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  • Writing Question

    Important Writing Requirements

    • Language: English
    • Academic Level: Undergraduate (USF IDS 2378)
    • Length: 34 pages, double-spaced
    • Font: Times New Roman, 12-point
    • Format: Word or PDF
    • Citation Style: APA (light use is fine)
    • Tone:
      • Human-written
      • Reflective and analytical
      • Natural academic voice (not robotic, not AI-sounding)
    • Sentence Style:
      • Mix of short and medium-length sentences
      • Avoid repetitive structures
      • Smooth transitions between paragraphs

    Core Belief to Write About

    Belief: Critical thinking is more important than memorization in learning and professional growth.

    (This belief has already been used in previous mini-write assignments.)

    REQUIRED STRUCTURE & CONTENT

    SECTION 1 Personal Belief & Ethos ( 1 page)

    The writer should:

    • Clearly state the belief
    • Explain why this belief is personally significant
    • Describe how it developed over time
    • Connect it to personal, academic, or professional experiences
    • Articulate a personal ethos (values that guide actions and decisions)
    • Acknowledge any initial assumptions or biases

    SECTION 2 Disciplinary Perspectives ( 1.5 pages total)

    Each subsection should be about page.

    A. STEM Perspective

    • How STEM fields view critical thinking vs. memorization
    • Role of data, problem-solving, experimentation, and analysis
    • Strengths and limitations of this belief from a STEM lens

    B. Social Sciences Perspective

    • Psychological or sociological views on learning and cognition
    • How culture, behavior, and human development relate to the belief
    • Any challenges or support this discipline provides

    C. Business & Communication Perspective

    • How business and management value critical thinking
    • Decision-making, leadership, adaptability, and communication
    • Potential assumptions or biases (efficiency, productivity, profit focus)

    Each discipline should:

    • Identify key variables/concepts
    • Explain how the discipline interprets the belief
    • Go beyond description and include analysis

    SECTION 3 Synthesis & Evaluation ( 1 page)

    The writer should:

    • Compare and synthesize the three disciplinary perspectives
    • Identify strengths and weaknesses of the belief
    • Discuss assumptions, biases, and alternative viewpoints
    • Reflect on how disciplinary lenses reshaped or deepened understanding
    • Conclude with a thoughtful, logical evaluation of the belief

    WHAT THE PAPER MUST DEMONSTRATE

    • Strong critical and analytical thinking
    • Clear interdisciplinary synthesis
    • Logical organization and smooth transitions
    • Original reflection (not generic or surface-level)
    • Clear effort to meet Exceeds Expectations rubric criteria

    WHAT TO AVOID

    • AI-sounding or overly polished language
    • Listing disciplines without analysis
    • Oversimplified or obvious conclusions
    • Repetitive sentence patterns

    FINAL GOAL

    A human-written, well-structured 34 page draft that fully meets IDS 2378 requirements and is ready for instructor feedback before the final paper.

    Requirements: 3-4 page

  • week 6 reply

    Answer all question in Part I and Part II . Use APA for citation and references (Original work only, Turnitin will be used for grading).

    Part I: Give positive feedback to each of the post. Minimum wo paragraphs per response.

    Reply to Post #1 Tyl:

    The video I selected shows a brief group therapy session where several individuals are seated together with a therapist facilitating the discussion. Group members openly share personal experiences, reflect on emotional reactions, and respond to one anothers comments. The therapist provides structure while allowing members to interact naturally and support each other. The overall tone of the session suggests an established level of trust and engagement among members.

    Video link:

    Based on the interactions in the video, the group appears to be in the working phase of group development. Members demonstrate comfort in sharing vulnerable experiences and offer empathy and feedback to one another. Communication flows between group members rather than being directed solely at the therapist, which suggests cohesion and trust. There is also evidence of interpersonal learning, as members reflect on how others experiences relate to their own. According to Wheeler (2022) and Boland and Verduin (2022), the working phase is characterized by increased participation, openness, and movement toward therapeutic change, which aligns with what is observed in the session.

    The therapist appears to be using a supportive, interpersonal group therapy approach. The therapist encourages members to explore emotions in the present moment and respond to each others experiences. Techniques include clarification, gentle prompting, and reinforcing shared themes among members. The therapist also maintains structure while allowing space for members to process feelings collectively. These interventions promote therapeutic factors such as universality, cohesion, and interpersonal learning, which are central to effective group therapy (Boland & Verduin, 2022). The approach reflects principles described by Wheeler (2022), emphasizing group process and therapeutic relationships.

