Tag: Model Answer

[Solved] Help with English

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November 6, 2026
[Solved] PLAGIARISM FREE IN 7 HOURS or LESS

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Select one infectious disease outbreak (HAND, FOOT and MOUTH), either in the United States or worldwide, and discuss how epidemiological investigations were used to identify and monitor the spread of the disease. Identify social determinates of health and social environmental factors that impacted a…

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Assignment Prompt & Instructions

Select one infectious disease outbreak (HAND, FOOT and MOUTH), either in the United States or worldwide, and discuss how epidemiological investigations were used to identify and monitor the spread of the disease. Identify social determinates of health and social environmental factors that impacted a specific population more than others, and explain why.

What effective intervention strategies were used and measured? Include a discussion regarding the use of surveillance systems to monitor the infectious disease you are addressing. What and how were interventions used to flatten the epi curve?

What impact did have the infectious disease outbreak have on any health policies?

Your paper should be at least five pages in length, be double-spaced, and be typed in 12-point Times New Roman font. Include at least five peer-reviewed sources.

November 6, 2026
[Solved] Practicum Experience Plan (PEP)

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**files (1)** – ## PracticumExperiencePlan6675.docx **## PracticumExperiencePlan6675.docx** Practicum Experience Plan (PEP) PRACTICUM EXPERIENCE PLAN ![](https://www.sweetstudy.com/questions/practicum-experience-plan-pep-20963987)As you establish your goals and objectives for this course, you are co…

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**files (1)**

– ## PracticumExperiencePlan6675.docx

**## PracticumExperiencePlan6675.docx**

Practicum Experience Plan (PEP)

PRACTICUM EXPERIENCE PLAN

![](https://www.sweetstudy.com/questions/practicum-experience-plan-pep-20963987)As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. For this practicum experience, be sure to develop goals and objectives that allow you to synthesize knowledge and skills related to assessment, diagnosis, and treatment planning.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/213753/modules/items/8948689)

To Prepare

· Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?

· Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:

· Specific

· Measurable

· Attainable

· Results-focused

· Time-bound

· Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)

**Note:** Please make sure your objectives are individualized and outlined in your Practicum Experience Plan (PEP). While you may add previous objectives to continue to work toward. You must have 3 new objectives for each class, each quarter.

· Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.

· Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.

· Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including 3–4
**measurable** practicum learning objectives you will use to facilitate your learning during the practicum experience.

By Day 7 of Week 2

Submit your Practicum Experience Plan for assessment and Faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor and retain a copy for your records.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1. To submit your completed assignment, save your Assignment as
**WK2Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6675_Week2_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6675_Week2_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRecord the required information in each area of the Practicum Experience Plan (PEP): Part 1: Quarter/Term/Year and Contact Information: ᵒ Identify Quarter/Term/Year ᵒ Identify Student Contact Information: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email ᵒ Identify Preceptor Contact Information: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email | **5 to >4.0 ptsExcellent** The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.<br> <br>**4 to >3.5 ptsGood** The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.<br> <br>**3.5 to >3.0 ptsFair** The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.<br> <br>**3 to >0 ptsPoor** The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or identifies less than 80% of Student Contact Information and Preceptor Contact Information. | 5 pts |
| This criterion is linked to a Learning OutcomePart 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice, explaining these 2 chosen theories with supporting evidenced-based literature. | **75 to >68.0 ptsExcellent** The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Clearly, accurately, and thoroughly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.<br> <br>**68 to >59.0 ptsGood** The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response accurately but briefly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.<br> <br>**59 to >52.0 ptsFair** The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response vaguely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or one theory is missing in discussion to guide clinical practice with supporting literature.<br> <br>**52 to >0 ptsPoor** The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response inaccurately or incompletely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or no theories are discussed to guide clinical practice with supporting literature. | 75 pts |
| This criterion is linked to a Learning OutcomePart 3: Projected Timeline/Schedule: Describe your practicum timeline/schedule: ᵒ Number of weekly hours projected to work on your practicum ᵒ Number of weekly hours for professional development | **15 to >13.0 ptsExcellent** The response includes a clear, accurate, and thorough description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum and number of weekly hours for professional development.<br> <br>**13 to >11.0 ptsGood** The response includes an accurate description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum and number of weekly hours for professional development.<br> <br>**11 to >10.0 ptsFair** The response includes a somewhat vague description of the practicum timeline/schedule, and may be missing details about the number of weekly hours projected to work on the practicum or number of weekly hours for professional development.<br> <br>**10 to >0 ptsPoor** The response includes a vague, incomplete, and/or inaccurate or missing description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum or number of weekly hours for professional development. | 15 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Assignment follows correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains 1-2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains 3-4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

