Category: Communications

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Due: Day 7, Sunday, February 22, 2026, 11:55 pm
Value: 100 points
Grading Category: Papers, 10%

Instructions

There are a variety of different report formats that can be used to present the findings of a FG. These range from a verbal presentation in a meeting, to a top-line report (a condensed two- to three-page summary of main findings) through to a detailed report with every minor finding from the FG presented and analyzed.

Your assignment is to write a five-page paper on the results of just the 10 minutes or so of focus group you moderated in the format outlined below. Do not write up results for the 10-minute focus groups moderated by the other students in your group. The grade you receive on this paper is not determined by how well or poorly you moderated your 10 minutes of the focus group.

If you write less than 4.5 pages, you are not making use of the space available to you and will be deducted points. If you write more than 5.5 pages, you are writing too much and you will be deducted points. Your paper is therefore expected to be between 4.5 and 5.5 pages in length. This page count does not include the title page, reference page, or any appendix.

Note: the expectation is you write a paper in a research methods style.

• This means in the same style as the typical paper you have been reading in the readings for each week so far in the course.
• This means using citations to support claims, statements, facts, or opinions you present. When you write the paper do not write anywhere about the ‘assignment’ or ‘course/class’. Although you are writing this paper because of the course, you should not mention this in the paper.
• Also, do not use the prompts listed below as questions/sub-headings in your paper. For example, don’t write ‘Justify why you selected this issue’ in the paper and then answer this question. You answer this question in the course of writing your page 1, just as the articles in the readings you read answer this question without specifically writing ‘justify why you selected this issue.’
• You should stay close to the page specifications below, but it is okay if a section is a few (two to three) lines shorter or longer than stated. In some cases, your method may be much shorter than the specified length in which case add additional text elsewhere in the paper to compensate.
• Do not make up statistics or information.
• The paper should be written in APA style. (Remember, this means double-spaced!) In this paper and other papers in the course, you should avoid personal stories about your personal experiences.
• An abstract is not needed for this paper or any papers in the course.
• You should not cite course materials (this includes live sessions).

Page 1: Intro

• Present a general surface level description of the issue the paper’s content will examine (references).
• Explain why understanding this case is important (references).
• Justify why you selected this issue (references).
• What specific question(s) are you trying to answer?

Page 2: Method

• Use this, also found in the Instructional Materials for this week, to format this section.
• For the method section, and method section only, you need not worry about plagiarism. Method sections are supposed to be very formulaic and all follow the same structure and very similar text. As you read more FG studies, you will start to realize this.
• For some FGs you instructed your fellow students to role play a character (e.g., a teenage female). In this scenario, your method section describes who your fellow students pretended to be (e.g., teenage females), not who they actually are in real life.
• You should include a copy of your moderator guide in the appendix of your paper. The moderator guide you include reflects the questions you asked in the FG it is ok if additional questions you intended to ask but did not ask are listed. The appendix does not need to be in APA style.
• The appendix does not count toward the page count of this paper or other papers in the course. The appendix is the last thing in the paper and goes after the reference page.

Pages 34: Findings

Write a detailed analysis of the findings from your FG.

Page 5: Discussion

• Explain what your data means.
• Offer some tentative explanations as to why you think you found the data you did.
• Provide some suggested practical implications from your results.
• List two things you recognize as being wrong with your focus group and identify how you would resolve these problems if you were to repeat the focus group.

Note: Margins should be set to 1 inch, the default for Word is typically 1.25 inches. Font should be Times New Roman 12 point fontofficial APA style does allow a small number of other fonts but in this course we will only use Times New Roman 12 point font. All papers should contain a title page and be formatted in APA style.

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This paper will ask you to respond to an editorial in a major publication (ex. LA Times, Newsweek, etc.) on the topic you have chosen to research. Make sure the piece you have chosen is an editorial, not an objective newspaper article or satirical piece. Editorials can be found in the Opinion section of most papers.

Your paper should:

1) identify the authors exact argument and its aims

2) analyze the main evidence and reasoning used by the author

3) assess the authors effectiveness based on how well they support their argument and whether you agree or disagree with them.

For this assignment, it is imperative that you demonstrate a clear and complete understanding of the author’s position. To this point, you must include at least TWO direct quotes from the reading. Each quote should be one to two sentences (the exact length for each quote can vary but may involve different formatting guidelines).

Your paper should also demonstrate your ability to think critically about the merits (or flaws) of the authors reasoning. This involves some element of interpretation your own explanation or evaluation of the significance and/or implications of the authors position. This should be done by focusing on the reading itself or by developing comments based on your general knowledge about the issues in the readingas a result, no additional research is necessary and there is no need for a works cited page.