    Other approaches could also be effective depending on the groups goals and population. Cognitive behavioral group therapy could be incorporated to help members identify and challenge unhelpful thoughts while practicing coping skills together. Research supports the effectiveness of adapted group CBT for older adults. For example, enhanced group cognitive behavioral therapy for older adults (CBT-OA) has been shown to significantly improve depression, anxiety, and quality of life when modifications are made to support age related learning needs (Skosireva et al., 2025). Family systems informed group approaches could also be considered if relational patterns are a primary focus. As Wheeler (2022) notes, group therapy models are flexible and can be adapted to meet the needs of different populations while fostering connection and shared growth.

    References

    Boland, R., & Verduin, M. L. (2022). Kaplan and Sadocks synopsis of psychiatry (12th ed.). Wolters Kluwer.

    Skosireva, A., Gobessi, L., Eskes, G., & Cassidy, K.-L. (2025). Effectiveness of enhanced group cognitive behaviour therapy for older adults (CBT-OA) with depression and anxiety: A replication study. International Psychogeriatrics, 37(2), Article 100013.

    Wheeler, K. (2022). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (3rd ed.). Springer.

    Reply to Post #2 Lat:

    This group therapy session is conducted within a correctional facility located in Berlin, New Hampshire, for individuals participating in a substance abuse treatment program. During the session, the therapist does not introduce herself but instead invites participants to identify and discuss situations they perceive as high-risk for relapse. The inmates articulate specific circumstances or triggers that may increase their likelihood of reverting to drug or alcohol use as a means of coping at such moments.

    This session does not appear to be the initial session. The participants seem to be comfortable with each other and are engaging with each other without hesitation. The group is currently in the norming phase of development. During this phase, group members engage in discussions pertinent to their common concerns, gain insight into one anothers viewpoints, and foster a secure environment within the group. This developmental stage also involves defining boundaries and setting expectations, thereby enabling members to participate in substantive dialogue without apprehension or judgment. This stage is characterized by increased cohesion among members and the establishment of a therapeutic alliance. According to Murphy (2024), During the norming stage, team members are no longer focused on individual recognition but are motivated by the success of the team as a whole.
    The therapist used a process-oriented approach, taking on a leadership role within the group. She got them involved by asking each one of them about things that might trigger them they may potentially cause them to relapse. She employed an information-sharing technique by posing the question to all of the participants, providing each individual the opportunity to share their insights and experiences with the group.

    A great deal of research has been done in supporting a patient in applying interventions in positive psychology into their life (Miller, 2026). Some other therapy approaches might include sharing activities, goal visualizations, gratitude activities, or expressive writing activities. According to Cherry (2025), Expressive writing activities to explore experiences and emotions connected to those events.

    Reference
    Cherry, K. (2026). What is group therapy. Retrieved on 11 February 2026 from
    Miller, K. (2026). 11+ Helpful therapeutic interventions & therapy techniques Retrieved on 11 February 2026 from
    Murphy, T. (2024). Understanding the Tuckman model: Group development stages. Retrieved on 11 February 2026 from


    Part II: Adolescent anxiety is increasingly prevalent, with up to 50% of teenagers reporting stress, anxiety, or depression. Traditional treatments face barriers including cost, stigma, and limited access, creating a substantial treatment gap. Yoga has emerged as an accessible alternative, with school-based and community-based group formats offering universal prevention strategies that reach youth who might not otherwise receive mental health support.

    Question: If you were seeking to integrate a mindfulness-based yoga program into the school schedule.

    1.How would you advocate for this program in terms of benefits and funding.?

    2.What are some of the ” push back” you could anticipate receiving from parents and school administration?

    Requirements: one page

  • Discussion Post

    Include your list of FIVE of your favorite strategies. Make sure that these are strategies you could envision implementing in your classroom practice. Choose from here .

    I am a 9th grade ELA teacher so make sure the lesson can relate to the subject I teach.

    List name and description.

    Define how to implement

    How could you use this in your classroom specifically?

    STEP 2: Additionally, link TWO of the that interest you most to your Discussion post. Write a 1 paragraph summation of each article and why the article is important to you personally.

