Tag: Homework Solution

[Solved] Prof Double R

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[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Overview You are an HR consultant, hired to resolve issues stemming from communication and coordination challenges between employees of the U.S. branch and the Singaporean headquarters of a software solutio…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## Overview

You are an HR consultant, hired to resolve issues stemming from communication and coordination challenges between employees of the U.S. branch and the Singaporean headquarters of a software solutions provider. You decide to recommend organization-wide changes to resolve the issues related to communication and coordination. You evaluate the organizational change readiness and send a report on change management models, justifying your selection of a particular model.

Your efforts are appreciated and well received by the VP and the leadership team of the software solutions organization. However, they now want to understand how the training development needs of the workforce can be strategically aligned with the organization’s business needs.

You decide to prepare a presentation, detailing the training requirements for the employees and leadership of the U.S. branch, as well as leadership at the Singaporean headquarters. The strategy will target the identification of training that will improve communication and understanding between employees at the U.S. branch and leadership at both locations. Such a training strategy will facilitate interaction between both locations and align with the business strategy of expanding to the U.S. market.

## Prompt

Create a PowerPoint presentation with on-slide text and narration or speaker notes to explain the methods of strategically aligning skill development with business strategy in the course scenario.

**Note:** Remember to use both on-screen text and narration or speaker notes in your PowerPoint slides to convey your information effectively. If narration is not possible, precise and extensive speaker notes should be used, while addressing all of the rubric elements in the presentation. For example, you can use brief, bulleted lists on the slide and include detailed explanations in your narration or speaker notes.

Specifically, you must address the following criteria in your presentation:

1. Describe the **skills required for managers to enable change** in the organization (Singaporean headquarters and U.S. branch).

1. Use the company data provided in the form of [Leaders’ Self Evaluations](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Leaders'%20Self-Evaluations.pdf?isCourseFile=true&ou=2180164) to complete this step.
2. Why could there be resistance to change implementation within the organization?
3. Which skills do managers need to help address such resistance?
2. Explain the methods of **aligning training strategy with business strategy**.

1. How can training support the strategic goals of the organization (Singaporean headquarters and the U.S. branch)?
2. What customization is required to align the training at the U.S. branch to the business strategy defined at the Singapore headquarters?
3. How can training enable the U.S. branch employees to adapt to the work culture of the Singaporean head office?
4. What are the learning objectives that will enable the American employees to meet the business goals defined for the U.S. branch?
3. Describe two **strategic workforce development goals** for the U.S. branch.

1. Use the [Employee Engagement Surveys](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Employee%20Engagement%20Surveys.pdf?ou=2180164) to identify the strategic workforce development goals.
2. Which data points identify the development goals of the U.S. branch employees?
3. How can training help meet the development goals of the U.S. branch employees?

## What to Submit

Create a PowerPoint presentation with on-slide text and narration or detailed speaker notes. Your presentation should be 8 to 10 slides in length. Sources should be cited in APA format and listed on a separate reference slide

– [\
\
MBA687EmployeeEngagementSurveys4.pdf](https://www.sweetstudy.com/files/mba687employeeengagementsurveys4-pdf-10511233 "MBA687EmployeeEngagementSurveys4.pdf")
– [\
\
MBA687LeadersSelf-Evaluations3.pdf](https://www.sweetstudy.com/files/mba687leadersself-evaluations3-pdf-10511237 "MBA687LeadersSelf-Evaluations3.pdf")

November 6, 2026
[Solved] CASE STUDY

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[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) grand challenge

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[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology)

grand challenge

November 6, 2026
[Solved] Prof Double R

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Executive Solution Overview

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) ## Overview The leadership of the Singaporean-headquartered software solutions organization is concerned about issues arising from communication and coordination challenges between employees at the U.S. branch…

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Assignment Prompt & Instructions

[>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

## Overview

The leadership of the Singaporean-headquartered software solutions organization is concerned about issues arising from communication and coordination challenges between employees at the U.S. branch and the Singaporean headquarters. The VP of the U.S. branch tasks you, as an HR consultant, with developing a change management plan.

You decide that before you prepare and present a change management plan, the VP should be familiar with various change management models. This will enable you to explain and justify your use of a particular model to create the change management plan. You decide to create a report that introduces the various change management models and send it to the VP. The report also identifies your selected model for the change management plan and justifies your selection.

## Prompt

For this assignment, you need to share with the VP in the course scenario the rationale for deploying a particular change management model at the U.S. branch of the Singaporean software solutions provider.

Specifically, you must address the following criteria for the creation of the change management model report:

1. Provide a **brief description of the change management models** listed below:

1. ADKAR change management model
2. Kotter’s change management model
3. Lewin’s change management model
2. **Compare the benefits** of these change management models listed above.
3. Determine the most appropriate **change management model for the U.S. branch**. Support your response with research. **Note:** This is your initial change management model selection and justification for the U.S. branch. In Milestone Two (Module Six), you will build on this submission with additional details, such as implementation steps.

1. Identify problem areas related to change indicated in the [Employee Engagement Surveys](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Employee%20Engagement%20Surveys.pdf?ou=2180164) and [Leaders’ Self-Evaluations](https://learn.snhu.edu/content/enforced/2180164-MBA-687-10182.202617-1/Course%20Documents/MBA%20687%20Leaders'%20Self-Evaluations.pdf?isCourseFile=true&ou=2180164).
2. How does the selected change management model resolve these problem areas?
3. What other features of the selected change management model make it appropriate for the U.S. branch?

