Brisk Writers

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  • “Navigating the Complexities of Developing Authority as a New Leader: Strategies, Tactics, and Insights” Personal Development: Navigating the Transition from Peer to Boss

    This is a research assignment for a paper that was Written.
    Use the same topic and just research according to the format in the document and dont use the same sources as the one in the paper.
    paper below:
    The process for developing authority for new leaders is complex, involving an ability to interpret
    the organizational dynamics properly and build meaningful relationships in addition to
    self-awareness. It is full of obstacles along the road, where the elements of inspiring confidence,
    showing proper respect, and reaching goals are becoming more important. Within this paper, we
    explore in depth the complicated matters of transitioning as a new leader, including strategies,
    tactics, and insights that are essential for successfully making one’s way through the first phase
    of leadership development. With the use of academic research we pinpoint the complexity of
    authority and how it is contextually applied within different organizations. How authority is
    demonstrated through a dominant and authoritative style to an empathic communication and a
    strategic vision.
    The shift from individual contributor to a managerial position is challenging as the responsibility
    increases. New leaders may face difficulties during the transition, and many fail to focus on the
    most critical aspect of being a true leader. Oftentimes, new leaders are “burdened by the
    unreasonable demands of others” (Hill, 2019), experiencing disorientation about their new
    management responsibilities. Lack of control is commonly expressed by new leaders as they are
    overwhelmed and struggle to find a balance between influence and authority. It is challenging to
    go from having an individualistic perspective to taking collective responsibility for making
    changes that guarantee team success. To be respected, they must establish credibility and trust
    immediately. Moreover, many individuals are shocked by how hard it is to gain the trust and
    respect of colleagues. “Becoming a manager is not about becoming a boss” (Hill, 2019). Most
    new leaders often fail in their role due to neglecting the key responsibility of being a leader, as
    they usually focus on the benefits and rights that come with being in charge. They believe that
    since they will hold more authority in their new role, they will also have more freedom and
    independence within the team. Authority and trust do not automatically come with the title of
    becoming the boss; leaders must gain credibility through their character and abilities. Failure to
    display authority as a new leader may lead to loss of respect from team members causing
    reputation damage and ultimately slowing down the team’s effectiveness due to the leader’s
    incompetence and unclear directions.
    One of the most efficient methods is developing clear boundaries, which entails setting explicit
    boundaries between personal and professional areas (Grobman, 2022). This eliminates ambiguity
    and sets the tone for mutual respect, which is needed in successfully maintaining professional
    relationships when managing former colleagues. This solution clarifies tasks and ensures
    professionalism; also, it diminishes conflicts due to role misinterpretations. It has the demerit of
    facing initial resistance from the team members and struggles to distinguish personal feelings
    from business responsibilities. Consistent communication and feedback are essential because
    they ensure that communication channels are kept open and that requisite issues and
    misunderstandings are dealt with immediately (Laker et al., 2020). Furthermore, these mentioned
    practices not only assist in managing relationships but also help with changing management
    styles to best suit the demands of teams. This solution boosts an open and collaborative
    1
    environment and deepens the awareness levels of each team member and the leader. Moreover,
    through training and mentorship programs, the professional development process can also be a
    tool for consolidating new roles and responsibilities. This is beneficial for personal development
    and gives indicators that help improve team performance (Grobman, 2022). Showing a focus on
    team development and acting as a role model are the key components of gaining authority and
    trust. Merits include the development of team spirit and skills while obstacles include huge initial
    capital investment in training resources. Several leaders have proven their success with these
    strategies. As an illustration, leaders in different organizations have succeeded in creating a
    distinct connection yet remained professional through maintaining such boundaries. Also,
    businesses that enable frequent feedback and open communication generally go through a more
    trouble-free period and achieve better group dynamics. In addition to that, leaders who consider
    their team’s personal growth build a healthy and inspiring workplace that is a critical factor for
    the organization’s overall achievements.
    Finally, we must also think about how we must focus on solutions, not problems. Upon reaching
    this transition in their lives by becoming a leader, many people look for obstacles instead of
    possible ways to solve a problem. a certain problem. But remember that as a leader, you must
    provide value and help to your employees rather than vice versa. This is a big misconception,
    especially in the business area, where it is determined that since you are a boss and authority, this
    would allow you to micromanage people, but that’s not the case. As a new leader, this should be
    the first question that pops into your head: how can I help my employees? Respect must be
    earned with time and patience simply by demonstrating character, confidence, and mental
    strength.You have to think like a leader; not only are opportunities generated, but you also have
    responsibilities. This responsibility dictates that you cannot create or dictate anything freely and
    operate without any strategy or an established goal. Remember, effective communication is the
    cornerstone of leadership. It’s not about being the sole owner of good ideas, but about sharing
    and collaborating to achieve the best results. In this way, the best idea always prevails, regardless
    of hierarchy. Your input is crucial to our success. By embracing these principles, we can foster
    the belief that anyone can be a great leader. It’s not just about dictating and commanding, but also
    about listening. This active listening is what helps us achieve small victories that accumulate in
    the company, ultimately creating an excellent leader. Your voice and your ideas matter.
    DANKO, T. (2023, October 10). An essential primer for anyone starting a new leadership role.
    Fast Company; Fast Company.
    https://www.fastcompany.com/90964515/essential-primer-starting-new-leadership-role
    Dill, K. (2021, January 12). Your Next Boss: More Harmony, Less Authority. Wall Street
    Journal.
    https://www.wsj.com/articles/your-next-boss-may-be-more-of-a-coach-than-a-dictator-11
    610467280
    Grobman, M. (n.d.). Peer to Boss: The Important Transition No One Told You About. Forbes.
    Retrieved April 23, 2024, from
    https://www.forbes.com/sites/miriamgrobman/2022/01/31/peer-to-boss-the-important-tra
    nsition-no-one-told-you-about/?sh=6285dace35fb
    Hill, L. (2019, January 11). Becoming the Boss. Harvard Business Review.
    https://hbr.org/2007/01/becoming-the-boss
    Laker, B., Patel, C., Malik, A., & Budhwar, P. (2020, September 24). What to Do When You
    Become Your Friend’s Boss. Harvard Business Review.
    https://hbr.org/2020/09/what-to-do-when-you-become-your-friends-boss

  • “The Beauty and Complexity of Chaos: Exploring its Representation in Literature” “Exploring Chaos and Indescribability in Holocaust Literature: A Close Reading of MacMillan and Krzepicki’s Depictions” “Chaos and Representation: A Close Reading of William Styron’s ‘Sophie’s Choice’ and Chris Pickett’s ‘Kicking Gravity’” “Exploring the Paradox of Fiction: A Comparative Analysis of Representations of Chaos” “The Power of Fiction: A Close Reading Analysis of Two Texts on Chaos” “Finding Connections: Making an Argument Through Description”

