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Tag: Homework Solution

  • [Solved] due soon!

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    please complete this assignment making sure that you follow the instructions and the rubric. Scenarios are also attached. – [\ \ week2assignent.docx](https://www.sweetstudy.com/files/week2assignent-docx "week2assignent.docx")

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    Assignment Prompt & Instructions

    please complete this assignment making sure that you follow the instructions and the rubric. Scenarios are also attached.

    – [\
    \
    week2assignent.docx](https://www.sweetstudy.com/files/week2assignent-docx "week2assignent.docx")

  • [Solved] no ai or plaigiarism06

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    **files (1)** – ## mar06.docx **## mar06.docx** **Purpose of Assignment:** It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth. **Course Competencies:** · Analyze the increased complexity of care among older adults. · Compare care mod…

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    **files (1)**

    – ## mar06.docx

    **## mar06.docx**

    **Purpose of Assignment:**

    It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.

    **Course Competencies:**

    · Analyze the increased complexity of care among older adults.

    · Compare care models for nursing practice specific to the older adult.

    · Design plans for care specific to the older adult.

    · Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

    · Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.

    · Outline the importance of advocating for older adults in management of their care.

    **Transferable Skill:**

    · Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

    **Your Task:**

    Reflect on your development as a nursing professional and address the following in a 1-2 page paper:

    1. Describe how you achieved each of the course competencies and the transferable skill.

    2. Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.

    **## mar06.docx**

    **Purpose of Assignment:**

    It is important for nurses to reflect on experiences and new knowledge gained in order to promote professional growth.

    **Course Competencies:**

    · Analyze the increased complexity of care among older adults.

    · Compare care models for nursing practice specific to the older adult.

    · Design plans for care specific to the older adult.

    · Identify local, state, and national resources which facilitate safe and effective transitions of care for older adults.

    · Incorporate professional values, attitudes, and expectations regarding ageism when caring for the older adult.

    · Outline the importance of advocating for older adults in management of their care.

    **Transferable Skill:**

    · Information Literacy: Discovering information reflectively, understanding how information is produced and valued, and using information to create new knowledge and participate ethically in communities of learning.

    **Your Task:**

    Reflect on your development as a nursing professional and address the following in a 1-2 page paper:

    1. Describe how you achieved each of the course competencies and the transferable skill.

    2. Provide at least one example of new knowledge gained related to each competency and explain how this new knowledge will impact your nursing practice.

  • [Solved] Sports

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Develop a detailed budget (and complete a series of tasks) for a sport-related business (e.g., amateur softball association, amateur volleyball association, amateur baseball association, etc.). – [\ \ Sport_Bud…

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    Assignment Prompt & Instructions

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

    Develop a detailed budget (and complete a series of tasks) for a sport-related business (e.g., amateur softball association, amateur volleyball association, amateur baseball association, etc.).

    – [\
    \
    Sport_Budget_Project.pdf](https://www.sweetstudy.com/files/sport-budget-project-pdf "Sport_Budget_Project.pdf")

  • [Solved] midterm unique

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    Please see attachment. Any us of AI will result in automatic 0 **files (1)** – ## Midtermoverviewunique.docx **## Midtermoverviewunique.docx** **Midterm overview** **Digital Biographies: Black Historical Figures Project-Midterm** **Project Overview** Students will research a Black historical figure …

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    Assignment Prompt & Instructions

    Please see attachment. Any us of AI will result in automatic 0

    **files (1)**

    – ## Midtermoverviewunique.docx

    **## Midtermoverviewunique.docx**

    **Midterm overview**

    **Digital Biographies: Black Historical Figures Project-Midterm**

    **Project Overview**

    Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

    The formats that you can use are listed in module seven under project format options. You can always use this
    [link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