## What to Submit

Submit the report using double spacing, 12-point Times New Roman font, and one-inch margins. This assignment should be 4–6 pages in length and incorporate references, including course material, cited in APA format and listed on a separate reference page.

– [\
\
MBA687LeadersSelf-Evaluations3.pdf](https://www.sweetstudy.com/files/mba687leadersself-evaluations3-pdf "MBA687LeadersSelf-Evaluations3.pdf")
– [\
\
MBA687EmployeeEngagementSurveys4.pdf](https://www.sweetstudy.com/files/mba687employeeengagementsurveys4-pdf "MBA687EmployeeEngagementSurveys4.pdf")

November 6, 2026
[Solved] Informative Speech

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**files (3)** – ## InformativeSpeechdirections.docx – ## InformativeSpeechOutlineTemplate-1.docx – ## informativespeechoutline2.docx **## InformativeSpeechdirections.docx** Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put inf…

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**files (3)**

– ## InformativeSpeechdirections.docx

– ## InformativeSpeechOutlineTemplate-1.docx

– ## informativespeechoutline2.docx

**## InformativeSpeechdirections.docx**

Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
**How is AI changing the world**.

**Upload** these documents for the Informative Speech:

1. The INFORMATIVE
_Speech Outline Template document_

Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

[Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

[Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

2. APA Reference Page of your sources.

3. The visual aid you will use while delivering your speech.

**## InformativeSpeechOutlineTemplate-1.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## informativespeechoutline2.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## informativespeechoutline2.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## InformativeSpeechdirections.docx**

Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
**How is AI changing the world**.

**Upload** these documents for the Informative Speech:

1. The INFORMATIVE
_Speech Outline Template document_

Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

[Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

[Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

2. APA Reference Page of your sources.

3. The visual aid you will use while delivering your speech.

**## InformativeSpeechOutlineTemplate-1.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## informativespeechoutline2.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## InformativeSpeechdirections.docx**

Informative Speech Documents Submission ) (I attached the pages that you need to do outlines with. Use the templates to put info in) Topic:
**How is AI changing the world**.

**Upload** these documents for the Informative Speech:

1. The INFORMATIVE
_Speech Outline Template document_

Be sure to include content for each section with your resources written as you plan to say them for a robust speech and maximum credit. Use complete sentences to help you prepare what you plan to say and for practice.

[Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097?wrap=1) [Download Informative Speech Outline Template-1.docx](https://uncfsu.instructure.com/courses/50959/files/9845097/download?download_frd=1)

[Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099?wrap=1) [Download Informative Speech- Sentence Only Outline.docx](https://uncfsu.instructure.com/courses/50959/files/9845099/download?download_frd=1)

2. APA Reference Page of your sources.

3. The visual aid you will use while delivering your speech.

**## InformativeSpeechOutlineTemplate-1.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

**## informativespeechoutline2.docx**

2

## **Your Speech Title**

Your Name

Fayetteville Technical Community College

COM 231: Public Speaking

Professor Hunter

January 25, 2025

**Informative Speech Outline**
**Objectives**

| | |
| — | — |
| **Title** | |
| **General Purpose** | To inform |
| **Specific Purpose:** _To inform about (your topic)_ | |
| **Main Idea (Thesis)**{example: “<br>_At the end of my speech, my audience will be more aware of… (your topic in a nutshell.”}_ | |

**Introduction**

| | |
| — | — |
| **Attention Getting Material** _(Start with an “attention getter” to draw the audience in to your topic. You have many options to choose from to gain interest from the audience.)_ | I. |
| **Orienting Material** | II.<br>A. (A sentence to reveal the topic)<br>B. (A sentence to establish relevance: why should we care?)<br>C. (A sentence to establish credibility: why should we trust you on this topic<br>)<br>D. (Your thesis statement) |
| **Preview** _(Give a preview of your main points. Be brief and simple, but this “road map will help the audience know what to expect from your speech.)_ | |
| **Transition** _(Segue way to your first main point.) Think of your speech like a conversation or story.)_ | |

**Body**

| | |
| — | — |
| **Main Point #1** | State your first main point. |
| **Support Material** | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>· Be sure to highlight your research in some way so that it stands out. <br>· One idea is to highlight your research.<br>· <br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition**<br>_(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| **Main Point #2** | II State your second point. |
| Support Material | · Give supporting information about your point. <br>· Write in complete sentences.<br>· Be sure to add your research in the way that you plan to say it. <br>· Also, be sure to include all the elements to make sure your research has all of the pieces for credibility. Refer to the Verbal Citations video to help!<br>Be sure to highlight your research in some way so that it stands out. One idea is to highlight your research. You need to say all of your sources <br>· throughout your speech<br>_Another idea is to italicize is and underline it. Whatever is necessary for you to avoid missing it! You have to say your research for class credit and credibility to your audience._ |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

| | |
| — | — |
| Main Point #3 | III Continue in the same manner as Points 1 & 2 |
| Support Material | A.<br>1.<br>2.<br>B. |
| **Transition** _(Move to your next point. Remember, FLOW! Your speech should ease from point to point.)_ | |

Conclusion

| | |
| — | — |
| **Summary** _(Include a brief summary of your main points. Don’t add new information.)_ | I. |
| **Clincher** _(Add a final thought to close out your speech.)_ | II |