    Professors instructions:
    Think big picture. What are you fascinated by in the texts and/or problems we’ve studied? Answering that question is probably going to give you a topic. That’s good, but now you need to turn your topic into an idea. An idea is a claim about your topic, a way of thinking about it. 
    Write 8-10 pages that explain what fascinates you and what focusing on that fascinating thing allows you to say. This writing needs to be in first person. By all means quote from your text, but make sure the piece has a larger arc. Your audience is someone smart and curious who has not necessarily read the texts our class has. Think carefully about how you’ll contextualize and introduce your primary text and the bits of it you reference. 
    My Unfinished Essay:
    Chaos and Form
    As a young adult living through a
    highly transitional and volatile time in her life, I cannot help but be
    fascinated by the uncontrollable nature of chaos and its overall
    disruptiveness. Sometimes, I find myself envying chaos of its recklessly
    carefree nature that exists outside the bounds of permission. This fascination
    of mine culminates from a place of learned acquiescence; it is an adaptation
    forged through necessity. Chaos is so intertwined in my life
    that it sometimes becomes my life. Until recently, my gut reaction has been to
    fight tooth and nail against the chaos threatening my stability, even all the
    while knowing that I will never win against it. I have faced chaos many times
    before, and each time, I thought it would be the last, so I would fight with
    everything in me to control the situation. Lately, however, I have been
    thinking about something. Instead of hopelessly fighting chaos for the rest of
    my life, maybe I can admire its excruciating beauty if I surrender to it. I
    have decided that chaos is nature’s way of making abstract masterpieces. Like
    with any masterpiece, however, the question arises: What makes a masterpiece,
    and how drastically can you manipulate and emulate one until the end product
    ceases to be so?
    I argue that chaos can only truly
    exist in the absence of form; for instance, the greater the lack of form, the
    greater the magnitude of chaos. This relationship then begs the question: Is
    there any way to portray chaos, to capture its essence for a reader to
    experience, without sacrificing the full force of its effects? In the context
    of literature, the relationship between chaos experienced firsthand and any
    attempt made to formalize it for secondhand consumption presents an issue since
    chaos, by definition, is the antithesis of form. Therefore, I believe that the
    posterior portrayal of chaotic events results in an inherent and significant
    decrease in the magnitude of chaos experienced by the reader.
    However, the representation of
    chaos is a necessary plot device, especially in holocaust literature. In two of
    the texts we read in class, chaos is used to convey the panic and distress of
    Jews entering the Treblinka gas chambers to the audience. For example, in the
    MacMillan text, we are introduced to Berilman, a Jewish man who is brought to
    Treblinka on a train car. The reader follows Berilman and the other Jews as
    they are led into the gas chamber. Perhaps it would have sufficed the accuracy
    of the story to merely say that chaos ensued. However, that phrase does little
    to satisfy readers’ curiosity.
    Instead, MacMillan chooses to portray
    the chaos by being as uncomfortably descriptive as possible, giving the reader
    a long, grotesquely accurate account of what happens after the naked men enter
    the so-called “showers” (22). Berilman feels a “wave of claustrophobic fright” as
    he is “yelling, praying, [and] fighting for space” amongst the “continued
    inward pressing of naked bodies” (MacMillan 22). He notices something “is in
    the air… kind of shifting” (MacMillan 22). Then, Berilman hears “someone yell[ing]
    from the center of the room” (MacMillan 22). The man yells “’Gas… It’s gas, and
    –‘” alerting the other men to the imminent danger of their situation (MacMillan
    22). Suddenly, ”Berilman’s head is driven to the wall” as the men in the room
    begin “fighting each other and screaming throat-ripping shrieks” (MacMillan 22-23).
    Throughout the text, MacMillan
    creates brief moments of suspense by using dashes to disrupt the flow of
    information for the reader. These dashes appear with increased frequency
    corresponding to the escalating levels of chaos Berilman is experiencing.
    The men start to cough as Berilman smells
    “a rich, salty, sulfurous odor” and realizes that “[t]he air is filled with
    exhaust fumes” (MacMillan 23). Berilman “breath[es] rapidly” as the “metallic”
    air “sears his throat” and makes him want to vomit (MacMillan 23). Needing more
    air, Berilman “fights to make space between himself and the wall[,]” crushing
    his elbows against the tile as he does (MacMillan 23). The bodies of the other
    men “pressing [Berilman] against the wall begin to slide downward” as they also
    start feeling the effects of the gas (MacMillan 23). Desperate to escape, Berilman
    “strains against them,” by “claw[ing] at the flesh of the other men until he
    feels nails breaking” (MacMillan). Berilman’s breathing turns shallow since “he
    is full of air and can get no more,” he is “so full that he feels his bowels
    explode downward, and even that provides no space for more air” (MacMillan 23).
    Then, the “pain in [Berilman’s] chest is so great that his body must circle it,
    must relax around it” and so he does.
    Similarly to MacMillan, Krzepicki
    also attempts to convey the chaos of Treblinka to an audience albeit recounting
    the experiences of women and children entering the gas chambers. However,
    dissimilarly, Krzepicki goes about portraying chaos by using a different choice
    in narrative style. At times, Krzepicki surrenders to the inexpressibility of
    chaos, saying “It is difficult to describe the scene inside the barrack” (110).
    At other times, Krzepicki chooses to use broader, more all-encompassing,
    descriptive words to capture the concept of chaos, describing the barracks
    scene with “the confusion of the women, the terror of the children, the tumult,
    the weeping” (110).
    Transcript of Student/Professor Conference About Paper:
    No one like the pains, so great body, he, it was relaxed around it. And so he does that idea of circling it and relaxing around it. Like that like idea of, of something that’s an absence at the center of things. Yeah. Like that, that is exactly what’s being talked about here. Like this attempt. That’s what the problem is, right? You’re trying to describe something that’s kind of escaping, that you’re trying, it’s this, it’s about, it’s death, it’s chaos, it’s formlessness, it’s like the absence of everything. Like notice how McMillan is even kind of gesturing towards that with his imagery, right? Of this sort of like, this, the sense of like moving around, kind of coming to terms with, in the sort of collapsing of that some way, you know, like my point here is that like you could close read this even more and it sort of speaks to, it speaks to your point. Does that make sense what I’m saying? Yes. And I, I think I, I kind of noticed that like, and this isn’t, I guess in the descriptions, so maybe this is like a, a detour and I get very distracted. I take lots of detours , but like the dashes, I noticed that they were more and more dashes. Yeah. Like the closer that we were getting to kind of circling. ’cause it was, it was almost like circling the drain and it was like the more dashes kind of to me described more of like the indescribable ness of the chaos. And so he just used a dash instead. Yeah. Yeah, yeah, yeah. So there’s ways in which like the fictional text also has recourse to that indescribable, but it’s also then kind of at the same time trying to get there, right. Trying to get close to that thing. What’s it like, how close Ken when get to it? Like, so I think that it makes more sense to talk about that in terms of description than it does in terms of like plot or suspense. ’cause I’m not sure that that’s really Yeah, I don’t think that’s the real point. I mean like, do you know what I mean? Especially ’cause readers kind of know like there’s a suspense in some way as readers are like, will he really kill this character off ? Yeah. I mean, but like, but in terms of like what happens in that room, like we kind of already know that. Right. Do you know what I mean? , like, it’s not suspense in that. So I think, I feel like that term isn’t really helping you. That’s fair. I think I was just kind of worried about, like in the description you said that like the reader may not be familiar with the text and so I was just, but I, I kind of got lost like plot rehashing and that’s not what it’s about, so. Right, right. I mean, you know, there are times when you just need to say things about the plot and there’s nothing wrong with it. But I just mean in terms of like, I just don’t think that the use of dashes is really primarily about creating systems. I think it is primarily about like that attempt to describe something and then coming up against a wall kind of. Yeah. You know, and like, like the image that you have of circling the drain, like again, there’s all these different figures for like how to approach something that cannot actually be approached because as you say, it is the opposite of like, it’s the chaos that defies defies representation. Right. You know, so like, I think description is a really primary way of thinking about like how a text stylistically is trying to approach that issue. And that’s an issue that anyone who’s writing about like a traumatic situation, but especially like thinking about the Holocaust is gonna counter, right? Like, like how are you gonna represent this thing that is like in the level of scale and the level of like, it’s ended effect is about like destructive of, of meaning intelligibility. Right? And, and so like the, there’s gonna, it’s never gonna fully work, obviously by definition it can’t , but like, so all the things are about like, how does it try to do something that it can’t do? How close can it get? What different strategies do the text use? Right? So I think that that is gonna, like when you, the more you concentrate on that stuff, I think the better that, that this is gonna work out, You know? And that Yeah, that’s, that’s what I wanna contrast. I want to contrast the way that, like, I can’t say kki Pic. Pic, okay. Yeah. So the way that kpic like goes the opposite route that Macmillan does. Yeah. Like they’re both trying to capture chaos, but Chris Pickey tries to like, like I said, my tech, like, he almost surrenders to the fact that he can’t describe it , whereas like Macmillan is almost trying to force a description. He’s right. He’s, he, yeah. He is fighting and if you wanna stick with your metaphor, right, he’s not