    **Learning Objectives**

    · Conduct in-depth historical research using primary and secondary sources

    · Analyze the cultural, social, and political contexts of historical figures

    · Create professional digital content using appropriate technology tools

    · Develop critical thinking about representation and historical narratives

    · Practice digital literacy and media creation skills

    **Project Timeline**

    **Total Duration:** 3-4 weeks

    ·
    **Week 1:** Research and source gathering

    ·
    **Week 2:** Content development and outline creation

    ·
    **Week 3:** Source submission and product development

    ·
    **Week 4:** Digital product creation and submission

    **Part 1: Selecting a Historical Figure**

    **Requirements**

    Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

    **Category A: Afro-Latinx Historical Figures**

    ·
    **Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

    ·
    **José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

    ·
    **Vicente Guerrero**(Mexico)- First Black Mexican President

    ·
    **Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

    ·
    **Juana Ramírez** (Venezuela) – Independence war heroine

    ·
    **Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

    ·
    **Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

    ·
    **Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

    ·
    **Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

    ·
    **Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

    ·
    **Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

    **Category B: Caribbean Historical Figures**

    ·
    **Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

    ·
    **Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

    ·
    **Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

    ·
    **Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

    ·
    **Marcus Garvey** (Jamaica) – Pan-Africanist leader

    ·
    **Walter Rodney** (Guyana) – Historian and political activist

    ·
    **Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

    ·
    **C.L.R. James** (Trinidad) – Historian, journalist, and socialist

    ·
    **Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

    ·
    **Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

    ·
    **Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

    ·
    **Bob Marley** (Jamaica) – Musician and cultural icon

    **Category C: African and African American Historical Figures**

    ·
    **Harriet Tubman** – Abolitionist and Underground Railroad conductor

    ·
    **Frederick Douglass** – Abolitionist, orator, and writer

    ·
    **Sojourner Truth** – Abolitionist and women's rights activist

    ·
    **Ida B. Wells** – Journalist and anti-lynching activist

    ·
    **Booker T. Washington** – Educator and advisor

    ·
    **W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

    ·
    **Zora Neale Hurston** – Anthropologist and author

    ·
    **Bayard Rustin** – Civil rights organizer

    ·
    **Fannie Lou Hamer** – Voting rights activist

    ·
    **Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

    ·
    **Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

    ·
    **Queen Nzinga** (Angola) – 17th-century warrior queen

    ·
    **Yaa Asantewaa** (Ghana) – Queen Mother and military leader

    **Part 2: Research Requirements**

    **Essential Research Components**

    Students must gather information on the following:

    1.
    **Biographical Information**

    · Birth and death dates/locations

    · Family background and early life

    · Education and formative experiences

    2.
    **Historical Context**

    · Time period and major historical events

    · Social, political, and economic conditions

    · Cultural environment and influences

    3.
    **Major Contributions**

    · Key accomplishments and achievements

    · Leadership roles and positions held

    · Specific actions or works created

    4.
    **Challenges and Obstacles**

    · Forms of oppression or resistance faced

    · Personal struggles and how they were overcome

    · Opposition encountered

    5.
    **Legacy and Impact**

    · Immediate effects of their work

    · Long-term influence on society

    · Contemporary relevance

    · How they're remembered today

    6.
    **Primary and Secondary Sources**

    · Minimum 3 primary sources (speeches, letters, photographs, documents)

    · Minimum 3 secondary sources (books, scholarly articles, documentaries)

    · At least 2 sources must be from academic databases or scholarly publications

    **Research Documentation**

    Students must maintain an
    **Annotated Bibliography** including:

    · Full citation in MLA  format

    · 2-3 sentence summary of each source

    · 2-3 sentence evaluation of its impact or effectiveness

    · 2-3 sentence reflection on how it will be useful to your project

    **## Midtermoverviewunique.docx**

    **Midterm overview**

    **Digital Biographies: Black Historical Figures Project-Midterm**

    **Project Overview**

    Students will research a Black historical figure from Africa, the Americas, or the Caribbean and create a digital product showcasing their contributions, legacy, and cultural impact. This project emphasizes diverse representation, including Afro-Latinx and Caribbean figures often underrepresented in society.