**DELETE THIS PORTION BEFORE TURNING IN**

***The next page of your outline is the APA Reference page. Be sure to have the title (References) centered and bold. Then, your sources should be in APA format, in alphabetical order with the paragraph set to “hanging.”* A few pretend examples are included for you on the next page. Just delete those and add your sources.**

**References**

Butler, J. (2017). Where access meets multimodality: The case of ASL music videos. Kairos: A Journal of Rhetoric, Technology, and Pedagogy, 21(1).
[http://technorhetoric.net/21.1/topoi/butler/index.html](http://technorhetoric.net/21.1/topoi/butler/index.html)

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of storybooks that represent ethnic and racial groups in the United States.
_Psychology of Popular Media Culture_,
_8_(3), 207–217.
[https://doi.org/10.1037/ppm0000185](https://doi.org/10.1037/ppm0000185)

Jerrentrup, A., Mueller, T., Glowalla, U., Herder, M., Henrichs, N., Neubauer, A., & Schaefer, J. R. (2018). Teaching medicine with the help of “Dr. House.”
_PLoS ONE_,
_13_(3), Article e0193972.
[https://doi.org/10.1371/journal.pone.0193972](https://doi.org/10.1371/journal.pone.0193972)

November 6, 2026
[Solved] 1-2 Journal: Deconstructing Narratives

✓ Verified Academic Solution Available

Executive Solution Overview

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip **## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip** ## Module One Journa…

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

Please see the attached file below.

**files (1)**

– ## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip

**## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip**

## Module One Journal Deconstructing Narratives Guidelines and Rubric NEW.html

## Module One Journal Guidelines and Rubric

### Overview

In this journal assignment, you will reflect on historical discourses and dominant narratives, using a reading about immigration and nativism in the United States. Consider the following definition of historical discourse: the exchange of ideas relating to a historical event. As you review the module resources this week, consider how the historical myth regarding immigration has continued throughout U.S. history.

### Directions

Review the module resources. Then reflect on the role of immigration in the United States in the present.

Specifically, you must address the following rubric criteria:

1. Discourses: Describe how historical discourses are recycled or repeated. In your description, include how AI tools, like those used on social media or news websites, influence the stories people see about immigration.
2. Dominant Narrative: Describe the dominant narrative about the history of immigration in the United States.
3. Accomplishment: Explain what the dominant narrative of the history of immigration seeks to accomplish.

### What to Submit

Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your journal.

Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2 to 5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow
[these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
[this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module One Journal Rubric

| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Discourses | Describes how historical discourses are recycled or repeated and includes how AI tools influence the stories people see about immigration | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specific details about the repeating and recycling of historical discourses or influence of AI tools | Does not attempt criterion | 30 |
| Dominant Narrative | Describes the dominant narrative about the history of immigration in the United States | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details about the dominant narrative | Does not attempt criterion | 30 |
| Accomplishment | Explains what the dominant narrative of the history of immigration seeks to accomplish | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include more specific details about the dominant narrative | Does not attempt criterion | 30 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |

**## ModuleOneJournalDeconstructingNarrativesGuidelinesandRubricNEW.html.zip**

## Module One Journal Deconstructing Narratives Guidelines and Rubric NEW.html

## Module One Journal Guidelines and Rubric

### Overview

In this journal assignment, you will reflect on historical discourses and dominant narratives, using a reading about immigration and nativism in the United States. Consider the following definition of historical discourse: the exchange of ideas relating to a historical event. As you review the module resources this week, consider how the historical myth regarding immigration has continued throughout U.S. history.

### Directions

Review the module resources. Then reflect on the role of immigration in the United States in the present.

Specifically, you must address the following rubric criteria:

1. Discourses: Describe how historical discourses are recycled or repeated. In your description, include how AI tools, like those used on social media or news websites, influence the stories people see about immigration.
2. Dominant Narrative: Describe the dominant narrative about the history of immigration in the United States.
3. Accomplishment: Explain what the dominant narrative of the history of immigration seeks to accomplish.

### What to Submit

Your submission should be a 1- to 2-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Any sources used should be cited according to APA style both throughout and at the end of your journal.

Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2 to 5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow
[these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
[this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module One Journal Rubric

| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — |
| Discourses | Describes how historical discourses are recycled or repeated and includes how AI tools influence the stories people see about immigration | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include specific details about the repeating and recycling of historical discourses or influence of AI tools | Does not attempt criterion | 30 |
| Dominant Narrative | Describes the dominant narrative about the history of immigration in the United States | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include additional details about the dominant narrative | Does not attempt criterion | 30 |
| Accomplishment | Explains what the dominant narrative of the history of immigration seeks to accomplish | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include more specific details about the dominant narrative | Does not attempt criterion | 30 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |

November 6, 2026
[Solved] 1-1 Short Paper: Penal Systems and Corrections Models

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Executive Solution Overview

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) Please see the attached file below. **files (1)** – ## ModuleOneShortPaperGuidelinesandRubric.html.zip **## ModuleOneShortPaperGuidelinesandRubric.html.zip** ## Module One Short Paper Guidelines and Rubric.html ## CJ 320 Modul…

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Assignment Prompt & Instructions

[>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal)

Please see the attached file below.

**files (1)**

– ## ModuleOneShortPaperGuidelinesandRubric.html.zip

**## ModuleOneShortPaperGuidelinesandRubric.html.zip**

## Module One Short Paper Guidelines and Rubric.html

## CJ 320 Module One Short Paper Guidelines and Rubric

### Overview

Changes in correction models (including the reform movement, the medical model, the community model, and the crime control model) were the result of changes in social trends. How did penal systems change? What were the social trends? Specifically, how did these trends influence thinking about corrections?