like, yeah, yeah, yeah, yeah. I think the contrast of is very instructive, you know? So I wonder then like, thinking about what you wrote off the top and like this idea of like, you’re thinking about like what would it mean for you to kind of like not keep kind of fighting this, this the what, you know, chaos, right? Like in what way is like thinking about what this close reading stuff and what’s going on in this particular text, like how is that gonna link back to that personal situation? Like is it like, are you gonna kind of keep that element of the project or is that element of the project gonna kind of go away, or like, what’s your thought there on that? I really don’t know. I really am like very bad about linking back to like, personal examples. I just, well, you don’t Have, you don’t have to do it. Like the assignment does not require you to do it. I mean, you need to be, it needs to be personal in the sense that like, you need to actually care a lot about what it is you’re writing about. Right? Like, so the personal part could be entirely intellectual. Like, you know, it doesn’t need to refer to lived experience in any way if you don’t want to. I think it might help to touch about it, like in the conclusion or like a conclusive point to bring all those together. But I don’t think that I, I might do like, I don’t think that I’ll try and bring in like a third kind of to compare. I think that might be a, a bit much right now. . Yeah. I think it’s gonna be a challenge to figure out like how to move from that question of about representation. Like what does it mean to try to represent, you know, chaos and like, think about and how to move from that to thinking about like your own lived experience in this regard. Like, it’s not impossible, but it’s gonna be like a lot like, so, so I do think that you’ll make your life easier if you just kind of like eliminate that, you know, like it’s not required or anything like that. Like the assignment like wants you to have like an investment in the problem that you’re talking about, right? And so like, that doesn’t need to happen from a lived experience kind of level. Do you know what I mean? . So, so I think that the, you know, you can kind of, if that’s causing problems, I think you can just like kind of like get rid of that, right? So, you know, I think that if you think about like this, this question of description and the different, when you see that the one text kind of surrenders as it as you said, right? To like kind of the in inability to describe chaos and another, another text that does not, that resists with all its might with though ultimately it also has to, ’cause this can’t actually happen, right? By definition. So then the final thing would be like, so what, when you see that difference, those two approaches, what do you want to conclude about that? I don’t know. Because like, I don’t know, , I Don’t know. I mean, it, it’s like probably not a question you can answer like right now because like if you could then you didn’t really, wouldn’t really need to write the essay in a way. Right? Do you know what I mean? Like, you need to figure this out. But I’m just telling you that Anna, because like, that’s ultimately what you want to be able to, to say, right? Do you know what I mean? Like what does it do? And the reason that’s important is because that’s how you get past saying like, oh, one guy did it this way, the other guy did it the other way. There’s two different ways of doing it. Like, which is interesting, but not like, it’s ultimately not kind of giving us the conclusion that is like, ah, now I understand some of the thing here. Right. You know what I mean? I understand why I read all of this. Yeah, yeah, yeah. So, so you know that, so what part right? Is the thing that then you kind of want to kind of want to work at, right? And like Yeah, I mean my, my gut tells me that maybe one of those conclusions is gonna be about, might tell you something about what it is that fiction can do. Like, like it seems pretty important that one of these things is a novel. One of these things is like a kind of, I don’t know what the hell it is. It’s not really a memoir, like a testimonial document. Right. You know, like, and going back to that paradox about how it’s kind of surprising that the thing that is made up is like, is attempting to, to it is not the one that’s surrendering to this, to that, to that task. You know? And so like, so I think it’s ’cause it’s so maybe Sorry, go ahead. No, all I was gonna say is that maybe there’s a conclusion to be made about like, about the idea of fiction, you know? So I don’t know. I I don’t know what that means. I it is not worked out in any possible way. But I’m just giving you an example of like where you, a place where you might go in your kind of, so what, Well, I just, I think that like, the reason that Macmillan is so descriptive and with it being like a fictional piece, I think that he, I don’t know if this is like the right way to say this, but like, I think that it’s because he can be more descriptive , because he wasn’t there . Interesting. Does that make sense? Yeah. I mean like, yes. Also, no, like I think you’re right though. Like Why is that the case? It’s not as painful for him to write about . It’s not like ca I feel like the chaos that, how’d you say Ky Kpic Krispie, the way that I can see the, how it’s spelled, I just can’t say it the way that you, it’s Polish, it’s, sorry, it’s a different language. It’s tricky, hard, I’m not Polish , but the way that that pic was there, I feel like the, the chaos that Chris Picke experienced chaos hasn’t almost like, I’ve just lost the word, but like, holy or like an untouchable, like, like a, does that make, what’s the word I’m looking for? Like a, like a holy Ish, like a escape. Like, like a, it’s like, like, like kind of like an untouchable, but like pure, like on another, like higher level than us. Like Yeah, yeah, yeah, yeah, yeah, yeah. Yeah. I, I don’t, yeah, but like, like a, like a, like that in a way that like when if you actually experience chaos, then you can’t, if you know that you’ve actually experienced chaos and you would also know that you can’t do it justice by describing it. But Macmillan did not experience that chaos. . So he’s trying to describe it and he can, because it’s not a real chaos that he experienced . Yeah, you’re right. I think you’re right. So like, again, the power of fiction, like in the way in which some truths you can only tell when you lie, right? Like, so like, like he, in some ways Krispie just knows too much like, or he’s too . I don’t know if nose is the right word, but he’s inside of it very much at any rate, right. You know, so Yeah. That’s smart man. I, I think you should pursue that thought. Yeah. Okay. . , Okay. That sounds fine. Thank you. . Sorry, It is also been a long day. It’s Friday, it’s, I know know, I know this is a little, quite a week, but like, so I think that, you know, just to summarize again, like that closed reading is really what’s getting you to the good stuff. Yes. So you wanna kind of, you wanna extract that from the ready, you want to kind of put that the center of, of the next thing that you work on, right? As you’re revising this and you know, just throw away the personal stuff. , if it’s causing you problems, which I sort of feel like it is and like, and work through the, you know, this, the stuff that, it’s just in the way that we were now. Like I feel like you came a long way in that just in the last couple minutes here of like, ah, sort of seeing a way forward. So like, does it feel that way to you? Yes, it does. Great. Good. Okay. That’s that’s great. So that’s what I would suggest, you know, and I feel like it’s gonna work out really, really well actually. And it had that, you know, it’s, it’s the, the basis of the comparison is sort of set for you, right? Like your here are two texts about the same place, you know, about the, about that same experience, about that same moment in history. So you, you have the basis for the comparison with that key variable in terms of like, one was there and one was not. So, so what, what questions or thoughts do you have? What’s kind of like the, the, so what off of that does that also need a So what like the fact, Right? So the, I mean when I hear that, what I hear this the question of like, how do you know when an argument stops? Yeah. Which is like a very difficult question to answer, right? Like it’s, there is no, I think there’s no cut dried way to answer it. At least I’ve never found one partly, and this sounds maybe silly, but like what are you writing it for? Like what’s the assignment? What’s the brief, what’s the task? You know what I mean? like, like what, what your so what is is gonna be different in an eight page thing than it is in a 25 page thesis, right? And so like, so that’s not a, that doesn’t tell you like kind of exactly how to know, but it is not insignificant factor. I mean I think that like, I don’t know, it feels like that you have, when you have been able to allow us to move from one thing that you’ve noticing to another thing that seems totally different but is you show is in fact connected, right? . So this question about like how they each use description in terms of trying to describe chaos, but then you’re getting to a place where you’re able to think about like, you know, the, the, the, the kind of perversely almost holy quality of chaos to the person who’s actually lived it versus the sort of academic interest of the person who is not . Then you are doing that, you have moved somewhere. And I feel like that’s what the, so what involves, right? So as long as you can track such some kind of movement from the beginning to the end, do you know what I mean? That is not like just a restatement of something you said before or whatever. Like that’s sort of the way you know that you have made an argument . And then the question is like, can you can always do more. Like when it can always reframe it, you can always add another question as it were. So there’s never gonna be a place where like that’s the final thing , you know, like the boss level, right? Like it doesn’t work like that but like, but at least you’ll know oh I have done this, therefore I’ve made an argument and like one of those is sufficient for this assignment. Okay, . So does that make sense? Yes. Okay. Yes. So I was just wondering, yeah, That’s how you please track if you have I done that thing right and so, and again, I really can never stress enough the sort of like importance of like moving from the beginning to the end , right? Such that like, not like saying something totally outta left field at the end, but like how you have shown a progression and the thinking but that like we couldn’t have predicted that immediately when we first started reading the essay. Right? But that it makes sense. Whereas write a five paragraph essay, you can totally predict what the end is. ’cause you’re just gonna restate the beginning. Right. . So, so that’s not an argument by definition . Right? That’s just a statement. So yeah. Okay. That makes sense.   