    The formats that you can use are listed in module seven under project format options. You can always use this
    [link](https://docs.google.com/document/d/1BVxSfVLIGV6GOOXwTZxz5ggiSfZhEbt-BG9oJjGTBVM/edit?usp=sharing) to access the complete document.

    **Learning Objectives**

    · Conduct in-depth historical research using primary and secondary sources

    · Analyze the cultural, social, and political contexts of historical figures

    · Create professional digital content using appropriate technology tools

    · Develop critical thinking about representation and historical narratives

    · Practice digital literacy and media creation skills

    **Project Timeline**

    **Total Duration:** 3-4 weeks

    ·
    **Week 1:** Research and source gathering

    ·
    **Week 2:** Content development and outline creation

    ·
    **Week 3:** Source submission and product development

    ·
    **Week 4:** Digital product creation and submission

    **Part 1: Selecting a Historical Figure**

    **Requirements**

    Students can choose ONE figure from the provided categories. Each student should select a different person to ensure diverse representation across the class. If more than two people have selected a historical figure, please select another person. If you want to cover someone who isn't listed, please email me to confirm your selection.

    **Category A: Afro-Latinx Historical Figures**

    ·
    **Gaspar Yanga** (Mexico) – Leader of the first free African settlement in the Americas

    ·
    **José Leonardo Chirino** (Venezuela) – Leader of the 1795 slave rebellion

    ·
    **Vicente Guerrero**(Mexico)- First Black Mexican President

    ·
    **Arturo Alfonso Schomburg** (Puerto Rico/USA) – Historian and curator of Black history

    ·
    **Juana Ramírez** (Venezuela) – Independence war heroine

    ·
    **Victoria Santa Cruz** (Peru) – Poet, choreographer, and Afro-Peruvian cultural activist

    ·
    **Adalberto Ortiz** (Ecuador) – Afro-Ecuadorian writer and diplomat

    ·
    **Beatriz Nascimento** (Brazil) – Historian and quilombo researcher

    ·
    **Lélia Gonzalez** (Brazil) – Intellectual and founder of Black feminism in Brazil

    ·
    **Juan Gualberto Gómez** (Cuba) – Journalist and independence activist

    ·
    **Esteban Montejo** (Cuba) – Former enslaved person and centenarian storyteller

    **Category B: Caribbean Historical Figures**

    ·
    **Toussaint Louverture** (Haiti) – Revolutionary leader of Haitian Revolution

    ·
    **Nanny of the Maroons** (Jamaica) – Leader of Jamaican Maroons

    ·
    **Samuel Sharpe** (Jamaica) – Baptist deacon and rebel leader

    ·
    **Claudia Jones** (Trinidad/UK) – Journalist and civil rights activist

    ·
    **Marcus Garvey** (Jamaica) – Pan-Africanist leader

    ·
    **Walter Rodney** (Guyana) – Historian and political activist

    ·
    **Aimé Césaire** (Martinique) – Poet and politician, founder of Négritude movement

    ·
    **C.L.R. James** (Trinidad) – Historian, journalist, and socialist

    ·
    **Frantz Fanon** (Martinique) – Psychiatrist, philosopher, and revolutionary

    ·
    **Jean-Jacques Dessalines** (Haiti) – First ruler of independent Haiti

    ·
    **Mary Seacole** (Jamaica/UK) – Nurse and businesswoman in the Crimean War

    ·
    **Bob Marley** (Jamaica) – Musician and cultural icon

    **Category C: African and African American Historical Figures**

    ·
    **Harriet Tubman** – Abolitionist and Underground Railroad conductor

    ·
    **Frederick Douglass** – Abolitionist, orator, and writer

    ·
    **Sojourner Truth** – Abolitionist and women's rights activist

    ·
    **Ida B. Wells** – Journalist and anti-lynching activist

    ·
    **Booker T. Washington** – Educator and advisor

    ·
    **W.E.B. Du Bois** – Sociologist, historian, and civil rights activist

    ·
    **Zora Neale Hurston** – Anthropologist and author

    ·
    **Bayard Rustin** – Civil rights organizer

    ·
    **Fannie Lou Hamer** – Voting rights activist

    ·
    **Kwame Nkrumah** (Ghana) – Pan-Africanist and first Prime Minister/President

