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  • 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.

      • English Question

        Sample Structure:

        1. Your Perspective (2 pages)
          • Explain your position on the issue and what points support your stance. Be sure to incorporate secondary sources from the MDC Database.
        2. The Other Perspective (2 pages)
          • Consider the other side of the issue and what are the counter-points. Also, be sure to incorporate secondary sources from the MDC Database.
        3. Rebuttal (1-2 pages)
          • This is where you directly address the counter-points from the other perspective.
        4. Your Final Conclusion (1 page)
          • Your final conclusion is the place where you make your final point. Be sure to revisit your introduction here and give a final, powerful thought.

        Total: 6 to 7 pages plus 1 page for the MLA Works Cited

        Evaluation Criteria:

        • The most important thing is that you fully use your analytical skills in using the appropriate rhetorical structure.
        • I will be looking to see how well you appeal to your audience and how well you stress the logical and emotional aspects of argument. Also, I will be looking for the use of opening and concluding strategies.
        • The style will be formal, and I want to see how well you can utilize the standards of American Edited English.
        • I will be looking to see how well you incorporate argumentation and persuasion into your essay.
        • I am not looking for grammatical perfection, but the essay must be readable and free of mechanical errors that distract your reader.
        • All these criteria will be considered in light of the

      • French Powerpoint

        Votre revue de presse

        PRESS REVIEWS (weeks 3-14):

        This assignment is independent from the content-based course, but will develop your cultural awareness about the francophone world. It happens once a semester on the due date you chose in this .

        1. Once during the semester, you will prepare a voiced PPTX on a segment of news/current event IN FRENCH about your personal interest happening in a Francophone country (can be from a YouTube video, a journal article, a documentary, an Instagram page, as long as it is in French and current (do not choose a media that is not in French, or not about French or Francophone news). See the non-exhaustive list of medias links below). Power Point is part of Office that comes with UCF, so you should have no problem to use it. You will embed your PPTX to this discussion.

        You can refer to my at the beginning of the module to see what a voiced PPTX is 😉

        You will present this news in a 4-5 slides (plus first slide of presentation, and last slide for link to your source), voiced-PPTX. You will write and record your presentation on the slides. You must explain the main points of the news and the reason why you chose it and must incorporate the source of the news as a link. The first slide (your name..) and the last slide (the link) do not count in the 4-5 slides. You will attach your PPTX on its due date as a response to this discussion.

        1. Then, you will ask 5 questions about your presentation in the form of a true false quiz that you will give to your instructor by your due date BY WEBCOURSES EMAIL ONLY. With this information, the instructor will create a quiz for the students to answer after reading/listening to your PPTX presentation. The quiz ensures that you understand what you are presenting, and that the students pay attention to and understand your presentation.
        • YOU WILL USE THIS DISCUSSION TO POST YOUR PPTX, THEREFORE THE DEADLINE DEPENDS ON YOUR SPECIFIC PRESENTATION DUE DATE: embed your video IN THIS DISCUSSION by your due date.
        • DO NOT ADD YOUR QUIZ TO THIS DISCUSSION. Send your quiz to the instructor via webcourses email by your due date.
        • DO NOT FORMAT THE QUIZ: example of how to put your questions in the email:

        le prsident de la rpublique est Nicolas Macron (faux)

        la personne qui parle est franaise (vrai)

        etc with your 5th question.

        Here is a perfect example of a YouTube video that could be used for your revue de presse: it’s current (happening now, 1/7/26), from a Francophone site (Canadian news) about a Francophone issue (snow storm in Paris and northern France — you will see Lille, a city I grew up in for a minute):

      • SOCW6121 WALDEN UNVERSITY WK 7 Advanced SW Practice II

        Motivational Interviewing and Breaking the Ice

        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 CREATE A TRANSCRIPT FOR 2- to 3-minute video in which you:

        • Review the Learning Resources on the beginning stage of group work and on motivational interviewing. Explore the group icebreaker examples and conduct a search to find your own icebreaker activity.
        • Imagine that you are leading the first session of your group focusing on addiction or sexual assault trauma. Consider how you would start the session, including the use of an icebreaker activity. When preparing your start to the session, keep your groups purpose and membership in mind.
        • Reflect on motivational interviewing and how you might use it within the icebreaker to support engagement and group cohesion.

        RESOURCES

        • Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Pearson.
          • Chapter 6, Planning the Group (pp. 160195) (Review)
          • Chapter 7, The Group Begins (pp. 196229)
          • Chapter 8, Assessment (pp. 230263)
        • Young, T. L. (2013). The Journal for Specialists in Group Work, 38 (2), 169181.

        • Studypool Professional

          Catatan materi kelas 8 semester 1 mata pelajaran IPA tentang sistem ekskresi pada manusia