### Prompt

Write a short paper that explores the relationship between social trends and corrections models.

– Compare and contrast the different penal systems (Pennsylvania, Auburn, Southern, and Western).
– Describe the predominant views on offenders and corrections prior to the development of the correction models and trace how these views changed over time.
– Describe the major attributes of each of the models.
– Examine the relationship between the social views at the time and the specific attributes of each model. Cite specific examples of how social views shaped each of the models.

### What to Submit

Your short paper should be 2 to 3 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. The paper should include at least three scholarly/academic (peer-reviewed) sources, which should be cited according to APA style.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow
[these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
[this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module One Short Paper Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Compare Penal Systems | Penal systems are accurately compared using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately compared using appropriate dimensions | Important points of comparison are lacking | No comparison is evident | 15 |
| Contrast Penal Systems | Penal systems are accurately contrasted using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately contrasted using appropriate dimensions | Important points of contrast are lacking | No contrast is evident | 15 |
| Changes in Social Trends | Predominant views prior to the models are especially well described, and changes are clearly traced with details accounting for the changes | Predominant views prior to the models are clearly described and changes are clearly traced | Predominant views prior to the models are not adequately described or changes are inadequately identified and traced | No evidence of views prior to the models or changes in these views | 15 |
| Attributes of Corrections Models | Distinguishing attributes of each of the corrections models are especially well described | Distinguishing attributes of each of the corrections models are adequately identified | The identified attributes are not critical in distinguishing the models or attributes of some models were not identified | No evidence of describing the critical attributes | 15 |
| Influence of Trends on the Models | More than one example is provided for each model, illustrating the relationship between specific social views and attributes of the model, and the analyses are especially insightful | One example is provided for each model, illustrating the relationship between specific social views and attributes of the model | An example is not provided for some of the models, illustrating the relationship between specific social views and attributes of the model, or the examples fail to illustrate the influence of social views on the models | No evidence of describing the influence of social views | 15 |
| Sources | The paper cites more than the required number of scholarly sources | The paper cites the required number of scholarly sources | The paper cites less than the required number of sources or the sources do not meet sufficient standards of scholarship in the field | The paper shows no evidence of sources | 5 |
| Organization | Excellent transitions and topic sentences are used and the smooth flow of ideas explicitly follows from the thesis | Appropriate transitions are used, every paragraph contains a clear topic sentence, and ideas flow logically and relate to the thesis | The paper does not flow smoothly from paragraph to paragraph and topic sentences are missing and/or flawed | The paper lacks internal coherence, some ideas do not relate to the thesis, and/or a few paragraphs lack topic sentences | 10 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |

**## ModuleOneShortPaperGuidelinesandRubric.html.zip**

## Module One Short Paper Guidelines and Rubric.html

## CJ 320 Module One Short Paper Guidelines and Rubric

### Overview

Changes in correction models (including the reform movement, the medical model, the community model, and the crime control model) were the result of changes in social trends. How did penal systems change? What were the social trends? Specifically, how did these trends influence thinking about corrections?

### Prompt

Write a short paper that explores the relationship between social trends and corrections models.

– Compare and contrast the different penal systems (Pennsylvania, Auburn, Southern, and Western).
– Describe the predominant views on offenders and corrections prior to the development of the correction models and trace how these views changed over time.
– Describe the major attributes of each of the models.
– Examine the relationship between the social views at the time and the specific attributes of each model. Cite specific examples of how social views shaped each of the models.

### What to Submit

Your short paper should be 2 to 3 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. The paper should include at least three scholarly/academic (peer-reviewed) sources, which should be cited according to APA style.

### AI Usage

If you use gen AI tools to support your work on this assignment, be sure to follow
[these AI usage guidelines](https://snhu.ink/StudentGenAIGuide). You must acknowledge your use of these tools in your work. Guidelines on how to cite AI tools can be found in
[this Shapiro Library guide](https://snhu.ink/CitationAndAI).

### Module One Short Paper Rubric

| Criteria | Exceeds Expectations (100%) | Meets Expectations (85%) | Partially Meets Expectations (55%) | Does Not Meet Expectations (0%) | Value |
| — | — | — | — | — | — |
| Compare Penal Systems | Penal systems are accurately compared using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately compared using appropriate dimensions | Important points of comparison are lacking | No comparison is evident | 15 |
| Contrast Penal Systems | Penal systems are accurately contrasted using appropriate dimensions, and explanations manifest a depth of analysis beyond exceeds expectations | Penal systems are accurately contrasted using appropriate dimensions | Important points of contrast are lacking | No contrast is evident | 15 |
| Changes in Social Trends | Predominant views prior to the models are especially well described, and changes are clearly traced with details accounting for the changes | Predominant views prior to the models are clearly described and changes are clearly traced | Predominant views prior to the models are not adequately described or changes are inadequately identified and traced | No evidence of views prior to the models or changes in these views | 15 |
| Attributes of Corrections Models | Distinguishing attributes of each of the corrections models are especially well described | Distinguishing attributes of each of the corrections models are adequately identified | The identified attributes are not critical in distinguishing the models or attributes of some models were not identified | No evidence of describing the critical attributes | 15 |
| Influence of Trends on the Models | More than one example is provided for each model, illustrating the relationship between specific social views and attributes of the model, and the analyses are especially insightful | One example is provided for each model, illustrating the relationship between specific social views and attributes of the model | An example is not provided for some of the models, illustrating the relationship between specific social views and attributes of the model, or the examples fail to illustrate the influence of social views on the models | No evidence of describing the influence of social views | 15 |
| Sources | The paper cites more than the required number of scholarly sources | The paper cites the required number of scholarly sources | The paper cites less than the required number of sources or the sources do not meet sufficient standards of scholarship in the field | The paper shows no evidence of sources | 5 |
| Organization | Excellent transitions and topic sentences are used and the smooth flow of ideas explicitly follows from the thesis | Appropriate transitions are used, every paragraph contains a clear topic sentence, and ideas flow logically and relate to the thesis | The paper does not flow smoothly from paragraph to paragraph and topic sentences are missing and/or flawed | The paper lacks internal coherence, some ideas do not relate to the thesis, and/or a few paragraphs lack topic sentences | 10 |
| Clear Communication | Exceeds expectations with an intentional use of language that promotes a thorough understanding | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |

November 6, 2026
[Solved] Unique

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Executive Solution Overview

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.). 2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember [Evaluat…

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Assignment Prompt & Instructions

1. Select a topic relevant to immigration (human rights, health care, voting, housing, etc.).

2. Provide at least three scholarly or otherwise trustworthy sources on your topic and justify your use. How do they help you understand the problem or issue? Why are they good sources? (Remember [Evaluating Information Sources Links to an external site.](https://libguides.usc.edu/evaluate/scholarlyarticles))

3. Assess your problem or issue from an interdisciplinary perspective and explain/analyze/interpret how an interdisciplinary approach might help provide new insights or perspectives in solving or helping the problem or issue. I recommend using some of the following concepts to demonstrate your understanding:

**Assumptions:**

Things that are accepted as true or certain. [5]

**Common ground:**

That which is created between conflicting disciplinary insights, assumptions, concepts, or theories and makes integration possible. [6]

**Complexity:**

Having multiple parts that are connected and interact in sometimes unexpected (e.g., nonlinear) ways with each other. [6]

**Critical interdisciplinarity:** Questions disciplinary assumptions and ideological underpinnings. In some cases, it aims to replace the existing structure of knowledge (i.e., the disciplines) and the system of education based upon it. [3]

**Critical pluralism:** Belief that knowledge can be objective but not certain and absolute as dualism assumes. [7]

**Critical reflection:** The process of analyzing, questioning, and reconsidering the activity (cognitive or physical) that you are engaged in. [3]

**Critical thinking:** The capacity to analyze, critique, and assess. [4]

**Insights:** Scholarly contributions to the clear understanding of a complex problem, object, or text. Insights may be found in published books, articles, delivered at scholarly conferences. [3]

**Interdisciplinary perspective taking:** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [5]

**More comprehensive understanding:** A cognitive advancement that results from integrating insights that produces a new whole that would not be possible using single disciplinary means. [9]

**Perspective taking (interdisciplinary):** The intellectual capacity to view a complex problem, phenomenon, or behavior from multiple perspectives, including disciplinary ones, to develop a more comprehensive understanding. [4, 6]

November 6, 2026
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Executive Solution Overview

Please see attachment. Do not use any form of AI or it will result in automatic 0 **files (1)** – ## COM200-MidtermEssayAssignment-1.pdf **## COM200-MidtermEssayAssignment-1.pdf** COM 200: Interpersonal Communication Spring 2026 Dr. Tarsha Rogers Assignment Descriptions MIDTERM PAPER First, take the…

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Assignment Prompt & Instructions

Please see attachment. Do not use any form of AI or it will result in automatic 0

**files (1)**

– ## COM200-MidtermEssayAssignment-1.pdf

**## COM200-MidtermEssayAssignment-1.pdf**

COM 200: Interpersonal Communication

Spring 2026

Dr. Tarsha Rogers

Assignment Descriptions

MIDTERM PAPER

First, take the Myers-Briggs Personality Test (free) here:
https://www.16personalities.com/free-personality-test

Assignment Title: Understanding Myself Through the Myers-Briggs Personality
Assessment

Overview

For this midterm assignment, you will analyze the results of your Myers-Briggs
personality assessment. Through a 4-page, MLA-style paper, you will discuss
your personality type, reflect on the insights gained from your results, and
explore how this knowledge will enhance your interpersonal communication
skills in various contexts.

Assignment Requirements

1. Length: 4 pages (not including the Works Cited page).

2. Format: MLA style (including 1-inch margins, double-spacing, and a
readable 12-point font such as Times New Roman).

3.Content:

• Introduction: Introduce the Myers-Briggs Type Indicator (MBTI) and its
relevance to interpersonal communication. Briefly state your
personality type and what it signifies.

• Analysis of Results:
o Describe your personality type (e.g., INFP, ESTJ) and the

[https://www.16personalities.com/free-personality-test](https://www.16personalities.com/free-personality-test)

characteristics associated with it.
o Reflect on whether you agree with the results and how accurately

they represent your personality.
• Communication Style: Discuss how your personality type influences

your communication style. Consider aspects such as:
o Your approach to conflict resolution
o Your preferences in group settings
o Your listening and speaking styles

• Application of Knowledge:
o Analyze how understanding your personality type can benefit

your interactions with others.
o Provide specific examples of how you plan to adapt your

communication strategies based on your results.
o Discuss potential challenges you might face when interacting

with personality types that differ from yours and how you intend
to address these challenges.

