Brisk Writers

Author: admin

  • “The Impact of Social Media on Mental Health: A Comprehensive Analysis”

    Minimum of four sources. Extra sources will earn you more points
    • One source from the University of Michigan site
    • One source should be from a website
    • Two online sources (online articles or journals) should be from the data resource tools available in library
    Appropriate use of in-text citations. There should be a minimum of one in-text citation per source. It’s better if there are more! There should be a corresponding entry on the Works Cited page for each in-text citation. Give credit where credit is due!
    Proper MLA format (double-spaced, indented paragraphs, header, numbered pages, etc.) Works Cited page correctly formatted in MLA style
    Thoroughness of research. This includes the level of detail, the use of statistics and data to support your research

  • Title: Analyzing Performance Differences Based on Gender, Weight, and Age Using T-Tests and ANOVA

    There are two parts to this assignment. This assignment should be completed in R Commander, 
    using the datasheet attached. 
    PART 1 CONDUCT AN INDEPENDENT SAMPLES T-TEST
    Using the datasheet attached, complete the 
    following task: 
    A. Select the appropriate test to answer this 
    research question: What are the differences in
    performance based on a person’s gender?  
    B. Address the assumptions relating to the test. 
    C. Create a boxplot of the dependent variable 
    based on the independent variable. 
    RESULTS TO BE INCLUDED ARE
    A. an independent samples T-Test addressing the research question
    B. assumptions relating to the test
    C. a boxplot of the dependent variable based on 
    the independent variable.
    D. a brief narrative explaining results. 
    E. 4 pages minimum 
    CONDUCT A PAIRED SAMPLES T-TEST
    A unique data set has been provided to each 
    student by the instructor. Using the data set, 
    complete the following tasks: 
    A. Select the appropriate test to answer this 
    research question: What is the difference in weight between day 1 and day 2? 
    B. Address the assumptions relating to the test
    C. Create a boxplot of both dependent variables 
    simultaneously.  
    [Part 1 submission should be completed in APA 7
    with a minimum of 4 pages]
    PART II: CONDUCT AN ANOVA
    With the datasheet provided complete the
    following tasks,
    A. Select the appropriate test to answer this
    research question: What are the differences in 
    performance based on a person’s age. 
    B. Address the assumptions relating to the test
    [Part II submission should be completed in APA 7, with a minimum of 4 pages.] 
    Results to be included in Part II are: 
    A. An ANOVA addressing the research question
    B. Assumptions relating to the test, and
    C. A brief narrative explaining results. 
    **Will be attaching videos, as soon as the
    Professor emails them to me*” 

  • Living with Social Anxiety Disorder: The Challenges, Symptoms, and Treatment Options Living with Social Anxiety Disorder: The Challenges, Symptoms, and Treatment Options “The Cost of Coping: The Relationship Between Social Anxiety and Alcohol Use Disorder”

