shorter, simpler items.
*Note: The term “seriation” does not
appear in APA 7 and has been
replaced by “lists” (see 6.50 for
lettered lists, 6.51 for numbered lists,
and 6.52 for bulleted lists).
Walden University Writing Center 5
Spacing after
punctuation
marks
4.01: Recommendation to space
twice after punctuation marks at the
end of sentences to aid readers of
draft manuscripts.
6.1: Insert only one space after
periods or other punctuation marks
that end a sentence.
Preferred
spellings of
te