    ·
    **Patrice Lumumba** (Congo) – Independence leader and first Prime Minister

    ·
    **Queen Nzinga** (Angola) – 17th-century warrior queen

    ·
    **Yaa Asantewaa** (Ghana) – Queen Mother and military leader

    **Part 2: Research Requirements**

    **Essential Research Components**

    Students must gather information on the following:

    1.
    **Biographical Information**

    · Birth and death dates/locations

    · Family background and early life

    · Education and formative experiences

    2.
    **Historical Context**

    · Time period and major historical events

    · Social, political, and economic conditions

    · Cultural environment and influences

    3.
    **Major Contributions**

    · Key accomplishments and achievements

    · Leadership roles and positions held

    · Specific actions or works created

    4.
    **Challenges and Obstacles**

    · Forms of oppression or resistance faced

    · Personal struggles and how they were overcome

    · Opposition encountered

    5.
    **Legacy and Impact**

    · Immediate effects of their work

    · Long-term influence on society

    · Contemporary relevance

    · How they're remembered today

    6.
    **Primary and Secondary Sources**

    · Minimum 3 primary sources (speeches, letters, photographs, documents)

    · Minimum 3 secondary sources (books, scholarly articles, documentaries)

    · At least 2 sources must be from academic databases or scholarly publications

    **Research Documentation**

    Students must maintain an
    **Annotated Bibliography** including:

    · Full citation in MLA  format

    · 2-3 sentence summary of each source

    · 2-3 sentence evaluation of its impact or effectiveness

    · 2-3 sentence reflection on how it will be useful to your project

  • [Solved] Make up work 2

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    **files (1)** – ## makeupwork2.docx **## makeupwork2.docx** ### Part 1: Discussion post (150-215 words) (No reference) Discussion #8- 5 Points Based on the information that you have read in chapters 7-11 what particularly resonates with you and why? Your personal examples are always encouraged and h…

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    Assignment Prompt & Instructions

    **files (1)**

    – ## makeupwork2.docx

    **## makeupwork2.docx**

    ### Part 1: Discussion post (150-215 words) (No reference)

    Discussion #8- 5 Points

    Based on the information that you have read in chapters 7-11 what particularly resonates with you and why?  Your personal examples are always encouraged and have been very beneficial to the class thus far! Keep up the good work!

    Respond to at least two other classmate's post.

    **Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.

    Part 2: Respond to two students response (25-65 words)

    **Student 1:**

    As I read Chapters 7–11, the section in Chapter 11 that discussed activities for children experiencing grief particularly resonated with me. One activity suggested spelling the name of the person who has passed away and writing a positive attribute or memory associated with each letter of their name. This activity stood out to me because it encourages children to focus on the meaningful qualities and memories they shared with the person rather than only the sadness of the loss.

    This resonated with me personally because I have struggled with grief before, and I understand how overwhelming those emotions can be. Activities like this provide a healthy way to process grief while also honoring the person who has passed away. Instead of focusing solely on the pain of the loss, it allows individuals to reflect on the positive impact that person had on their lives. As a future counselor working with children, I believe activities like this can help students express their feelings in a constructive way and remind them that it is okay to remember and celebrate the people they love although they are not here.

    **Student 2:**

    I think the part that resonates with me the most is in chapter 10 in the suicide section. Up to this point in the program, there has been little discussion with the topic. This is my 5th semester and when I think back to when suicide in clients comes up, the discussion goes to mandatory reporting which is our duty. This section gives more insight into suicide, what symptoms to look for, different demographics, risk factors, and much more. All of these are relevant for us to be familiar with as counselors. While I appreciate the reminder of mandatory reporting and I understand why, actually reading about the topic more will be very helpful. I am willing to bet most of us will run into this at some point in our careers and having the information for what to look for will be important.

    *FOR BRILIANT ANSWERS*

    Use AMERICAN VERSION OF WORDS

    ### Assignment 2: Application 7.1 (1 PAGE, NO references) **View 7.1 in the mylab.  You will choose one of those and write a 1 page reflection based on the question provided.  Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

    ### **7.1 Basic Review of Suicide, Self-injury, and Homicide** **Basic Review of​ Suicide, Self-injury, and Homicide** Safety is a paramount concern for counselors working with youth. Using your knowledge of the counseling​ field, provide a brief definition of and counselor considerations for youth​ suicide, self-injury, and homicide. **Question** 1: What is​ suicide, and what do youth counselors need to know about suicide in​ youth? **​Hint:** Consult trusted resources for information on suicide in youth. **Question 2:** What is​ self-injury, and what do youth counselors need to know about​ self-injury in​ youth? **​Hint:** Consult trusted resources for information on​ non-suicidal self-injury in youth. **Question 3:** What is homicidal​ behavior, and what do youth counselors need to know about homicidal behavior in​ youth? **​Hint:** Consult trusted resources for information on homicidal behavior in youth. *FOR BRILIANT ANSWERS* Use AMERICAN VERSION OF WORDS NO NEED TO LIST REFRANCES

    **## makeupwork2.docx**

    ### Part 1: Discussion post (150-215 words) (No reference)

    Discussion #8- 5 Points

    Based on the information that you have read in chapters 7-11 what particularly resonates with you and why?  Your personal examples are always encouraged and have been very beneficial to the class thus far! Keep up the good work!

    Respond to at least two other classmate's post.

    **Your responses should be well thought out and comprehensive and will be assessed based on your evidence of content knowledge and critical thought.

    Part 2: Respond to two students response (25-65 words)

    **Student 1:**

    As I read Chapters 7–11, the section in Chapter 11 that discussed activities for children experiencing grief particularly resonated with me. One activity suggested spelling the name of the person who has passed away and writing a positive attribute or memory associated with each letter of their name. This activity stood out to me because it encourages children to focus on the meaningful qualities and memories they shared with the person rather than only the sadness of the loss.

    This resonated with me personally because I have struggled with grief before, and I understand how overwhelming those emotions can be. Activities like this provide a healthy way to process grief while also honoring the person who has passed away. Instead of focusing solely on the pain of the loss, it allows individuals to reflect on the positive impact that person had on their lives. As a future counselor working with children, I believe activities like this can help students express their feelings in a constructive way and remind them that it is okay to remember and celebrate the people they love although they are not here.

    **Student 2:**

    I think the part that resonates with me the most is in chapter 10 in the suicide section. Up to this point in the program, there has been little discussion with the topic. This is my 5th semester and when I think back to when suicide in clients comes up, the discussion goes to mandatory reporting which is our duty. This section gives more insight into suicide, what symptoms to look for, different demographics, risk factors, and much more. All of these are relevant for us to be familiar with as counselors. While I appreciate the reminder of mandatory reporting and I understand why, actually reading about the topic more will be very helpful. I am willing to bet most of us will run into this at some point in our careers and having the information for what to look for will be important.

    *FOR BRILIANT ANSWERS*

    Use AMERICAN VERSION OF WORDS

    ### Assignment 2: Application 7.1 (1 PAGE, NO references) **View 7.1 in the mylab.  You will choose one of those and write a 1 page reflection based on the question provided.  Please clearly identify which section you will be reviewing as well as the question. It is recommended that you respond to the question in a word document and upload it here to canvas. You will not need to use the mylab component to input this information. These responses are expected to be specific, comprehensive, and evidence of critical thinking, as it relates to course content and clinical objectives, must be demonstrated. (expected length= 1 page)**

    ### **7.1 Basic Review of Suicide, Self-injury, and Homicide** **Basic Review of​ Suicide, Self-injury, and Homicide** Safety is a paramount concern for counselors working with youth. Using your knowledge of the counseling​ field, provide a brief definition of and counselor considerations for youth​ suicide, self-injury, and homicide. **Question** 1: What is​ suicide, and what do youth counselors need to know about suicide in​ youth? **​Hint:** Consult trusted resources for information on suicide in youth. **Question 2:** What is​ self-injury, and what do youth counselors need to know about​ self-injury in​ youth? **​Hint:** Consult trusted resources for information on​ non-suicidal self-injury in youth. **Question 3:** What is homicidal​ behavior, and what do youth counselors need to know about homicidal behavior in​ youth? **​Hint:** Consult trusted resources for information on homicidal behavior in youth. *FOR BRILIANT ANSWERS* Use AMERICAN VERSION OF WORDS NO NEED TO LIST REFRANCES

  • [Solved] LVM

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

    Instant Solution Download

    $6.99

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

  • [Solved] Population Health and Emerging Disease

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    Executive Solution Overview

    Write a two-page document that addresses the following components: – **Current Assessment**: Provide an overview of your healthcare practice and the context in which it operates, particularly in relation to population health and emerging diseases. – Discuss any specific challenges you face in mainta…

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    Write a two-page document that addresses the following components:

    – **Current Assessment**: Provide an overview of your healthcare practice and the context in which it operates, particularly in relation to population health and emerging diseases.

    – Discuss any specific challenges you face in maintaining a balance between productivity and quality patient care.

    #### **Document Type/Template**

    – Word Document
    – two pages

  • [Solved] Written Communication article and email

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    Executive Solution Overview

    **Imagine** you are a communications specialist for an organization. The organization has recently been tied to fake news. Your job is to resolve the issue by writing an article for the organization’s website and social media platforms. **Find** a fake news story. This could be an article, video, or…

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    Assignment Prompt & Instructions

    **Imagine** you are a communications specialist for an organization. The organization has recently been tied to fake news. Your job is to resolve the issue by writing an article for the organization’s website and social media platforms.

    **Find** a fake news story. This could be an article, video, or social media post. Imagine the organization involved in the fake news story is the one you work for in this scenario.

    #### **Part 1**

    **Write** a 700- to 1,050-word article in which you do the following:

    – Summarize the fake news story.
    – Explain why the story was “fake.”
    – Explain how the organization is addressing the fake news.

    #### **Part 2**

    **Write** a 175- to 350-word email to the CEO of the company to explain how you addressed the fake news story. Do the following in the email:

    – Explain the written communication strategies you used to address the fake news story.
    – Describe written communication strategies that can be used in the future to improve the company’s cyber communication practices.

    **Cite** at least 4 sources, including the fake news story, to support your assignment.

    **Format** the sources according to APA guidelines.

  • [Solved] What is tha second layer of the Earth?

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  • [Solved] Week 8 Journal 2

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    Each journal should be 500 words and should include the following: engagement, integration, and reflection. Synthesize and reflect upon this week's primary and secondary reading. Issues you could address include: Ways in which the spirituality of the later middle ages was managed by the monasteries …

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    Assignment Prompt & Instructions

    Each journal should be 500 words and should include the following: engagement, integration, and reflection.

    Synthesize and reflect upon this week's primary and secondary reading. Issues you could address include:

    Ways in which the spirituality of the later middle ages was managed by the monasteries and the scholastics.

    The features of important reform movements, particularly with monasticism

    Scholasticism's long-term and short-term impact on the church, its theology, and western culture

    Always Turabian style with footnote

    CriteriaRatingsPts

    Clear engagement with material

    / 40 pts

    Smooth integration of multiple sources

    / 20 pts

    Effort to reflect upon pastoral challenges

    / 20 pts

    Overall quality

    view longer description

    / 20 pts

    Total Points: 0

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