**## PracticumExperiencePlan6675.docx**

Practicum Experience Plan (PEP)

PRACTICUM EXPERIENCE PLAN

![](https://www.sweetstudy.com/questions/practicum-experience-plan-pep-20963987)As you establish your goals and objectives for this course, you are committing to an organized plan that will frame your practicum experience in a clinical setting, including planned activities, assessment, and achievement of defined outcomes. In particular, they must address the categories of clinical reasoning, quality in your clinical specialty, and interpersonal collaborative practice.

For this Assignment, you will consider the areas you aim to focus on to gain practical experience as an advanced practice nurse. Then, you will develop a Practicum Experience Plan (PEP) containing the objectives you will fulfill in order to achieve your aims. For this practicum experience, be sure to develop goals and objectives that allow you to synthesize knowledge and skills related to assessment, diagnosis, and treatment planning.

Resources

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/213753/modules/items/8948689)

To Prepare

· Review your Clinical Skills Self-Assessment Form you submitted last week and think about areas for which you would like to gain application-level experience and/or continued growth as an advanced practice nurse. How can your experiences in the practicum help you achieve these aims?

· Review the information related to developing objectives provided in this week’s Learning Resources. Your practicum learning objectives that you want to achieve during your practicum experience must be:

· Specific

· Measurable

· Attainable

· Results-focused

· Time-bound

· Reflective of the higher-order domains of Bloom’s taxonomy (i.e., application level and above)

**Note:** Please make sure your objectives are individualized and outlined in your Practicum Experience Plan (PEP). While you may add previous objectives to continue to work toward. You must have 3 new objectives for each class, each quarter.

· Discuss your professional aims and your proposed practicum objectives with your Preceptor to ascertain if the necessary resources are available at your practicum site.

· Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice. Explain why you selected these theories. Support your approach with evidence-based literature.

· Create a timeline of practicum activities that demonstrates how you plan to meet these goals and objectives based on your practicum requirements.

The Assignment

Record the required information in each area of the Practicum Experience Plan template, including 3–4
**measurable** practicum learning objectives you will use to facilitate your learning during the practicum experience.

By Day 7 of Week 2

Submit your Practicum Experience Plan for assessment and Faculty approval.

When your Instructor has approved your plan, forward the signed PEP to your Preceptor and retain a copy for your records.

submission information

Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the
**Turnitin Drafts** from the
**Start Here** area.