    This week, we studied psychological disorders. Which one of the disorders (choose ONE specific disorder; not multiple disorders or a category/class of disorders) covered in your lessons. Which one do you think would be the most challenging to have and why? Which one of its symptoms would prove to be the most difficult for you? What might be some specific treatment options you could pursue to alleviate symptoms of your selected disorder?  What treatment approaches are supported by the research literature to treat this specific disorder?
    The following is the weekly material:
    Social anxiety disorder (formerly called social phobia) is characterized by extreme and persistent fear or anxiety and avoidance of social situations in which the person could potentially be evaluated negatively by others (APA, 2013). As with specific phobias, social anxiety disorder is common in the United States; a little over 12% of all Americans experience social anxiety disorder during their lifetime (Kessler et al., 2005).
    The heart of the fear and anxiety in social anxiety disorder is the person’s concern that he may act in a humiliating or embarrassing way, such as appearing foolish, showing symptoms of anxiety (blushing), or doing or saying something that might lead to rejection (such as offending others). The kinds of social situations in which individuals with social anxiety disorder usually have problems include public speaking, having a conversation, meeting strangers, eating in restaurants, and, in some cases, using public restrooms. Although many people become anxious in social situations like public speaking, the fear, anxiety, and avoidance experienced in social anxiety disorder are highly distressing and lead to serious impairments in life. Adults with this disorder are more likely to experience lower educational attainment and lower earnings (Katzelnick et al., 2001), perform more poorly at work and are more likely to be unemployed (Moitra, Beard, Weisberg, & Keller, 2011), and report greater dissatisfaction with their family lives, friends, leisure activities, and income (Stein & Kean, 2000).
    When people with social anxiety disorder are unable to avoid situations that provoke anxiety, they typically perform safety behaviors: mental or behavioral acts that reduce anxiety in social situations by reducing the chance of negative social outcomes. Safety behaviors include avoiding eye contact, rehearsing sentences before speaking, talking only briefly, and not talking about oneself (Alden & Bieling, 1998). Other examples of safety behaviors include the following (Marker, 2013):
    assuming roles in social situations that minimize interaction with others (e.g., taking pictures, setting up equipment, or helping prepare food)
    asking people many questions to keep the focus off of oneself
    selecting a position to avoid scrutiny or contact with others (sitting in the back of the room)
    wearing bland, neutral clothes to avoid drawing attention to oneself
    avoiding substances or activities that might cause anxiety symptoms (such as caffeine, warm clothing, and physical exercise)
    Although these behaviors are intended to prevent the person with social anxiety disorder from doing something awkward that might draw criticism, these actions usually exacerbate the problem because they do not allow the individual to disconfirm his negative beliefs, often eliciting rejection and other negative reactions from others (Alden & Bieling, 1998).
    People with social anxiety disorder may resort to self-medication, such as drinking alcohol, as a means to avert the anxiety symptoms they experience in social situations (Battista & Kocovski, 2010). The use of alcohol when faced with such situations may become negatively reinforcing: encouraging individuals with social anxiety disorder to turn to the substance whenever they experience anxiety symptoms. (Recall that negative reinforcement means that something negative is removed—in this case anxiety symptoms – when a certain behavior is demonstrated – in this case, drinking alcohol or using drugs. Thereby, enforcing the behavior through effective operant conditioning.) The tendency to use alcohol as a coping mechanism for social anxiety, however, can come with a hefty price tag: a number of large scale studies have reported a high rate of comorbidity between social anxiety disorder and alcohol use disorder (Morris, Stewart, & Ham, 2005).

  • Title: Case Brief Analysis: Smith v. Jones Case Name: Smith v. Jones Court: Supreme Court of the United States Date Decided: June 15, 2020 Facts: – Mr. Smith, a

    Word document
    Use times new Roman and 12 font.
    IRAC style
    Copy and paste the questions at the end of the case brief Answer them at the bottom of the case brief. NO HEADERS!

  • Title: “Developing an Effective Continuing Nursing Education Presentation on Wound, Ostomy, and Continence (WOC) Nursing” Process for Developing a Learning Activity: 1. Identify the Target Audience: The first step in developing a successful

    You are preparing a continuing nursing education presentation on a Wound, Ostomy and Continence (WOC) nursing topic. What process need to be followed in developing this learning activity?

  • “Exploring the Effects of Social Media on Mental Health: A Comprehensive Analysis”

    Create a topic presentation. using my research paper attached, create a presntation that explains the topic. This is going to be presented in class so that everyone understands the topic. 

  • “Exploring Gender Disparities in Esports: A Review of Peer-Reviewed Literature”

    The directions are in the attached file, I need the peer review articles to come from the link this link: https://mcpherson.libguides.com/az/databases?q=ebscohost&preview=6e2338f8a833cb03411ef5b532b2fbac . Only five of the sources need to be peer reviewed and i have two articles that are not peer reviewed that can be used. I need this done before 11:30 so I understand if it is not perfect, but I need something to have in by tonight and I do not want AI. I have a few specific things I want you to talk about: (gender representation in esports compared to traditional sports, gender representation in chess in comparison to esports) as talking points, but you can include any other topics regarding gender disparities in esports. I just need to emphasize the importance of using the database in the link provided for the sources.
    Here are the non-peer reviewed articles that I have already found for the paper:
    https://www.tandfonline.com/doi/full/10.1080/16138171.2021.1930941
    https://eric.ed.gov/?id=ED623174
    I will dicuss as much as I need to if you have any questions or any specific things you would want to know