Tip: Gale PowerSearch is a great help in finding editorials online and is available through the CSUN library homepage listed under Databases A-Z. Look for the editorial tab on the left of the screen.

If you are unsure about what constitutes an argument or Editorial piece consult me or the course librarian about it ASAP.

RA Criteria:

1. 4 pages in essay format (i.e. Intro w/thesis, Body, Conclusion), APA format and free of errors.
2. Should include the publication information in your introduction paragraph. (author, date, etc).
3. Should implement a discussion the evidence and follow the CPA format.1) Claim: make a clear statement about the element selected2) Proof: provide direct quotes as well as paraphrases from the piece to back up/prove the claim made about the element using APA format for citations (look for fallacies [if any])3) Analysis: discuss whether or not this choice/approach is effective at accomplishing the authors purpose (think HOW or WHY here)
4. Should reflect a critics position of the rhetorical elements used and their rhetorical effectiveness.Although there is some interpretation required in this assignment, remember you job is not to provide an opinion of the issue discussed, but rather to critique the piece as to its rhetorical approach. Leave your opinions about the issue out of your analysis. More so, did this author use rhetoric effectively and soundly?

An A essay will be well organized, free of obvious errors, thoughtful, concise, and display a clear understanding of the issue presented in the editorial. It will demonstrate a solid grasp of the rhetorical elements contained in the article, and explicate them using clear quotes/examples, eloquent language and style, and competent mechanics. In order to do your best work, be sure to write several drafts and always proofread multiple times.

now for this assignment i have to do a resume so i need you to make the resume look really good. I made a resume usimg AI but i need you to edit and make it look better.

Required Resources

Read/review the following resources for this activity:

• Textbook: Review chapter(s) applicable to your presentation
• Lesson
• Minimum of 4 scholarly sources (from Week 6)
• (Make sure to review this tutorial before you begin recording.)
• Headset microphone (If your computer does not already have a built-in microphone, then you can find this item under the “Additional Items” section in the CU bookstore).

Introduction

Your PowerPoint presentation is due this week. This week, you are taking the Week 6 Final Outline and converting the information into a narrated PowerPoint presentation. Most of you will have a mic built into your computer, but if you don’t, then you are required to obtain a headset microphone to produce the PowerPoint narration.

IMPORTANT!

• Please be sure to narrate your PowerPoint slides (speaking to each).
• Review the site on how to record the narration.
• MP4 and Kaltura video files are accepted that show the PowerPoint presentation with audio.

If you face technical trouble, go to “Help” on the blue sidebar menu and submit a ticket.

PowerPoint Project Timeline

Due	Description
Week 4	PowerPoint Topic
Week 5	PowerPoint Outline Rough Draft
Week 6	PowerPoint Outline Final Draft, Images, and Sources
Week 7	PowerPoint Presentation
Week 8	PowerPoint Evaluation

Instructions

The following are the best practices for creating your speech presentation:

• Title Slide: Include the title, audience (who you prepared the presentation for: school or institution), the presenter who prepared and narrated, and the date.
• Attention-Getter: Give the audience a reason to pay attention. Make them want to listen to your speech.
• Thesis: Clearly state the purpose of your presentation -the three main points of your presentation.
  • On this slide, establish the tone of the presentation and include any questions you think your audience might have about your topicquestions you will answer during your presentation.
• Body of the Presentation (multiple slides): Include the information you found during your research and organize it in a visually pleasing manner.
  • Use some type of division, like levels of headers or titles.
  • Use words and phrases to clarify key points.
  • Provide researched evidence for each point.
  • Cite your evidence, quotes, and statistics within your presentation using
  • Include in-text citations ( ) on the slides, as well as the full reference information on the last slide.
  • Include images to add visual appeal to the slides.
• Summary and Conclusion: Summarizing is similar to paraphrasing but presents the gist of the material in fewer words than the original.
  • An effective summary identifies the main ideas and major support points from the body of your outline or presentation.
  • Minor details are left out.
  • Summarize the benefits of the ideas and how they affect the thesis statement of the outline and the main objective of the presentation.
  • End with a final strong statement regarding the intent of the presentation.
• References: Use the APA reference format. The illustrations should be included with your resources. APA tutorials are available in the Chamberlain University library. Keep in mind the following:
  • At least 4 authoritative, outside scholarly sources are required from the Week 6 outline. (Anonymous authors or web pages are not acceptable.)
  • Appropriate citations within the presentation are required on the last slide. Just copy and paste this from the last page of your outlinethe References page. References should be in APA format.
  • Each resource should be entirely double-spaced.
  • All entries must use hanging indentsthe first line is flush left, and all the rest are indented.
  • All Chamberlain University policies are in effect, including the plagiarism policy.

Additional Hints

• Use a minimum of 5 visual aids to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, pictograms, tables, and Gantt charts. If a slide appears boring, then strongly consider adding a visual. It is the blend of text and images that makes the slides engaging for the audience.
• Animation and video clips should not be used for this speech. YouTube is not allowed.
• Do not type out text onto the slide and then read it during your presentation. Remember, you are the teacher, so teach, dont read!

Click on the following link to view a presentation of sample slides. Click on the arrows to scroll through the slide show.

Presentation Requirements

• Slide Length: minimum of narrated 8 slides (including the title and reference slides)
• Slide Content
  • Slide 1: Title slide
  • Slide 2: Attention-Getter
  • Slide 3: Thesis (3 main points of your presentation)
  • Slides 4-6: Body of the Presentation
  • Slide 7: Summary and Conclusion
  • Slide 8: References slide (minimum of 4 scholarly sources from Week 6 outline)
• Minimum of 5 visual aids throughout the presentation
• Videos should be no more than 7 minutes in length

Grading

This activity will be graded based on the Week 7 Presentation Grading Rubric.

Course Outcomes

• CO 3: Deliver a presentation with a specific communication intent.

Due Date

By 11:59 p.m. MT on Sunday

Rubric

W7 Presentation Grading Rubric

W7 Presentation Grading Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeSlide Length	25 ptsMeets the minimum 8 slide length requirement and maximum 5-7 minutes requirement0 ptsDoes not meet the minimum 8 slide length requirement or maximum 5-7 minutes requirement	25 pts
This criterion is linked to a Learning OutcomeSlide Content	50 ptsThe presentation contains at least 8 slides with all 5 of the following elements, including bullets where appropriate: Title slide; attention getter; introduction; main points; summary or conclusion.44 ptsThe presentation contains 4 of the following elements, including bullets where appropriate: title slide; attention getter; introduction; main points; summary or conclusion. 35 ptsThe presentation contains 3 of the following elements, including bullets where appropriate: title slide; attention getter; introduction; main points; summary or conclusion.31 ptsThe presentation contains 2 of the following elements, including bullets where appropriate: title slide; attention getter; introduction; main points; summary or conclusion.0 ptsThe presentation contains 1 or none of the following elements: title slide; attention getter; introduction; main points; summary or conclusion.	50 pts
This criterion is linked to a Learning OutcomeVisual Aids	35 ptsAll visual information is appropriate in that it relates to the information on the slide, properly sized for its purpose, and effectively clarifies/supports the written part of your presentation. The presentation includes at least 5 visual aids.31 ptsMost of the visual information is appropriate in that it relates to the information on the slide, properly sized for its purpose, and effectively clarifies/supports the written part of your presentation. 25 ptsSome of the visual information is appropriate in that it relates to the information on the slide, properly sized for its purpose, and effectively clarifies/supports the written part of your presentation.22 ptsLittle of the visual information is appropriate in that it relates to the information on the slide, properly sized for its purpose, and effectively clarifies/supports the written part of your presentation.0 ptsNo visual aids present	35 pts
This criterion is linked to a Learning OutcomeOrganization	30 ptsPresentation is clear and cohesive. Introduction and conclusion support the overall flow.26 ptsPresentation is basically clear and well-organized with a minimum of non-related material present. 22 ptsPresentation has some issues with clarity, flow, and cohesion, and lacks organization.18 ptsPresentation lacks organization and has difficulty staying on track. Central themes are difficult to identify.0 ptsNo effort	30 pts
This criterion is linked to a Learning OutcomeNarration	20 ptsThroughout the whole work, the narration uses a conversational voice; uses effective vocal variation to add emphasis to important points; demonstrates enthusiasm for the topic; minimizes the use of uh, um, etc.; uses professional language; uses correctness of expression without slang; acknowledges sources within the presentation.17.5 ptsThroughout most of the work, the narration uses a conversational voice; uses effective vocal variation to add emphasis to important points; demonstrates enthusiasm for the topic; minimizes the use of uh, um, etc.; uses professional language; uses correctness of expression without slang; acknowledges sources within the presentation. 15 ptsThroughout some of the work, the narration uses a conversational voice; uses effective vocal variation to add emphasis to important points; demonstrates enthusiasm for the topic; minimizes the use of uh, um, etc.; uses professional language; uses correctness of expression without slang; acknowledges sources within the presentation.12.5 ptsThroughout little of the work, the narration uses a conversational voice; uses effective vocal variation to add emphasis to important pionts; demonstrates enthusiasm for the topic; minimizes the use of uh, um, etc.; uses professional language; uses correctness of expression without slang; acknowledges sources within the presentation.0 ptsNo effort	20 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage	20 ptsThe writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the text in the presentation.17 ptsThe writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text. 14 ptsThe writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the text.12 ptsThe writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the text.0 ptsNo effort	20 pts
This criterion is linked to a Learning OutcomeAPA: Title Slide, Scholarly Sources, Citation, and Reference Formatting	20 ptsTitle Slide and References Slide: Include at least 4 of scholarly sources. All borrowed material is cited using in-text citations and full APA citations.17 ptsTitle Slide and References Slide: Include at least 3 scholarly sources. Most borrowed material is cited using in-text citations and full APA citations. 14 ptsTitle Slide and References Slide: Include at least 2 scholarly sources. Some borrowed material is cited using in-text citations and full APA citations.12 ptsTitle Slide and References Slide: Include at least 1 scholarly source. Few borrowed material is cited using in-text citations and full APA citations.0 ptsThere is no title slide and/or reference slide. Include less than 2 scholarly sources.	20 pts

Total Points: 200

this would be a cultural couine paper and for my paper I choose inidan food from a restaurant called Indian palace

I have this assignment due and I will provide all the information and if you can finish it earlier I will appreciate it and if there is anything let me know. I have this assignment due and have 2 parts and make sure to be your own words not from outside resource the professor will know and add reference at the end of the page.

Part 1

Introspection-Response Discussion: Culture

Primary post due by Saturday at 11:59 p.m. |

Please remember the adhere to Community guidelines (see page 9 course syllabus).

Objective

• Identify the attitudes, knowledge, and skills required for intercultural communication competence.
• Differentiate between in-group, out-group and social identity.

Instructions

1. Use examples and textbook for answering questions and not from websites.
2. Write complete sentences and not bullet lists.

• The “student must post before seeing replies” has been activated, which means that you must contribute your idea before you can see what other have posted.
• Make sure to post full entry for first posting to get potentially full credit.

Contribute your initial post to our review discussion by Saturday, 11:59 p.m. In your post please include the following:

Review Chimamanda Ngozi Adichies TED talk entitled, The Danger of a Single Story illustrating the dangers of only having a single story for a group of people that was included in this weeks module.

Questions

1. 1. Explain how having a single story caused intercultural misunderstanding as described by Adichie. Explain how developing intercultural competence (referring to specific course concepts) would have assisted the individuals discussed in the example you just gave.
   2. Give an example of an instance in which you either stereotyped or had a single story relating to another co-cultural or cultural group. What were the results?
   3. How do you normally respond when you find yourself in a culture (or co-culture) different from your own? Discuss, using a specific example.

Your primary post needs to be 210-230 words and contributes specific ideas to the conversation. One response to others needs to be 90-100 words and reflect on comment of that student in a meaningful way by reacting to the questions that were answered by a student.

Part 2

Week 3 Review Activity Discussion: Culture

Review Activity Discussion: Cultural Values

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Please remember the adhere to Community Guidelines (see page 9 course syllabus).

Objective

• Investigate how cultural value orientations influence communication.
• Recognize the range of co-cultures in todays society and how co-cultural factors can affect communication.
• Remember ways you can improve your intercultural communication competence.

See the following video with an overview of this week’s Review discussion. Please note that it’s not required to reply, you may also feel free to comment on any posts by your peer if you desire to do so.

Length: 4:15 min.

Instructions

Use the terms discussed in textbook Week 3 Chapter Culture and own examples (not from websites or books) to address the questions.

Write complete sentences and not bullet lists.

• The “student must post before seeing replies” has been activated, which means that you must contribute your idea before you can see what other have posted.
• Make sure to post full entry for first posting to get potentially full credit.

Contribute your initial post to our review discussion by Sunday, 11:59 p.m. In your post please include the following:

1. (collectivistic versus individualistic cultures, high context versus low context, etc.) influence our communication. Do you identify more with individualism or collectivism, high/low context, and any of the other dimensions mentioned in the chapter?
2. How you can effectively use intercultural competence when interacting with cultural backgrounds and co-cultures different from your own? Review ” and ” to assess what steps might you take to keep growing in this regard?

This discussion will integrate knowing how to combine prior modules and your environment to see public health concerns and opportunities.

For this you will combine addiction and marketing in your community to see how the past efforts to sell cigarettes are still being used to impact teens with vaping.

Objectives

1. Analyze the historical, political, social, socioeconomic, and legal factors involved in the practice, marketing, distribution, and government regulations of legal and illegal drugs. (Obj 7)

Preparation

THINK: Get out in your community and take note of where you see ads and where you see product. Notice the packaging and features. How easy is it to get vape products?

Vapes were purported to be used for adults to quit or have a healthier way to smoke. Are they? The research we read and watched are proving that vaping just has different consequences!

How about the idea of “freedom” or “I should be able to do what I want with my body”? Are young people really asserting independence or are they pawns of big money industries?

The CDC states 2.5 million young people vape (1). The National Library of Medicine (NLM) calculated that JUUL made between $130 million and $650 million of its net revenue from youth, depending on consumption scenarios.

Instructions

• 1. Find a package of a vape product in your community that looks like it is marketed to teens. It can be a family member’s or friend’s (yours-I hope not!), in a store or in the community. Take a photo/screenshot to post. Show the photo date and time by swiping up on the pic so you can take a screenshot and post it in your discussion or have proof of date in the picture. Some stores do not love buyers taking pictures so be subtle.
  2. You cannot post the same as another post. YOU CANNOT JUST POST AN IMAGE SCREENSHOT FROM THE INTERNET.
  3. Tell us what three element/factors that make it look like it is for a younger audience.
  4. Currently, vapes in CA cannot have flavor or be sold. Did the store you went to have flavored vapes? Look online can you buy a flavored vape online? Attach the link to buy if you find one!
  5. What could you say to a young person to deter them from vaping? You must have a fact that you learned about smoking or vaping that you think might deter use and make it age appropriate for a 13 year old to understand.
  6. Use a reference for your fact. Cite AI if you use it.

Peer Response Details

1. Find the ad/product packaging/feature that you think is the best bad example of targeting teens! Vote for that peer by mentioning their name and what catches your eye on the product.
2. Then vote for the most persuasive argument and state why. Make sure you mention who wrote the post.

Ace This Discussion!

References

1. CDC: How Vaping Impacts Young Adults
2. National Library of Medicine (NLM) Kaplan B, Cherukupalli R, Welding K, Kennedy RD, Cohen JE. The youth e-cigarette epidemic: New estimates of JUUL Labs’ revenue from youth users in the US. Tob Induc Dis. 2021 Apr 29;19:33

Canvas Guides (Optional Help!)

Here are some Canvas guides you can use to help you submit your assignment.

Misinformation about sexual orientation can contribute to homophobia. Think about your school and discuss whether you think it is a safe and accepting space for members of the LGBT community. What could you and your peers do to make your community more accepting?

1. Post at least a four-sentence response to the statement and question above. (5 points)

and

2. Reply to at least 1 classmate’s post. (5 points)

As a reminder on your replies:

5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):

Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.

1. • • • Hi David.
       • Nice to meet you.
       • I like your post.
       • Have a good semester.
       • I posted the same thing.
2. Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
3. Your reply must relate to what they posted, not only what you posted.
4. Your reply must be respectful, but may disagree.
5. If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
6. Vague or short replies will receive very little credit.
7. Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response

This is an interesting talk about how uncomfortable we are as a society talking about this topic. Based upon your knowledge gleaned from the chapter and watching this video:

1. Share your thoughts and views on the topic.

And,

2. Reply to at least one of your classmates original post (hit the reply button below their original post). Do not reply to a reply.

——– There are 5 points for your original post and 5 points for replying to your classmates.

As a reminder on your replies:

5 points for your replies to a classmate original posts, not on a reply they left for another classmate. (Click “Reply” at the bottom of their main post):

Your reply to a classmate must be at least 3 substantial sentences. The items below are example of brief, vague or “throw-away” response statements and will not receive credit. It is okay to include them in addition to your 3 substantial sentences, but not instead of your 3 substantial sentences.

1. • • • Hi David.
       • Nice to meet you.
       • I like your post.
       • Have a good semester.
       • I posted the same thing.
2. Your replies must be written in proper sentence for with emojis, emoticons, or text abbreviations (e.g. LOL)
3. Your reply must relate to what they posted, not only what you posted.
4. Your reply must be respectful, but may disagree.
5. If you post that you agree, disagree, like, or dislike something in their post, you must state what the item was and why you felt that the way you did.
6. Vague or short replies will receive very little credit.
7. Asking a question does not count as one of your 3 sentences, but you may ask a question in addition to your required response