  • Krystn McDermott nurse practitioner

    Hi! I need help writing an admission paper for the University of St. Augustine ASN RN to MSN family NP program. I dont have the strongest academic record. Please look up the prompts and what they need for a strong admission paper.

  • Assignment 6

    Objective: The goal of this assignment is to design a one-page horizontal organizational chart representing the hierarchy of an athletic department. This chart will illustrate who reports to whom and the relationships between various roles within the department. You will use box shapes and connecting lines to clearly show the structure and hierarchy.

    Instructions:

    1. Create the Organizational Chart:
    • Design a horizontal chart representing the athletic department’s hierarchy.
    • Use PowerPoint, Word, or any other chart design tool to create the organizational structure.
    • Ensure each role is represented in a box with the name of the position clearly labeled.
    • Connect the boxes with lines to show reporting relationships, indicating who each position reports to within the department.
    1. Required Roles: The chart must include the following positions and their corresponding areas:
    • Athletic Director (AD) The head of the department, overseeing all areas of the athletics program.
    • Associate/Assistant Athletic Directors These roles should be represented with areas of responsibility specified next to their title. For example:
    • Associate Athletic Director for Operations
    • Assistant Athletic Director for Compliance
    • Head Coaches Represent the head coaches of various sports teams (e.g., Men’s Basketball Head Coach, Women’s Soccer Head Coach, etc.). They report directly to the Athletic Director or the Associate/Assistant AD.
    • Assistant Coaches List assistant coaches for each sport under their respective head coaches.
    • Director of Sports Communications Manages public relations, media, and press for the department.
    • Assistant Sports Communications Supports the Director of Sports Communications in managing media and communications.
    • Strength Coaches Oversees strength training and conditioning programs for athletes.
    • Athletic Trainers Responsible for the health and safety of the athletes.
    • Faculty Athletic Representative An individual who represents the faculty’s interests in the athletic department and interacts with the NCAA or other governing bodies.
    1. Formatting and Design:
    • Your organizational chart must be one page in a horizontal format.
    • The boxes should be clearly labeled with the position title.
    • Ensure that the chart is easy to read and visually represents a clear hierarchy.
    1. Submission:
    • Submit the completed chart in an electronic format (e.g., PowerPoint, PDF, Word document) by the due date.
    • Make sure your chart is clear, professional, and easy to follow.

    Attached Files (PDF/DOCX): Sports_CH3.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Discussion post mod 7

    INITIAL POST AND RESPOND TO TWO PEERS In this discussion, you will write a possible working thesis statement for your argument essay and try out various claims for arguments you could make in your draft of Writing Project 3: Argument. Start a new thread in this board and respond to the following prompt. Click the Post Reply button to submit your initial post: Based on your topic, construct a working thesis statement responding to your class’s closed research theme question. (You may end up keeping or modifying this working thesis statement for Writing Project 3: Argument). Construct at least 4 different claims (four different “I Says”) supporting your working thesis statement, which could in turn be supported by evidence from your readings and research. For the purpose of this exercise, try at least one of each of the claim types outlined in the “Building Your Arguments” slideshow. Label each claim by type. A claim of definition or classification A claim of cause and effect A claim of value A claim of solutions or policies Optional: A claim that is a combination of the claim types above or that is different from the claim types above. Choose one or two of the claims you wrote and make a few notes underneath on the types of evidence you might use to support each claim. As appropriate, note the title and/or author of closed research theme readings, background readings, and/or library research that could be used for support. As best you can, categorize the kind of evidence you found in the source that would best support the claim: facts, statistics, results of a research study, expert opinion, a story of testimony of one’s personal experience, a definition, witness observation, etc. Lastly, reflect on the creation of your four or more claims. You may comment on any or all of the following questions. Explain your answers. Which claim was the hardest to come up with, and/or which was the easiest? Which claim do you think provides the strongest support for your working thesis statement? Which claim do you think would be the most interesting to write on? Which claim would require the most new or additional research to support? Which claims could be combined to create a more effective claim or a stronger thesis statement? Identify one or more specific claims from your list and explain why your readers should care about it. Comment on anything else you learned about creating and supporting claims from doing this exercise. Your Module 7 initial post should be at least 150 original words. Module 7 Responses Respond to 2 or more posts made by your classmates. To respond to a peer, click the Reply button underneath that peer’s post. After you’ve written your response, click the Post Reply button to submit your response. Possible ways to respond include: Comment on the relative strengths or weaknesses of the suggested claims. Which claim is the best developed or can be most effectively debated or supported? Give reasons for your choice. Comment on which claim sounds most interesting from a readers point of view. Which argument do you care about the most? Which claim, if any, would you not be interested in? Explain why you do (or don’t!) care. Take on the role of a skeptic, someone who is willing to be persuaded based on the evidence but who will ask questions and cast doubt if things dont add up. Ask specific questions about one of your peer’s claims that readers could be skeptical about or write an “Okay, But” response to one of your peer’s claims. Suggest specific wording changes or additions to any of the claims or working thesis statements to clarify, focus, or strengthen them. Explain the reasons for your suggested changes. Altogether, your Module 7posts (initial post and at least 2 responses) should add up to at least 350 words, and each reply to a classmate needs to be a minimum of 100 words each. All posts are due by the end of Module 7.