  • Exploring Themes and Points of View in Our Class Novels

    For the first prompt, write at least one well-written paragraph. For the second prompt, write two to three well-written paragraphs. (Hint: A well-written paragraph is typically about five to eight sentences.)  
    ✓ Be sure you are making a clear point about the text you are discussing that responds to the prompt. (Hint: This should be a statement or claim you are making about the text, not just a description of the text.)
    ✓ Provide specific textual evidence to support your points. You do not need to quote from the books, but you should include details and make specific references to the text. (Hint:Use characters’ names and discuss specific details about the events in the stories. Don’t Use generalizations about what occurs. 
    ✓ For the first prompt, select one book to focus on in the response. For the second prompt, select two books to focus on. You may not use the same book twice. This means your two responses will discuss three of the five texts we read as a class. (Hint: You may want to plan ahead here. I recommend that you read all of the prompts and decide which text will work best for each one before you start writing your first response.)
    ✓ The books you may select from for your responses are Holes, Because of Winn-Dixie, The Graduation of Jake Moon, The Liberation of Gabriel King, and Nine, Ten.
    Prompts:
    Response #1—Theme: Identify a theme in one book we read as a class in the second half of the semester. Write a response in which you justify the theme you identify, using specific textual evidence from the novel to fully support your view. (Use the literary definition of theme, not the common definition of the word. This means you should discuss an idea or a statement that the text promotes, not just a topic it addresses.)—10 points
    Response #2 Point of View (POV): Consider the point of view in two books we rea as a class in the second half of the semester. Discuss how the point of view that is used in each book affects the story being told and why the author might have chosen that point of view. (In first-person POV, a narrator is relating his/her/their firsthand experiences directly, using “I” or “we.” In third-person POV, a narrator is relating the experiences of the characters, using “he,” “she,” and “they.” With omniscient third-person POV, the narrator provides the thoughts and feelings of multiple characters. With limited third-person POV, the narrator tells the story from only one character’s perspective, including that character’s thoughts and feelings. Limited third-person narration can also include several characters’ perspectives, if one character’s thoughts and feelings are in one section of the book, and a different character’s thoughts and feelings are in another section of the book.)—15

  • “Creating an Effective Policy Proposal and Presentation: Using Communication Strategies to Influence Others” “Multimedia Presentation: The Importance of Professional Communication”

    COMPETENCIES
    1025.1.3 : Uses Communication Strategies to Influence Others
    The learner uses communication strategies to influence others.
    INTRODUCTION
    Producing an effective message encompasses efficient planning, organization, and influential communication. In this task, you will:
    1.  Write a proposal for a new policy for an organization or community using the RRM3 D268 Task 3 Template located in the Supporting Documents section below the rubric.
    2.  Create a professional, influential, narrated digital multimedia presentation of your proposed change using the RRM3 D268 Task 3 PPT Template also located in the Supporting Documents section below the rubric.
    For your proposal and presentation, you may:
    A.  Select a topic from the “D268 Task 3 Rotating Topic List” document in the Supporting Documents section located below the rubric, OR
    B.  Use a policy topic based on your own personal or professional interests.
    This task includes two parts:
    1.  A written message plan will be submitted on the provided RRM3 D268 Task 3 Template.
    2.  A professional, narrated multimedia presentation (i.e., narrated PowerPoint or narrated Panopto video) that focuses on a new policy for an organization or community (e.g., workplace, environmental, social group or club, neighborhood, school)
    Note: You must use a narrated Panopto video or a narrated PowerPoint for part 2 of this task. The only accepted file types are .ppt, .pptx, or Panopto. All other file formats will be returned for resubmission for part 2 of this task.
    REQUIREMENTS
    Your submission must be your original work. No more than a combined total of 30% of the submission, and no more than a 10% match to any one individual source, can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
    You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
    Tasks may not be submitted as live documents or cloud links, such as links to Google Docs, Google Slides, OneDrive, SharePoint, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
    A.  Write your presentation plan by doing the following:
    1.  Describe the audience (i.e., organization leaders, hospital administration, community council members, neighborhood association, neighbors, school board, colleagues, etc.) you wish to target who has the potential to enact your proposed policy.
    a.  Explain how your proposed policy will affect your chosen target audience from prompt A1.
    2.  Describe the problem to be solved by the proposed policy.
    3.  Describe your proposed policy and how it will be implemented.
    B.  Present your proposed policy from part A by creating a narrated multimedia presentation (i.e., record a voiceover of you narrating a PowerPoint or Panopto video). See notes below for more details on recording options.
    1.  Your presentation needs to be between 2 and 7 minutes in length.
    2.  Your presentation needs to be appropriate for the selected audience.
    3.  Your presentation needs to describe the problem to be solved by the proposed policy.
    4.  Your presentation needs to propose the change and how it will be implemented.
    5.  Your presentation needs to integrate the following principles of multimedia design:
    a.  Effective organization
    b.  Effective opening and closing
    c.  Appropriate choice and placement of 2 relevant visual aids (i.e. images, graphs, etc.)
    d.  Effective use of vocalics (i.e., pitch, tone, inflection, volume)
    Note:
    Recording Option 1 (PowerPoint):
    •  If you use a narrated PowerPoint, do not enable the webcam as the file will be too large.
    •  Your narrated PowerPoint must be submitted in .ppt or .pptx format. All other file formats will be returned for resubmission for part 2 of this task.
    •  Each slide needs to include narration.
    •  The recording must feature a clearly understood, audible voiceover of you narrating your multimedia presentation.
    •  For instructions on how to access and use WGU’s PowerPoint, refer to the “Introduction to Microsoft PowerPoint” link in the Web Links section located below the rubric.
    •  For instructions on how to record a PowerPoint, refer to the “How to Make a PowerPoint with Audio” link in the Web Links section located below the rubric.
    Recording Option 2 (Panopto):
    •  If you use a narrated Panopto video, your webcam is optional.
    •  The video must feature a clearly understood, audible voiceover of you narrating your multimedia presentation.
    •  For instructions on how to access and use WGU’s Panopto, refer to the “Panopto FAQ” link in the Web Links section located below the rubric.
    •  For the direct link and directions to login to WGU’s Panopto, refer to the “Panopto Access” link in the Web Links section located below the rubric.
    •  For instructions on how to submit your narrated Panopto video, refer to the “How to Submit a Panopto Video Link for Evaluation” link located in the Web Links section below the rubric. All other file formats will be returned for resubmission for part 2 of this task.
    C.  Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized. This includes source citation for any visual elements used in the digital presentation.
    Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately.
    D.  Demonstrate professional communication in the content and presentation of your submission.
    Note: See the rubric for what professional communication entails.
    File Restrictions
    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

  • “Understanding Childhood Trauma and Immigration: The Impact of Language Barriers and Cultural Differences in Early Childhood”

    You will combine one life stage (Column
    A) and one social issue (Column B) from the below columns to engage in the discussion of a social phenomenon and apply a theory to make sense of this phenomenon. 
    Column A                                                    Column B
    Infancy                                                             Incarceration
    Early Childhood                                               IPV/Sexual Assault
    Middle Childhood                                            Addiction                       
    Adolescence Work                                      Oppression                   
    Young Adulthood                                  Trauma
    Middle Adulthood                                       Homelessness, Housing Insecurity
    Late Adulthood                                           Ability/Disability
    Very Late Adulthood                                 Poverty/Hoarding wealth
    Death, Dying, Grief or Loss
    For example, your paper could be on the experience of (a) sexual assault in young adulthood, (b) disability in very late adulthood, or (c) grief in adolescence. Once you have selected a combination that interests you, you will locate a theory that can help you understand the phenomenon you are describing and/or help you understand how to support those who it affects. You will then thoroughly describe this theory and thoughtfully apply it to the phenomenon. The paper will include the following sections:
    1. Introduction (2 points): a brief description of what you will argue in your paper and how this argument will be organized (make sure to include a clear plan or “roadmap” for the paper, telling your reader what you will do);
    2. Description of Phenomenon (8 points): a description of the phenomenon you are interested in exploring. Use at least four empirical references in this section and address the following questions (when applicable) in your description:
    1.          How common is this phenomenon?
    2.          How is it different in this life stage than in other life stages?
    3.          Who is most at risk of experiencing this phenomenon (when applicable)?
    4.          How does the social environment contribute to this phenomenon?
    5.          How has this phenomenon changed over time (ex. for different generations, historical events)?
    3. Description and Application of Theory (8 points): a description of a theory that can help you understand or treat this phenomenon and the application of this theory. Use at least four empirical sources in this section and address the following questions (when applicable) in your description/application:
    1.          How is this theory described?
    2.          Who established this theory? When? Why?
    3.          How do you use it to understand this phenomenon?
    4.          How can this theory help us intervene and support those experiencing this phenomenon?
    5.          What are the gaps in this theory?
    4. Conclusion (2 points): a short wrap-up and summary of the most important points made in your paper.
    Please include section headers in your paper and be mindful of the fact you will also be graded on writing, editing, and APA formatting (5 points). This paper should be submitted via Blackboard due Session 12 by 5 pm. A minimum of 5 peer-reviewed articles are required to support your work.  
    I choose early childhood, childhood trauma, and immigration. I want the paper to talk about language barriers and cultural differences. I will include articles and videos that can. the textbook on early childhood is on chapter 4.