• Conclusion: Summarize the key points of your analysis and reinforce
the importance of self-awareness in improving interpersonal
communication.

Guidelines

• Research: Use at least three scholarly sources to support your
analysis of the Myers-Briggs assessment and its implications for
communication. These can include academic articles, books on
personality psychology, or research studies.

• Citations: Make sure to properly cite your sources in MLA format both
in-text and on the Works Cited page.

• Outline: Submit a brief outline of your paper with your final
submission. This outline should include your main points and the
structure of your paper.

• Draft Review: You are encouraged to schedule a draft review with the
instructor during office hours to receive feedback before submitting
the final paper.

\_\_\__________________________________________________________________

Submission

• Due Date: [Insert due date here]
• Format: Submit your paper as a Word document or PDF via Canvas.
• Exam Late Policy: No late submissions for assignments.

Evaluation

Your paper will be graded based on the following criteria:

▪ Clarity and depth of analysis (30%)
▪ Organization and structure (25%)
▪ Use of sources and citations (25%)
▪ Writing quality (grammar, punctuation, spelling) (20%)

\_\_\________________________________________________________________

By understanding your personality through the Myers-Briggs framework, you
will not only gain insights into your own behavior but also enhance your ability
to communicate effectively with others. Use this opportunity to reflect deeply
on your interpersonal skills and how they can be improved through self-
awareness.

**## COM200-MidtermEssayAssignment-1.pdf**

COM 200: Interpersonal Communication

Spring 2026

Dr. Tarsha Rogers

Assignment Descriptions

MIDTERM PAPER

First, take the Myers-Briggs Personality Test (free) here:
https://www.16personalities.com/free-personality-test

Assignment Title: Understanding Myself Through the Myers-Briggs Personality
Assessment

Overview

For this midterm assignment, you will analyze the results of your Myers-Briggs
personality assessment. Through a 4-page, MLA-style paper, you will discuss
your personality type, reflect on the insights gained from your results, and
explore how this knowledge will enhance your interpersonal communication
skills in various contexts.

Assignment Requirements

1. Length: 4 pages (not including the Works Cited page).

2. Format: MLA style (including 1-inch margins, double-spacing, and a
readable 12-point font such as Times New Roman).

3.Content:

• Introduction: Introduce the Myers-Briggs Type Indicator (MBTI) and its
relevance to interpersonal communication. Briefly state your
personality type and what it signifies.

• Analysis of Results:
o Describe your personality type (e.g., INFP, ESTJ) and the

[https://www.16personalities.com/free-personality-test](https://www.16personalities.com/free-personality-test)

characteristics associated with it.
o Reflect on whether you agree with the results and how accurately

they represent your personality.
• Communication Style: Discuss how your personality type influences

your communication style. Consider aspects such as:
o Your approach to conflict resolution
o Your preferences in group settings
o Your listening and speaking styles

• Application of Knowledge:
o Analyze how understanding your personality type can benefit

your interactions with others.
o Provide specific examples of how you plan to adapt your

communication strategies based on your results.
o Discuss potential challenges you might face when interacting

with personality types that differ from yours and how you intend
to address these challenges.

• Conclusion: Summarize the key points of your analysis and reinforce
the importance of self-awareness in improving interpersonal
communication.

Guidelines

• Research: Use at least three scholarly sources to support your
analysis of the Myers-Briggs assessment and its implications for
communication. These can include academic articles, books on
personality psychology, or research studies.

• Citations: Make sure to properly cite your sources in MLA format both
in-text and on the Works Cited page.

• Outline: Submit a brief outline of your paper with your final
submission. This outline should include your main points and the
structure of your paper.

• Draft Review: You are encouraged to schedule a draft review with the
instructor during office hours to receive feedback before submitting
the final paper.

\_\_\__________________________________________________________________

Submission

• Due Date: [Insert due date here]
• Format: Submit your paper as a Word document or PDF via Canvas.
• Exam Late Policy: No late submissions for assignments.

Evaluation

Your paper will be graded based on the following criteria:

▪ Clarity and depth of analysis (30%)
▪ Organization and structure (25%)
▪ Use of sources and citations (25%)
▪ Writing quality (grammar, punctuation, spelling) (20%)

\_\_\________________________________________________________________

By understanding your personality through the Myers-Briggs framework, you
will not only gain insights into your own behavior but also enhance your ability
to communicate effectively with others. Use this opportunity to reflect deeply
on your interpersonal skills and how they can be improved through self-
awareness.

November 6, 2026
[Solved] Part II

✓ Verified Academic Solution Available

Executive Solution Overview

I am attaching what I submitted for Part I The primary objectives of this project are to become familiar with businesses in the sport industry and to become familiar with investment strategies by using common stock investments. The project is also designed to be a fun competition between the student…

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Assignment Prompt & Instructions

I am attaching what I submitted for Part I

The primary objectives of this project are to become familiar with businesses in the sport industry and to become familiar with investment strategies by using common stock investments. The project is also designed to be a fun competition between the students. For this project, we will be using the New York Stock Exchange (NYSE) and National Association of Securities Dealers Automated Quotations (NASDAQ) and no other exchanges.

You will be given a fictional $10,000 to invest in NYSE, NASDAQ, over-the-counter (OTC), or other stocks approved by the instructor. You need to identify sport-related stocks to purchase (for help, see the list of sport-related stock at the end of this document). To keep the project simple and easy to monitor, you must manage no fewer than three stocks and no more than six stocks at any time. You must also always maintain at least a 50% weighted portfolio in stocks (i.e., you must invest at least $5,000). A 100% stock position is not required, but for the purposes of this exercise, non-invested money will receive no dividends (but will not diminish in value). The objective is to acquire as much capital as possible through timely investments.