  • “Exploring Early Christian Perspectives on Jesus: Diversity and Unity in the Roman World”

    Your overall instructions for this assignment are in your first module : Primary-Source-Responses.pdf  
    I would like you to consider the following prompt and questions: 
    No one has had as much influence in the course of history as Jesus of Nazareth, also known as “Christ” (or Messiah).  And yet, even in his own day, there were disputes about who Jesus was, what he was saying, and what he was aiming to accomplish.  Well beyond his death and resurrection, the nature, significance, and theology of Jesus the “Christ” continued to be debated.  For this response, consider how early Christian writers and communities from the late 1st century to the 4th century CE understood Jesus.  The first three sources come from the Gospels that were included in the canonical New Testament.  The fourth and fifth sources (the Infancy Gospel and the Gospel of Thomas) represent non-canonical Gospels, i.e., gospels that were not included in the New Testament.  The sixth and seventh sources provide commentary on the significance of Jesus from Early Christian writers. 
    Question(s): What do the following sources indicate about the diversity and unity of belief in the Roman world about the person and significance of Jesus the Christ? 
    PSR – JesusDownload PSR – Jesus

  • Title: Financial Statements, Securitizations, and Risk Management in Saudi Commercial Banks

    Assignment (2)
    Deadline: Saturday 04/05/2024 @ 23:59
    Course Name: Accounting of Financial Institutions
    Student’s Name:
    Course Code: ACCT 405
    Student’s ID Number:
    Semester: 2nd-23-24 CRN: Academic Year: 1445 H (2023-2024)
    For Instructor’s Use only
    Instructor’s Name: Dr. Ashfaque Ahmed Students’ Grade: /15
    Level of Marks: High/Middle/Low
    Instructions – PLEASE READ THEM CAREFULLY Submissions WITHOUT THIS COVER PAGE will result in ZERO marks. No other attempt will be given for this reason. The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. Assignments submitted through email will not be accepted.
    Students are advised to make their work clear and well presented, marks may be reduced for poor presentation. This includes filling your information on the cover page.
    Students must mention question number clearly in their answer.
    Late submission will NOT be accepted.
    Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions. All answers must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism.
    Assignment Question(s): (Marks 15)
    Choose a Saudi commercial bank and discuss its financial statements structure in light of what we covered in our course. (Minimum of 300 Words) (5 Marks)
    Write an in detail essay describing securitizations and how it is used by financial institutions. (Answer should not be less than 200 words) (5 Marks)
    Explain the Tabular Format, Sensitivity Approach and Value at Risk Approach in terms of their Strengths and Weaknesses. (Answer should not be less than 150 words) (5 Mar

  • “The Role of Psychology in My Future Goals and Career Path” “The Intersection of Psychology and My Future: How the Study of Human Behavior Shapes My Career Aspirations”

    Discussion Topic
    Over the course of this semester, you have received a great deal of psychological information that touches on a wide array of sub-fields. This information is relevant and applicable to any job or career. For this discussion, I want you to reflect on all of the areas of psychology we have covered this semester (developmental, social, biological, abnormal, learning/memory, etc.). 
    Tell me what your goals for the future (school/career) are, and how psychology fits into that plan for your life. Really try to think about it. Don’t just give me “psychology will be useful because I will interact with other people” or a very basic response like that. Think more in depth, try to tie in multiple areas of psychology, reflect on what you have learned and how it can help you with various responsibilities you will have in your careers (or your idea of what you want to do at this moment, which is susceptible to change as you progress through education). 

  • Title: The Impact of Social Media on Mental Health: A Critical Analysis

    The essay must have in text references as well (see reference file). I have attached an essay of a similar topic as a guideline. 
    The essay will be put through an Ai & plagiarism checker therefore cannot be Ai written or plagiarised.

  • Understanding Sperm Movement Summary: The article discusses a recent study conducted by a team of researchers from the University of California, San Diego and the University of Tokyo. The study focuses on understanding the movement of sperm and how they are able to navigate through

    Read the article carefully. Find the meaning for unfamiliar terms. After reading the
    article proceed to write only three paragraphs.
    On the first two paragraphs you must include the summary of the article. Tell me
    what the article is about. Please use the 5 W’s: Who, what, where, when and why.
    (Be sure you answer all these W questions).
    You must include the main ideas from the article that you want to emphasize. Use
    your own words to avoid plagiarism.
    On the third paragraph express your opinion about the article. Go beyond just
    saying you like or dislike the article. Express your feelings, knowledge and your
    professional opinion about the article, what are you learning about it and if you
    want to pass this information to others and why.
    Article: https://phys.org/news/2022-09-teams-sperm-smoothly-current.html

  • Title: Exploring the Impact of Reading and Reflecting on Three Articles: A Personal Reflection and Application

    I have to write 3 summaries of the attached articles, 1 page each with citations of the references in each summary. Then,  2-3 pages on what was learned and how it can be applied in my future life and how these have affected me. A cover page and works cited page is also needed. 

  • “Exploring the Impact of Social Media on Interpersonal Communication: A Research Report” “Communication Issues in the Digital Age: The Impact of Social Media on Organizational Public Relations Efforts” Instructions for Completing the Graded Interim Assignments for the Business Reports Option Title: “The Importance of Nutrition: A Persuasive Speech by Dr. Andrew Weil to Congress” “Empowering Education: A Persuasive Speech by the PTA President to the Local School Board” “Creating a Comprehensive Media Kit: Strategies for Successful Promotion and Public Relations” “Creating a Professional Media Kit: Promoting a Cause, Event, or Organization” “Creating a Comprehensive Media Kit: A Step-by-Step Guide to Completing Graded Interim Assignments for the Senior Capstone Project”

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    Instructions
    General information about the project options available to you can be found in the Senior Capstone Project Options and Requirements handout under Content > Assignments & Resources > Senior Capstone Project Toolkit. Specific project objectives and requirements for each capstone project option can be found in the second handout in that folder titled Step-by-Step Guide to Completing the Graded Interim Assignments. Additional resources to help you complete your independent project have been provided in separate folders for each project in the Senior Capstone Project Toolkit. To find the resources for your project, follow this bread crumb trail: Content > Assignments & Resources > Senior Capstone Project Toolkit > Additional Senior Capstone Project Resources > select your project option’s folder. You are encouraged to use the rubrics for your project’s assessment as a checklist for completing it:
    Option 1 ~ Research Report Senior Capstone Project
    Option 2 ~ Business Report or Business Proposal Senior Capstone Project
    Option 3 ~ Executive Speech Senior Capstone Project
    Option 4 ~ Media Kit Senior Capstone Project
    Please submit your assignment by 11:59 p.m. Eastern Time on Sunday, Week 8 (note day!). Assignments generally cannot be accepted after the class has ended.
    ©2022 University of Maryland Global Campus
    Due on May 5, 2024 11:59 PM
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    Rubric Name: Option 1 ~ Research Report Senior Capstone Project_300_points
    Senior Capstone Project Options and Requirements
    Overview
    The Senior Capstone Project is a comprehensive, professional, research-based project that you will develop in steps, some as discussion activities, some as graded assignments. This document describes the four types of projects and their components which are available to you for your last Communication Studies degree requirement.
    Option 1: Research Report
    Option 2: Business Reports
    Option 3: Executive Speech
    Option 4: Media Kit
    Assessment will be based on the assumption you know and can execute the skills applicable to the project that you have chosen to complete, which would be skills learned in the listed courses or similar courses that you have taken at another institution. You should select the Senior Capstone Project that will best exemplify the Communications Studies knowledge and skills you can offer an employer. For example, if you have never taken a speech class, it would probably not be wise of you to select the Executive Speech option for your Senior Capstone Project.
    Note: You may need to right-click to open some links here in a new tab or window.
    Option 1: Research Report
    Overview
    Description
    Required Components
    Graded Deliverables
    Overview
    This section contains information about the Research Report assignment that will help you decide if it is the right option for your Senior Capstone Project.
    Coursework Preparation
    You will be best prepared for this assignment if you have completed an upper-level writing course (such as UMGC’s WRTG 391, 393, or 394), an upper-level research methods course (such as COMM 480) and 9 credits of upper-level coursework in the communication studies discipline (such as UMGC’s COMM 300 and some combination of COMM 302, COMM 390, COMM 400, SPCH 324, and SPCH 470).
    This assignment requires strong research and writing skills, and a deep understanding of business audiences and business documents.
    If you are interested in this Senior Capstone Project and are uncertain whether you have prepared well enough to fulfill its requirements, contact your instructor.
    Description
    If you select this assignment, you will
    conduct an original investigation into a timely issue, problem, or question related to one of the communication studies major areas (human/speech communication, mass communication, media studies, journalism, professional writing, group communication, interpersonal communication, and so forth)
    write a research report that defines the issue, its history, and its significance, and offers a meaningful analysis for a specific audience, including recommendations for change, possible solutions, or comparative advantages
    Sample Topics/Questions
    The following list offers some guidance on developing a topic for this Senior Capstone Project.
    What is the impact of social media on organizational public relations efforts in a specific realm/industry?
    What is the current state of diversity training in the US corporate environment or among multinational corporations? Based on current research in the communication studies field, what recommendations can you make to improve the training?
    Select a public issue or problem and analyze the public discourse surrounding it from five different stakeholders.
    Investigate the current trend in journalism toward hyperlocal journalism and offer some perspective on what impact this trend may have on the journalism industry.
    Investigate, analyze, and evaluate a particular communication plan and/or procedure for a specific issue or organization. Make recommendations to specific stakeholders to make the plan/procedure more effective.
    Required Components
    The report’s content should be compiled in this order:
    1. A Cover Page formatted according to American Psychological Association manuscript rules.
    2. An Abstract summarizing the contents of your proposal and concluding with a list of key terms as a separate line (or lines). Include keywords list at end of abstract.
    3. A Table of Contents with the page numbers where each section begins.
    4. A List of Illustrations (title and page number only). Two illustrations are required.
    5. A series of text sections introduced by Boldface Headings that include the following (but not limited to): Introduction, Theme, Background, Conclusion.
    6. At least two informative (not merely decorative) illustrations presented on the same page as the text that discusses each; these graphics should be numbered and properly sourced in APA format. If they were generated by yourself then the source for each is Author; if you got their information from another source (Jones, for example) and presented it in a table or chart, then the source is Author, derived from Jones 2012.
    7. A References page where your eight or more sources are presented in alphabetic order. These sources must actually be cited in the text and presented in this section and in the text in American Psychological Association format. You will need to locate at least eight sources from at least 3 different source types. No more than two of your sources can be from interviews. No more than three of any other type of source may be counted toward the minimum number of eight references (although you certainly may use more sources). These eight sources must include peer-reviewed scholarly or professional journal articles.
    The bulk of your research should come from the UMGC library’s databases.
    8. Appendices.
    9. Pagination. Front matter (Abstract through List of Illustrations) should be in lower case Roman numerals; the remainder in Arabic. 10. Word count. The body of the report should be at least 5,000 words.
    These components should be submitted as one file.
    Required Style
    All elements of the report should follow American Psychological Association (APA) manuscript and documentation style rules.
    It should follow American Psychological Association (APA) documentation style and include a minimum of eight sources (at least five of which are academic secondary sources).
    Remember to proof your own work before submitting it.
    Graded Deliverables
    You will be responsible for the following graded interim assignments, which you will complete during the course of the development of your Senior Capstone Project.
    Project Proposal Memo (addressed to professor) with Audience Analysis
    Annotated Bibliography Memo (addressed to professor)
    Draft Project to Class
    Draft Project Peer Review Memo (two, each addressed to classmates)
    Final Written Report
    For instructions on how to complete the graded interim assignments that you’ll be doing for this project before you assemble it into your final project, see the Step-by-Step Guide to Completing the Graded Interim Assignments under Content > Course Resources > Senior Capstone Project Toolkit.
    Return to top of page
    Option 2: Business Reports
    Overview
    Description
    Required Components
    Graded Deliverables
    Overview
    This section contains information about the various Research Reports that you could pursue for this Senior Capstone Project option.
    Coursework Preparation
    You will be best prepared for this assignment if you have completed an upper-level writing course (such as UMGC’s COMM 390, WRTG 393, or WRTG 394), and upper-level research methods course (such as UMGC’s COMM 480) and 9 credits of coursework specialization in the communication studies discipline (such as UMGC’s COMM 300 and some combination of COMM 302, COMM 400, SPCH 324, and SPCH 470).
    This assignment requires strong research and writing skills, and a deep understanding of business audiences and business documents.
    If you are interested in this Senior Capstone Project and are uncertain whether you have prepared well enough to fulfill its requirements, contact your instructor.
    Description
    If you select this option, you will write an analytical or persuasive business report that provides a specific audience with a research-based review or solution to a problem or question related to business, technology, or the workplace. Your report should be written for a specific audience who can act on the information in the report.
    The types of business report appropriate for this assignment are:
    Analytical Reports – designed to help managers make decisions about problems and opportunities
    Problem-solving Report
    Investigatory or Trouble-shooting Report
    Feasibility and Justification Report
    Business Proposal – designed to help get products, plans, or projects accepted by others
    Internal Proposal (solicited or unsolicited)
    External Proposal (solicited in response to an RFP or unsolicited)
    Sample Topics/Questions
    The following list offers some guidance on developing a topic for this Senior Capstone Project.
    Write a report for your current or past supervisor that investigates a specific problem at work, analyzes its causes, and recommends a solution. This problem could be something like an inefficient inventory process, lagging sales numbers in a particular region, or unprofessional customer-service attitudes in a particular department.
    Write a report for a current or past supervisor that analyzes the feasibility of implementing a specific type of benefits program for employees (e.g., mental health, wellness, professional development, etc.).
    Write an analytical report for your IT supervisor at work that answers this question: Should our firm convert from password authentication to biometric authentication for sensitive areas or functions? Investigate the problem, analyze advantages and disadvantages of the technology, and provide cost estimates.
    Required Components
    The report’s content should be compiled in this order:
    1. A Letter of Transmittal or Routing Slip addressed to the Decision Maker through any approval authorities required.
    2. A Title Page including the Decision Maker’s name and title, your name and title, the title of the proposal, and the date submitted.
    3. An Executive Summary summarizing the contents of your report or proposal.
    4. A Table of Contents with the page numbers where each section begins.
    5. A List of Illustrations (title and page number only). Two illustrations are required.
    6. A series of text sections introduced by Boldface Headings that include the following (but not limited to): Introduction, Issue, Problem, Background, Findings, Solution, and Recommended Action. The report should be at least 5,000 words (10 single-spaced pages, with integrated visuals).
    7. At least two informative (not merely decorative) illustrations presented on the same page as the text that discusses each; these graphics should be numbered and properly sourced in APA format. If they were generated by yourself then the source for each is Author; if you got their information from another source (Jones, for example) and presented it in a table or chart, then the source is Author, derived from Jones 2012.
    8. A References page where your eight or more sources are presented in alphabetic order. These sources must actually be cited in the text and presented in this section and in the text in American Psychological Association format. You will need to locate at least eight sources from at least 3 different source types. No more than two of your sources can be from interviews. No more than three of any other type of source may be counted toward the minimum number of eight references (although you certainly may use more sources). These eight sources must include peer-reviewed scholarly or professional journal articles.
    The bulk of your research should come from the UMGC library’s databases.
    9. Appendices.
    10. Pagination. Front matter (Abstract through List of Illustrations) should be in lower case Roman numerals; the remainder in Arabic. Submit the components of your project as one file.
    Required Style
    The body of the report or proposal has a required minimum length of 5,000 words.
    Its reference list should follow American Psychological Association (APA) documentation rules.
    Graded Deliverables
    You will be responsible for the following graded interim assignments, which you will complete during the course of the development of your Senior Capstone Project.
    Project Proposal Memo (addressed to professor) with Audience Analysis
    Annotated Bibliography Memo (addressed to professor)
    Draft Project to Class
    Draft Project Peer Review Memo (two, each addressed to classmates)
    Final Written Report
    For instructions on how to complete the graded interim assignments that you’ll be doing for this project before you assemble it into your final project, see the Step-by-Step Guide to Completing the Graded Interim Assignments under Content > Course Resources > Senior Capstone Project Toolkit.
    Return to top of page
    Option 3: Executive Speech
    Overview
    Description
    Required Components
    Graded Deliverables
    Evaluation
    Overview
    This section contains information about the Executive Speech assignment that will help you decide if it is the right option for your Senior Capstone Project.