  • Chapter 3 Highlight Writing: Yinka Shonibare

    For this writing assignment, you will write a 1-2 paged (5+ paragraph) research / response essay about the artist Yinka Shonibare and how he uses color. I want you to focus on your essay format with an introduction, word body, and conclusion that support your ideas about the Shonibare’s work (that is at least 5 paragraphs, single or double-spaced, 12 point font). I want you to give me a brief description of the artist’s personal biography, how he utilizes symbolic color, and some of the underlying meanings explored.

    Try answering questions like: What is the subject in Victorian Couple (1999, see textbook)? How has his disability influenced his artwork? What is the artistic method/artistic process? How is symbolic color used? Is the work serious or humorous and how can you tell? What role do history and politics play in his work?

  • Chapter 4 Highlight Writing Assignment: El Anatsui

    In the Chapter 4 Highlight Writing Assignment: El Anatsui, you will explore the artist’s use of texture and pattern as well as his process, materials, methods, and influences. In this 1-2 paged written document be sure to write in an essay format, meaning at least 5 paragraphs with an clear introduction, word body, and conclusion. (1-2 written pages, 12 point font, double or single spaced)

    Explore the Course Content with included videos on the eLearn site. In this essay, answer questions like: What are El Anatsui’s influences? How does his background and his culture shape his artwork? Discuss El Anatsui’s artistic process/production and his materials and methods. How does he and his team manipulate and transform raw materials into something that is fine art? What does Anatsui mean when he describes his work as having an “indeterminate form?” Describe how Anatsui links two/three histories together through his work.

  • Supplement Assignment 3

    For this assignment, each student will analyze an organization with which he or she is familiar with or any organization of his or her choosing. For your chosen organization, analyze the organization according to the questions listed below: What is your organizations Business-Level Strategy? What is your organizations Corporate-Level Strategy? Write a 1200 to 1300 word paper where you analyze your chosen organizations business level and corporate level strategies. What are your organizations business level strategies and what are your organizations corporate level strategies? Are these identified strategies working for your chosen organization or do they need to make some adjustments? Be sure to point out any issues that you believe need to be addressed. Suggest possible solutions to address any issues. Your paper should be in proper APA format and should follow the Formatting & Writing Styles guide. Submit your paper to the Assignments # 3 tab on Canvas after having submitted it to the appropriate TurnitIn portal. Title page (It is assumed that the assignment will be in APA format). New Times Roman font face type, this includes the page numbers and headers. Page numbers should be in the upper right hand corner of your paper. 12 pt font type size, including page numbers and headers. An APA formatted reference page. If you use a website link, you should be able to find the author and a publication date. Your title page should include the Assignment title, your name, the date, the class and the instructor, which is; Dr. Jimmie S. Warren, Sr. (All should be in proper APA format). Your papers should be double-spaced (See the Formatting & Writing Styles guide for properly setting the parameters in Microsoft Word for your papers). (Do not use first person pronouns (I), second person (you), or some third person pronouns (we and our) when writing this assignment. See the Formatting & Writing Styles Guide document.

    Attached Files (PDF/DOCX): Lamonica Miller Assignment 3 Chapter 3 BA 642.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Try my best to find a answer

    Opinion and searsearch

    Requirements: