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  • Political Science Question

    read the provided information in detail. i have provided a pdf for the topics which are there in module 7 (about which the instructor is talking about).

    Write a one-page, single-spaced news release that focuses on an aspect of the Certificate in Public Relations Program that is newsworthy and appropriate to tell the media about.

    To that end, you could write about the fact that the program is 100% online; you could focus on the idea that the certificate will enhance students’ resumes, or that it might be especially valuable for students looking to improve communication skills; you could write about the PR programs new affiliation with the University of Reginas Journalism program, etc. Once you’ve decided on a focus, you then use the material in the Module 7 lecture in the news release section to help you produce the release. All of the required elements need to be included (contact information, headline, release date phrase, dateline, quote and ending indicator). The formatting should follow the sample included in the lecture. The client (the entity sending the release out) should be the U of R and you are to consider yourself the contact person. The lead paragraph needs to answer fundamental questions that pertain to the focus and headline, with the rest of the release fleshing out other interesting details associated with the program. It’s written in an inverted pyramid style, meaning that the most important information is placed at the top, with the remaining information diminishing in importance until the end. It should ideally be one page in length, not more than two pages maximum. Remember that a news release is a straightforward news document meant for the media; it’s not an ad written for the public, and it should be written in third person and in a journalistic style for the mediathe same style that a newspaper news article is written.

    There is information about the program on the U of R PR Certificate site. In terms of the quote, you may choose one from any of the following quotes by Matt, Luanne, or Sheenaall graduates of the program.

    Matt:

    Taking the courses online gave me the flexibility to study and work at the same time.

    Not only were the courses flexible, but they also weren’t burdensome. I found the content generally struck the right balance between useful learning while not being overly demanding for someone who also has to work and attend to other responsibilities.

    Whether you are interested in public relations as a career, or just want to improve your communications skills for the workplace, the PR certificate at the U of R certainly warrants consideration.

    The best thing about the program is that it draws in people from a wide variety of backgrounds. Some of my classmates were students of English, Journalism, Political Science, and Business to name a few. Many of my classmates were already working for private companies, government departments, non-profits and even the university itself. They saw the PR certificate as a great way to advance in their careers, and I enthusiastically agree.

    Luanne:

    The course was well organized and the instructor eased the class into the program. The course flexibility allowed me to work at any time that was convenient for me.

    “The Public Relations Certificate has been a journey of learning, developing, and implementing skills that I use daily. It started off with the stress of how to write a concise and cohesive paragraph. Writing is strategic. It is not a magic trick. The beauty of taking these courses is that the instructors live and breathe communications; you can rely on their professional advice.

    The PR program has taught me to articulate my thoughts in a more professional and educated way. It has trained me to eliminate the use of six words where one may be sufficient and that an adjective used well can significantly cut down a sentence.

    Sheena:

    Taking the Public Relations certificate has enhanced my confidence. There were so many ah ha moments. From the very first class, I experienced a vast number of learning moments that left me feeling confident and empowered.

    The instructors are real world communicators and all of the projects really enhanced my communication skills. The PR Certificate paved the way for me to pursue my passion.

    Note that formal academic citations are not used in non-academic documents such as news releases. The following are standard ways to credit a source in a news release (or any journalistic document): According to Smith.; A 2019 study by Smith shows that; As Smith says; says Smith; etc.

  • Artificial Intelligence Question

    I will provide everything in a word file

  • short writing

    Ms k. D Age 85 Female Room #154 No allergies Full code Patient is alert and oriented 4 T 97.7 P 88 R 20 BP 168/89 Pain 10/10 Patient has stroke on her right side and needs rehabilitation to walk again. Heat to Toe Physical Assessment Medication: polyethylene glycol- Gapaentine – Ocular lubricant Entrusted Spiriva Skills Giving Medication Blood pressure Head to toe physical Assessment Feeding AIDET Communication Body Temperature Hand hygiene Nail careThe purpose of the shift debrief, for DFC integration, is to reflect on and share information about the DFC experience you just completed.

    Instructions: Share a short summary, in the space provided, about your shift spent at the SOFE site. Be sure to include 4-5 sentence responses to each of the following questions. Your answers should clearly reflect the learning experience.

    • What went well: Discuss and explain the best moments of your clinical experience? Describe when you were able to apply what you have learned from didactic to the clinical setting.
    • Opportunities for improvement: What did not go well that you could improve for next time? Discuss the difficult moments during clinical. Did you have difficulty applying any concepts from didactic? Please explain.
    • Take-away: How do you plan to elevate your nursing education and grow prior to the next clinical shift?

    This is a discussion-type entry where writing mechanics will not be evaluated. This shift debrief is due within twenty four (24) hours of the end of each DFC.

  • Organic Chemistry chem 2261

    Im in need of help with Organic Chemistry. I uploaded a practice exam that Im needing help with. I already know the answers because we went over it in class. I need to find someone who understands organic chemistry and can help me. So I am looking to see if you actually know and understand O. Chem. I need you to really know Organic Chemistry, as Ill be needing help all month. Here are 10 questions I would like you to answer. And this will determine if you know O.Chem. Again I already have the answers in just looking for someone who understands it and can get the right answers. I have a few homework assignments coming up and 2 exams that I will need help with and quick answers

  • Political Science Question

    • Public relations is concerned, in large part, with creating narratives that connect with the public, so storytelling is an important skill to cultivate. To that end, write a one-page (maximum), single-spaced personal story about something that youve experienced that reveals whether or not you are suited to, or interested in, a career in the PR profession. Make sure that you are telling aspecific storyrather than just providing a listing of your goals, attributes, duties, or job/life history. (weight: 20%)
    • only select one topic from one of the topics provided below
    • 1) Accidental spokesperson momentStory idea: You were the one who had to explain something to an upset group, parents, customers, teammates, classmateswhen no one else would.
       Reveals: Comfort communicating under pressure, empathy, message clarity, confidence.
    • Good scene: People are frustrated; you step in, choose your words carefully, and the mood shift
    • THE “BRIDGE BUILDER” (CONFLICT RESOLUTION)
        • The Story: You found yourself in the middle of a major misunderstanding between two friends, two campus groups, or two coworkers. The tension was high, and misinformation was spreading.
        • The PR Angle: You didnt pick a side; you played the role of mediator. You listened to both sides, helped them reframe their frustrations into productive language, and eventually restored the relationship.

        • THE “LANGUAGE BARRIER” (AUDIENCE AWARENESS)
          • The Story: You were in a situation where you had to explain a complex or sensitive concept to someone who didnt understand it (e.g., explaining a medical diagnosis to a relative, simplifying a complex policy to a group of children, or helping an older family member navigate new technology).
          • The PR Angle: You realized that the way you said it was just as important as the what. You adjusted your tone, your vocabulary, and your medium to ensure the message was received correctly.

  • Geometry Question

    Please lmk if anyone has this I really need it thank you so much

  • What makes

    1. What makes a source credible in an era of misinformation? Are traditional markers of credibility still reliable? Explain your answer and provide examples based on specific information learned in class.

  • 4025 Presenting Yuor PICOT Process finding to your profesion…

    Create a 510 minute video of yourself, as a presenter, in which you propose an evidence-based plan to improve the outcomes for your diagnosis.

    As part of the critical role that EBP plays in nursing, professional nurses share their findings with their peers and others. A big part of research is sharing knowledge so that others can also learn. Professional nurses attend seminars and read journals specific to their practice, and they also publish and present what they have learned. This assessment prepares you to share your knowledge with others.

    For this assessment, you are a presenter! You will create a 510 minute video using Kaltura or similar software. In the video and written narrative:

    • Review your findings from Assessment 3.
    • Create a poster presentation based on your findings from Assessment 3 (see the samples in the reading list). Include:
      • An explanation of the diagnosis.
      • The research question you developed using PICO(T).
      • A summary of your sources.
      • The answer to your PICO(T) question based on your analysis of evidence.
    • Describe the key steps of care you are recommending based on your evidence.
    • Give a professional presentation to your peers, showing your poster with your voice narration using Kaltura or similar software.
    • Include your written narrative/script of the presentation in a Word document. Add the link to your video at the end of your written narrative.

    Refer to Campus resource as needed to record and upload your video.

    Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact to request accommodations. If, for some reason, you are unable to record a video, please contact your faculty as soon as possible to explore options for completing the assessment.

    Your assessment should also meet the following requirements:

    • Length of video: 510 minutes.
    • References: Cite at least three professional or scholarly sources of evidence to support the assertions you make in your video. Include additional properly cited references as necessary to support your statements.
    • APA reference page: Submit a correctly formatted APA reference page that shows all the sources you used to create and deliver your video. Be sure to format the reference page according to current APA style.
    • Video and narrative: You must submit a written narrative of all of your video content. Add the link to your video at the end of your written narrative.

    By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

    • Competency 2: Analyze the relevance and potential effectiveness of evidence when making a decision.
      • Explain a diagnosis in terms of outcomes, risks, and complications.
      • Summarize the content of at least three sources of evidence, including the credibility and relevance of the articles to a specific diagnosis issue.
    • Competency 4: Plan care based on the best available evidence.
      • Describe a research question developed using the PICO(T) process to address a chosen issue related to a diagnosis.
      • Explain the answer to a PICO(T) question based on an analysis of the evidence.
      • Describe key steps of care based on the evidence.
    • Competency 5: Apply professional, scholarly communication strategies to lead practice changes based on evidence.
      • Organize content in a poster presentation and written narrative so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
      • Communicate effectively in a professional audiovisual presentation with clear light and sound.
      • Apply APA formatting to in-text citations and references, exhibiting adherence to most aspects of APA format.

  • Healthy People 2030 Speak Over PowerPoint

    The purpose of this assignment is to identify health objectives from Healthy People 2030 that will impact health outcomes through population-level health assessment and intervention. This assignment will allow for a discovery into a selected practice problem, encompassing social determinant risk factors, an evidence-based population health intervention, and relevant measurable goals and objectives.

    IMPORTANT: You must complete the PPT with Voice over recorded. Please upload the completed assignment in the Student MRU One Drive, once uploaded, copy the link and make sure you post the assignment in the Moodle Platform.

    If you try to upload the assignment directly into Moodle, it will be too large and you will not be able to do it; therefore, follow the steps provided above.

    The purpose of this assignment is to identify health objectives from Healthy People 2030 that will impact health outcomes through population-level health assessment and intervention. This assignment will allow for a discovery into a selected practice problem, encompassing social determinant risk factors, an evidence-based population health intervention, and relevant measurable goals and objectives.

    IMPORTANT: You must complete the PPT with Voice over recorded. Please upload the completed assignment in the Student MRU One Drive, once uploaded, copy the link and make sure you post the assignment in the Moodle Platform.

    If you try to upload the assignment directly into Moodle, it will be too large and you will not be able to do it; therefore, follow the steps provided above.

  • SOCW6311 WK 7 WALDEN UNIVERSITY SW Practice Res II

    Selection of a Statistical Analysis Approach

    Over the years in school classes, work teams, and other group settings, you may have participated in get-to-know-you activities, also called icebreakers or team builders. These activities help members learn one anothers names and generate a sense of inclusion and belonging early in the life span of the group. Social workers, too, use icebreakers to create cohesion among the members of a treatment group. Icebreakers can take many formsfrom question and answer, to games and riddles, to memory exercises, to movement, pair work, and more.

    Social workers must carefully align the icebreaker to the group and ensure it is appropriate for the age, focus, and attention of its members. Treatment groups may also include involuntary members who may be unhappy about their requirement to attend. How might these members react to such an icebreaker, and how might you use motivational interviewing to draw them out and engage them in a meaningful way?

    In this Discussion, you assume the role of a social worker starting an initial group session and presenting an icebreaker activity.

      To Prepare

      • Review the Learning Resources on analyzing evaluation data, threats to internal validity, and statistics.
      • Access the Social Work Case Studies media and navigate to the Chi-Square case study.
      • As you review the case, consider the confounding variablesthat is, factors that might explain the difference between those in the program and those waiting to enter the program.

      SUBMIT

      • Post a brief outline of the case study and consider the conclusion that the vocational rehabilitation intervention program may be effective at promoting full-time employment.
      • What statistical information shows whether the program was effective (or not)?
      • Review the factors that limit the internal validity of a study (history, maturation, testing, instrumentation, statistical regression, selection bias, and attrition).
      • Select and explain which of these factors might limit the ability to draw conclusions regarding cause-and-effect relationships.

      Resources

      • Dudley, J. R. (2020). Social work evaluation: Enhancing what we do (3rd ed.). Oxford University Press.
        • Chapter 10, Analyzing Evaluation Data (pp. 255275)
      • Flannelly, K. J., Flannelly, L. T., & Jankowski, K. R. B. (2018). . Journal of Health Care Chaplaincy , 24 (3), 107130.
      • Walden University, LLC. (2022). [Interactive media].
        • Navigate to the Chi-Square case study.