This project will be individual in nature. You are required to monitor the value of your investments. Note: This will not simply be run on the honor system. As you’ll see, the stakes are high. Therefore, a screenshot (or price quote printout) of each stock must be included in each ledger, with the purchased or sold stock highlighted. The bulk of the grading portion of the project will be focused on the ledger portion of the assignment due on March 8th.

You must keep track of how many shares of each stock you currently retain and the value of those stocks for certain weeks (To keep this simple, you can only buy/sell 1 time per week). To keep it simple, you will be permitted to trade only on certain weeks (rather than every day, like real investors in the market). The following are the specific weeks students are allowed to trade (buy and sell) in the market.

Buy-in: Week of January 19th (or no later than Friday, January 23rd)

Trade Weeks: January 26th, February 2nd, February 9th, February 16th, February 23rd, March 2nd

Cash out: No later than March 6th (ledger is due on March 8th)

You must keep a minimum of 3 stocks in your portfolio the entire seven weeks. You can change stocks in your portfolio over the term, but you must have at least 3 stocks in your portfolio the entire seven week trading period. You will sell all your stocks in the seventh week.

Part II: Stock Ledgers and Performance (25 points):

Students must keep track of how many shares of each stock you currently retain and the value of those stocks for certain weeks after your initial buy in. To keep things simple and to ensure our stock ledgers do not get too complex, students are only allowed to buy/sell stocks 1 time per week rather than every day, like real investors (during the assigned Trade Weeks – See below). The following are the specific weeks students are allowed to trade (buy and sell) in the market.

Buy-in: Week of January 19th (or no later than Friday, January 23rd)

Trade Weeks: January 26th, February 2nd, February 9th, February 16th, February 23rd, March 2nd

Cash out: No later than March 6th (ledger is due on March 8th)

A completed sample stock ledger has been provided. You will need to fill out and turn in a similar ledger for your stocks. This ledger tracks your cash reserves (how much of the initial $10,000 you did not invest in stocks); the value of your portfolio on any given exchange week (remember, there are seven exchange weeks); and your buying and selling of stock during the seven exchange weeks. Note: I have provided an example to follow. You will need to create your OWN stock ledger, but based your ledger off my example.

Please note this is the simplest of ledgers. In this example, the student bought stock initially then did not buy or sell any additional stock all semester long. He sold at the end of the semester (4/15), and that was his only sale. You may buy and sell as you wish; in doing so, you will need to add in rows for the new stock. This ledger shows only three stocks, but you are allowed to hold up to six stocks (only one stock can be none sport related). Note: the sample ledger is set up to auto-calculate in various places. You should create your OWN ledger and include calculations based on the excel file you created. Your initial Stock Ledgers should contain a brief, accurate, easy-to-understand numerical account of your portfolio, including the following:

The company’s name

The company’s trading symbol

The number of shares purchased

The current price per share

The current total value of each stock (number of shares x price per share)

Buy-in cost (–) *reflects transactions

Sell amount (+) *reflects transactions

Amount made or lost (+/–) on shares

Total cash reserves

Total portfolio value with dates

Students should have a Stock Ledger for each trading week AND a final ledger that shows your final performance for the term. Students must also include screenshots of the stock price when they sold the stock (including date). Remember, if you bought and sold several times during the term, you must have a screenshot of the price with each stock was bought and sold. The final ledger would highlight each stock's performance for each week, cash reserves for each week, portfolio value for each week, and final return on investment. At the conclusion of the class, we will determine who has gained the most income from his or her investments. Although we are unable to use real money to increase the stakes of this project, we will substitute a different reward to up the ante. The person gaining the highest return on investment for this project will earn an extra 10 points to their final class point total.

Below are files for the entire Stock Market project and an example Stock Ledger file:

– [\
\
Sample_Stock_Ledger-1.xlsx](https://www.sweetstudy.com/files/sample-stock-ledger-1-xlsx "Sample_Stock_Ledger-1.xlsx")
– [\
\
StockMarketProject_T3_2026-1.pdf](https://www.sweetstudy.com/files/stockmarketproject-t3-2026-1-pdf "StockMarketProject_T3_2026-1.pdf")
– [\
\
Nike.jpeg](https://www.sweetstudy.com/files/nike-jpeg "Nike.jpeg")
– [\
\
PartI-CompanyandCompanyStockEvaluation.docx](https://www.sweetstudy.com/files/parti-companyandcompanystockevaluation-docx "PartI-CompanyandCompanyStockEvaluation.docx")
– [\
\
Initial_Stock_Ledger-DariusNix.xlsx](https://www.sweetstudy.com/files/initial-stock-ledger-dariusnix-xlsx "Initial_Stock_Ledger-DariusNix.xlsx")
– [\
\
Draftkings.jpeg](https://www.sweetstudy.com/files/draftkings-jpeg "Draftkings.jpeg")
– [\
\
Amazon.jpeg](https://www.sweetstudy.com/files/amazon-jpeg-10511697 "Amazon.jpeg")
– [\
\
Dicks.jpeg](https://www.sweetstudy.com/files/dicks-jpeg "Dicks.jpeg")
– [\
\
EA.jpeg](https://www.sweetstudy.com/files/ea-jpeg "EA.jpeg")

November 6, 2026
[Solved] ty

✓ Verified Academic Solution Available

Executive Solution Overview

Please see attachment **files (1)** – ## Lab6ForcesNewtonsLawsII.docx **## Lab6ForcesNewtonsLawsII.docx** **Forces & Newton’s Laws II** **Newton’s Second Law** **Part A: Constant Force with varying Mass** 1. Go to the following website: https://phet.colorado.edu/sims/html/forces-and-motion-basics/l…

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Assignment Prompt & Instructions

Please see attachment

**files (1)**

– ## Lab6ForcesNewtonsLawsII.docx

**## Lab6ForcesNewtonsLawsII.docx**

**Forces & Newton’s Laws II**

**Newton’s Second Law**

**Part A: Constant Force with varying Mass**

1. Go to the following website:

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

2. Click the “Acceleration” tab at the top of the window.

3. Make sure all of the boxes in the upper right hand corner are checked.

4. Set the Applied Force to 300 N.

5. Place each item listed in Table 2 on the screen.

6. Click Play. Observe and Pause after 2-3 seconds.

7. Record the acceleration a, Sum of the Forces FSum and Friction Force Ff in Table 1

Table 1: Data: Constant Force with varying Mass (2.5 points each)

| | | | | |
| — | — | — | — | — |
| Item | Mass<br>(kg) | Acceleration<br>a (m/s2) | Sum of Forces<br>FSum (N) | Friction Force<br>Ff (N) |
| Child | 40 kg | | | |
| Box | 50 kg | | | |
| Man | 80 kg | | | |
| Water pail | 100 kg | | | |
| Refrigerator | 200 kg | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 1. (6 points)

1. At constant force, acceleration varies (directly / inversely) ____________ with mass.

When subjected to the same amount of net external force, a heavier object will experience

(less / greater) ____________ acceleration than a lighter one.

2. What do you observe as the mass increases? (5 points)

**Part B: Constant Mass with varying Force**

1. Now set the mass to 100 kg. Start the applied force at 300 N.

2. Click Play. Pause after 2-3 seconds. Observe and Record the acceleration a, Sum of the

Forces FSum and Friction Force Ff in Table 2.

3. Slowly increment in intervals of 50 N, pausing after 2-3 seconds to record your results.

Table 2: Data: Constant Mass with varying Force (2.5 points each)

| | | | |
| — | — | — | — |
| Applied Force<br>(N) | Acceleration<br>a (m/s2) | Friction Force<br>Ff (N) | Sum of Forces<br>FSum (N) |
| 300N | | | |
| 350N | | | |
| 400N | | | |
| 450N | | | |
| 500N | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 3. (9 points)

3. With constant mass, an objects acceleration varies (directly / inversely)_____________with the net external force applied. This means that the acceleration of an object increases as the force

applied is (decreased / increased)_____________, but its acceleration decreases if the force applied is (decreased / increased)_____________.

4. What do you observe about the external force applied and the object’s acceleration? (5 points)

**## Lab6ForcesNewtonsLawsII.docx**

**Forces & Newton’s Laws II**

**Newton’s Second Law**

**Part A: Constant Force with varying Mass**

1. Go to the following website:

https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html

2. Click the “Acceleration” tab at the top of the window.

3. Make sure all of the boxes in the upper right hand corner are checked.

4. Set the Applied Force to 300 N.

5. Place each item listed in Table 2 on the screen.

6. Click Play. Observe and Pause after 2-3 seconds.

7. Record the acceleration a, Sum of the Forces FSum and Friction Force Ff in Table 1

Table 1: Data: Constant Force with varying Mass (2.5 points each)

| | | | | |
| — | — | — | — | — |
| Item | Mass<br>(kg) | Acceleration<br>a (m/s2) | Sum of Forces<br>FSum (N) | Friction Force<br>Ff (N) |
| Child | 40 kg | | | |
| Box | 50 kg | | | |
| Man | 80 kg | | | |
| Water pail | 100 kg | | | |
| Refrigerator | 200 kg | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 1. (6 points)

1. At constant force, acceleration varies (directly / inversely) ____________ with mass.

When subjected to the same amount of net external force, a heavier object will experience

(less / greater) ____________ acceleration than a lighter one.

2. What do you observe as the mass increases? (5 points)

**Part B: Constant Mass with varying Force**

1. Now set the mass to 100 kg. Start the applied force at 300 N.

2. Click Play. Pause after 2-3 seconds. Observe and Record the acceleration a, Sum of the

Forces FSum and Friction Force Ff in Table 2.

3. Slowly increment in intervals of 50 N, pausing after 2-3 seconds to record your results.

Table 2: Data: Constant Mass with varying Force (2.5 points each)

| | | | |
| — | — | — | — |
| Applied Force<br>(N) | Acceleration<br>a (m/s2) | Friction Force<br>Ff (N) | Sum of Forces<br>FSum (N) |
| 300N | | | |
| 350N | | | |
| 400N | | | |
| 450N | | | |
| 500N | | | |

Observations and Analysis:

Fill in the blank by selecting one of the given options for Question 3. (9 points)

3. With constant mass, an objects acceleration varies (directly / inversely)_____________with the net external force applied. This means that the acceleration of an object increases as the force

applied is (decreased / increased)_____________, but its acceleration decreases if the force applied is (decreased / increased)_____________.

4. What do you observe about the external force applied and the object’s acceleration? (5 points)

November 6, 2026