    Coursework Preparation
    You will be best prepared for this assignment if you have completed an upper-level writing course (such as UMGC’s COMM 390, WRTG 391, WRTG 393, or WRTG 394), an upper-level research methods course (such as COMM 480), and SPCH 100 or some other public speaking course.
    This assignment requires strong research and writing skills, and a deep understanding of rhetoric.
    If you are interested in this Senior Capstone Project and are uncertain whether you have prepared well enough to fulfill its requirements, contact your instructor.
    Description
    If you select this option, you will write and record a speech to be given by a specific speaker of your choosing, to a specific audience in a specific situation of your choice. The speaker must be a real person and the issue must be genuine. The speech should be a persuasive one that argues for a particular side of an issue or for a particular action to be taken.
    Sample Topics/Scenarios
    The following list offers some guidance on developing a topic for this Senior Capstone Project.
    Write a speech to be delivered by Dr. Andrew Weil to Congress in which he evaluates and recommends changes to the FDA’s current food and nutrition pyramid.
    Write a speech to be delivered by Senator Barbara Mikulski to the U.S. Senate, taking a stand on any recent legislation or issue (for example, English-only laws, illegal-immigrant legislation, military-funding legislation, or budgetary issues).
    Write a speech to be delivered by Dr. Barry Sears to a meeting of physicians in which he recommends whether or not pregnant women should eat fish.
    Write a speech to be delivered by a specific sports commissioner to a public body about some issue in the sport.
    Write a speech to be delivered by your PTA president to your local school board, advocating some issue related to education in your district (for example, arguing for the banning [or unbanning] of certain materials, such as books or films; arguing for additional funding for local sports teams; or arguing for funding for It’s Academic teams).
    Write a speech to be delivered by your state legislator to the state legislature on a state issue (for example, cleaning up the Chesapeake Bay).
    Required Components
    Your recorded speech should include the following elements:
    an introduction that establishes credibility for the speaker and contains an icebreaker as well as background information on the issue
    a persuasive body—Emphasize at least three points that you want your audience to take with them when they leave. Remember, you are writing for the ear, and the ear will remember more if you stick to your points and discuss them in a variety of ways (allow about six minutes). You must decide how best to make a positive case for your position and how to address the main counterarguments or objections that you would anticipate.
    a conclusion that summarizes your case and recommends future action (allow about two minutes)
    The speech must be written for delivery hypothetically by a real person (not yourself) whom you have identified and researched to learn his or her views on your speech’s topic. It must be on an issue of importance and intended for delivery and an identified event and location to an audience you have researched for your project proposal.
    Its written script must begin with a Title Page
    include an Introduction after title page that describes the intended speaker for the speech, the audience analysis, background information on the issue prompting the speech, and details on the event or situation for which speech would be delivered.
    be double-spaced in any 16-point serif font
    contain page numbers
    reflect research from at least eight sources which have been cited in the script according to American Psychological Association documentation rules
    contain a reference list formatted according to in-text APA-style citations from eight different authoritative and credible sources, of which no more than three should be peer-reviewed scholarly or professional journal articles relevant to the topic of the speech. The bulk of your research should come from the UMGC library’s databases.
    The written components of the project should be submitted as one file, with a link provided to the recorded speech.
    For the drafts assignment, students who elect to complete the Executive Speech will be expected to record the speech (as a YouTube or other video) and present it to the class. The video may need to be revised for final submission to your instructor, depending on the feedback it receives during the draft stage.
    Required Length and Style
    The typical speech rate for native English speakers in the U.S. is 120-150 words per minute. Teleprompters typically are set for 150 wpm, 180 wpm, and 228 wpm. The speech you craft for this project must be 9-10 minutes.
    You can use this speech-length calculator to determine how many words you will probably need to write for a 9-10-minute speech.
    One you’ve written the speech, you can use words-to-minutes converter to calculate how many minutes it will probably run upon delivery.
    Some additional hints include:
    Use spoken English. Read it aloud yourself to make sure you have written as we speak rather than as we tend to write.
    Remember that someone else will be delivering this speech, not you. Do not include any personal information about yourself in the speech.
    Grammatical errors are embarrassing and hurt the speaker’s credibility with the audience. Make your speech error-free.
    Every word in the speech must be true and accurate. Do not invent scenarios. Do some research to find true anecdotes that are relevant to the topic.
    You may use information from your research, but every word you write must be your own. Do not copy a phrase, a sentence, a paragraph—anything—word for word. Rewrite everything.
    Be sure to cite or somehow give credit to your sources in your speech.
    Graded Deliverables
    You will be responsible for the following graded interim assignments, which you will complete during the course of the development of your Senior Capstone Project. Project Proposal Memo (addressed to professor) describing the speaker, issue, and audience
    Annotated Bibliography Memo (addressed to professor)
    Video-recorded speech to Class (using YouTube or other video technology) with accompanying draft script
    Draft Project Peer Review Memo (two, each addressed to a specific classmate)
    Finalized video-recorded speech and accompanying written speech with references in APA style
    For instructions on how to complete the graded interim assignments that you’ll be doing for this project before you assemble it into your final project, see the Step-by-Step Guide to Completing the Graded Interim Assignments under Content > Course Resources > Senior Capstone Project Toolkit.
    Evaluation
    Your written and oral speech will be evaluated on the following criteria:
    Format
    How well does your speech follow instructions? How readable is it for your speaker?
    Style
    This category includes spelling and grammar (make it perfect), fluency, and paragraph development.
    Rhetoric
    How well have you adjusted your material for spoken delivery? How well have you adjusted your material for your audience? How successfully have you convinced your instructor and fellow students (who will serve as your audience for this assignment) of your knowledge and authority?
    Do a lot of research on your topic so that your speech doesn’t sound like it’s only your opinion. Back up every opinion with hard evidence.
    Content
    How well have you summarized your research and organized it for oral delivery? How accurate are your words? How effectively have you used true anecdotes and statistics? How effectively have you incorporated quotes?
    Your speech should contain no spelling, grammar, or factual errors. Include 8–10 references from authoritative sources.
    Length
    The client will decide whether to use the speech you have developed, based in part on how well you deliver it. Use good eye contact, pitch, pacing, and diction while presenting the speech. The speech should be between 9 and 10 minutes long, no less or more. Use the script timers in the Course Resources to help you with the length of your speech.
    Return to top of page
    Option 4: Media Kit
    Overview
    Description
    Required Components
    Graded Deliverables
    Evaluation
    Overview
    This section contains information about the Media Kit (also known as a Press Kit) assignment that will help you decide if it is the right option for your Senior Capstone Project.
    Coursework Preparation
    You will be best prepared for this assignment if you have completed a newswriting course (such as UMGC’s JOUR 201), a basic PR course (such as UMGC’s JOUR 330), an upper-level mass communication theory or media literacy course (such as COMM 302), and a research methods course (such as UMGC’s COMM 480).
    This assignment requires strong research and newswriting skills, and a deep understanding of the mass media and their audiences.
    If you are interested in this Senior Capstone Project and are uncertain whether you have prepared well enough to fulfill its requirements, contact your instructor.
    Description
    If you select this option, you will construct a media kit (also known as a press kit) designed to be used by members of specific media, perhaps presented at a press conference. You should prepare this media kit for a special event or promotion, an issue-related news conference, a crisis, or a new product, service, or process.
    Required Components
    Your media kit must have the following five components:
    folder cover design and logo for a 9- by 12-inch two-pocket folder
    cover letter and contents page
    press release: use a summary news lead and inverted-pyramid style; your writing style should reflect Associated Press style rules (250–500 words)
    fact sheet and/or backgrounder (400–500 words with a reference list for at least eight sources, formatted according to American Psychological Association documentation style rules)
    feature story or position paper in support of the cause, event, or organization (700–800 words, also written according to Associated Press style rules)
    You should also include one of the following additional suggested items for media preparation:
    YouTube video to promote the product, organization, or event (2–3 minutes)
    report on plans for a media event—where, with whom, activities, and when—all focused on promoting the product, organization, or event (300–400 words)
    potential questions and answers for the head of the organization to prepare for a press conference (300–400 words)
    report on a strategic plan for new-media press materials: Facebook, website, Twitter, and so forth (300–400 words)
    Each page of your media kit (cover letter/contents page, press release, fact sheet/backgrounder, feature story or position paper) should look as it would if you were actually handing it to journalists as part of a professional media kit and also publishing it on a website for future use.
    Design each page in a unified way so it is clear that all of the pages belong to the same kit. You may use the logo, elements of the cover design, or other relevant graphics, colors, or designs on each page.
    Remember: A press release always features a logo. (You have a lot of leeway with your “interior” design. Make it creative, simple, consistent, relevant, and professional … and have fun!)
    Submit the project to your instructor as one file.
    Sample Topics
    The following list offers some guidance on developing a topic for this Senior Capstone Project.
    Prepare a media kit on behalf of a local or national organic farmers’ alliance, introducing a campaign to encourage people to eat more organic foods.
    Prepare a media kit on behalf of a consumer group or energy company, introducing a campaign to encourage consumers in a specific region to use energy more efficiently.
    Prepare a media kit on behalf of a local bank, introducing a campaign to encourage people (or children) to save more money than they do now.
    Prepare a media kit on behalf of a consumer group or lobbying organization, designed to present a position (and encourage citizen action) on a current issue.
    Required Length and Style
    The Media Kit has a required total minimum length of 5,000 words. (Word count includes the project proposal and annotated bibliography assignments submitted separately.)
    Its contents should be written to reflect Associated Press (AP) style rules except for the reference list that is supposed to be submitted with the finalized Media Kit. That reference list should follow American Psychological Association (APA) documentation style rules. Do not submit your annotated bibliography again; submit only your final reference list in your finalized Media Kit.
    However, as it is an academic work and must reflect research, its references should follow American Psychological Association (APA) documentation style. It must reflect research from a minimum of eight sources (at least five of which are academic secondary sources). For examples of primary vs. secondary sources, click here.
    Remember to proof your own work before submitting it.
    Graded Deliverables
    You will be responsible for the following graded interim assignments, which you will complete during the course of the development of your Senior Capstone Project.
    Project Proposal Memo (addressed to professor) describing the situation, intent, and components of the Media Kit
    Annotated Bibliography Memo (addressed to professor)
    Draft Project to Class
    Draft Project Peer Review Memo (two, addressed to classmates)
    Final Written Media Kit (all components finalized and assembled)
    For instructions on how to complete the graded interim assignments that you’ll be doing for this project before you assemble it into your final project, see the Step-by-Step Guide to Completing the Graded Interim Assignments under Content > Course Resources > Senior Capstone Project Toolkit.
    Evaluation
    Your grade will be based on the following criteria:
    your writing, including proper tone and style for each piece, appropriate selection of materials, effective organization, a coherent corporate voice, and adherence to standard public relations guidelines
    content that is comprehensive and in-depth, and that serves the purpose of the media kit
    your logo and folder design (relevant, appealing, striking)
    mechanics, such as format, grammar, and spelling
    Return to top of page

  • Title: “Assessing Suicide Risk in a Middle-Aged Divorced Male with Insomnia and Fatigue: A Primary Care Provider’s Perspective”

    It is anticipated that the initial discussion post should be in the range of 250-300 words. Response posts to peers have no minimum word requirement but must demonstrate topic knowledge and scholarly engagement with peers. Substantive content is imperative for all posts. All discussion prompt elements for the topic must be addressed. Please proofread your response carefully for grammar and spelling. Do not upload any attachments unless specified in the instructions. All posts should be supported by a minimum of one scholarly resource, ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and references must adhere to APA format.
    Scenario: Joe, a recently divorced, 56-year-old Caucasian man presents to you, his primary-care provider, with complaints of insomnia and fatigue. He denies any recent injury or specific pain and was last seen in your office 11 months ago. Joe has taken an antihypertensive medication to control his blood pressure for 3 years and does not report any adverse side effects. Joe has worked in law enforcement for 14 years. He recently discharged his firearm for the first time. Even though no one was injured, Joe has been attending mandated appointments with the department psychologist. Joe reports that he does not have a regular exercise regimen. To relax he typically goes fishing or has a few beers after his shift. Other than the mandated appointments with the department psychologist, Joe has not sought any mental health treatment.
    What factors in the scenario demonstrate an increased risk for suicide?
    What should you include in a suicide risk assessment?
    During the appointment, Joe states that it’s hard for him to talk about how he is feeling and begins to cry. Taking the opportunity to ask Joe about his intentions, what specific questions could you ask?
    You understand that the best predictor of suicide risk is a history of a previous suicide attempt. When asked, Joe admits to placing one of his firearms in his mouth a few times, indicating that the likelihood of Joe attempting suicide is very high. How should you proceed?
    Could Joe benefit from a no-suicide contract? Why or why not?
    Please be sure to validate your opinions and ideas with citations and references in APA format.