1. To submit your completed assignment, save your Assignment as
**WK2Assgn2_LastName_Firstinitial**

2. Then, click on
**Start Assignment** near the top of the page.

3. Next, click on
**Upload File** and select
**Submit Assignment** for review.

Rubric

**PRAC_6675_Week2_Assignment2_Rubric**

| | | |
| — | — | — |
| PRAC_6675_Week2_Assignment2_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeRecord the required information in each area of the Practicum Experience Plan (PEP): Part 1: Quarter/Term/Year and Contact Information: ᵒ Identify Quarter/Term/Year ᵒ Identify Student Contact Information: Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Walden University Email ᵒ Identify Preceptor Contact Information: Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Professional/Work Email | **5 to >4.0 ptsExcellent** The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.<br> <br>**4 to >3.5 ptsGood** The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.<br> <br>**3.5 to >3.0 ptsFair** The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.<br> <br>**3 to >0 ptsPoor** The response is inaccurate, incomplete, or is missing identification of the Quarter/Term/Year and/or identifies less than 80% of Student Contact Information and Preceptor Contact Information. | 5 pts |
| This criterion is linked to a Learning OutcomePart 2: Individualized Practicum Learning Objectives: Explain three Individualized Practicum Learning Objectives that address your self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. Each Practicum Learning Objective must describe planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills you would like to improve from your self-assessment. Select one nursing theory and one counseling/psychotherapy theory to best guide your clinical practice, explaining these 2 chosen theories with supporting evidenced-based literature. | **75 to >68.0 ptsExcellent** The response clearly, accurately, and thoroughly explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Clearly, accurately, and thoroughly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.<br> <br>**68 to >59.0 ptsGood** The response accurately explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response accurately describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response accurately but briefly explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) to guide clinical practice with supporting literature.<br> <br>**59 to >52.0 ptsFair** The response somewhat vaguely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response vaguely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or one theory is missing in discussion to guide clinical practice with supporting literature.<br> <br>**52 to >0 ptsPoor** The response inaccurately or incompletely explains three (3) Individualized Practicum Learning Objectives that address the self-assessment of the skills found in the Clinical Skills Self-Assessment, are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-focused), and meet the requirements for this course. … For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and PRAC course outcome(s) addressed for the skills to be improved from the self-assessment. … Response inaccurately or incompletely explains 2 chosen theories (1 nursing and 1 counseling/psychotherapy) or no theories are discussed to guide clinical practice with supporting literature. | 75 pts |
| This criterion is linked to a Learning OutcomePart 3: Projected Timeline/Schedule: Describe your practicum timeline/schedule: ᵒ Number of weekly hours projected to work on your practicum ᵒ Number of weekly hours for professional development | **15 to >13.0 ptsExcellent** The response includes a clear, accurate, and thorough description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum and number of weekly hours for professional development.<br> <br>**13 to >11.0 ptsGood** The response includes an accurate description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum and number of weekly hours for professional development.<br> <br>**11 to >10.0 ptsFair** The response includes a somewhat vague description of the practicum timeline/schedule, and may be missing details about the number of weekly hours projected to work on the practicum or number of weekly hours for professional development.<br> <br>**10 to >0 ptsPoor** The response includes a vague, incomplete, and/or inaccurate or missing description of the practicum timeline/schedule, including number of weekly hours projected to work on the practicum or number of weekly hours for professional development. | 15 pts |
| This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards: Assignment follows correct grammar, mechanics, and proper punctuation. | **5 to >4.0 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.5 ptsGood** Contains 1-2 grammar, spelling, and punctuation errors.<br> <br>**3.5 to >3.0 ptsFair** Contains 3-4 grammar, spelling, and punctuation errors.<br> <br>**3 to >0 ptsPoor** Contains ≥ 5 grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 5 pts |

Total Points: 100

## image1.jpeg

November 6, 2026
[Solved] Population Health and Emerging Disease

✓ Verified Academic Solution Available

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Select an emerging health issue or population health challenge (e.g., chronic disease management, vaccination rates, or infectious disease outbreaks) and identify the types of operational data that would be critical for addressing this issue. **Data Identification**: – Clearly identify at least thre…

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Assignment Prompt & Instructions

Select an emerging health issue or population health challenge (e.g., chronic disease management, vaccination rates, or infectious disease outbreaks) and identify the types of operational data that would be critical for addressing this issue.

**Data Identification**:

– Clearly identify at least three types of operational data that are relevant to the selected health issue.
– Examples may include patient demographics, health outcomes, resource utilization, and access to care.

### Document Type/Template

– Word Document

November 6, 2026
[Solved] Public Health

✓ Verified Academic Solution Available

Executive Solution Overview

**files (3)** – ## assignmentFirst.docx – ## answerforthesurvey.docx – ## Survey.docx **## assignmentFirst.docx** · Title (Make sure this is clear and indicates exactly what you are researching) **Mental Health and Social Media Use in Young Adults** · Introduction (Describe the purpose of this surve…

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Assignment Prompt & Instructions

**files (3)**

– ## assignmentFirst.docx

– ## answerforthesurvey.docx

– ## Survey.docx

**## assignmentFirst.docx**

· Title (Make sure this is clear and indicates exactly what you are researching)

**Mental Health and Social Media Use in Young Adults**

· Introduction (Describe the purpose of this survey. Explain why this topic and these variable are interesting and important in your field)
**My field is Public health**

· Literature review (Brief literature review carefully structuring the findings of the literature review process. It may be useful to do a chronological format where you discuss from the earliest to the latest research, placing your study appropriately in the chronology. Alternately, you could write in a thematic way, outlining the various themes that you discovered in the research regarding the topic. Again, you will need to state where your study fits. )

· Methods (Describe your survey, describe who you selected as your sample and what type of sample you used. describe how you deployed the survey)

**Research design (survey)**

**Participants (37 people)**

**Sampling method(convenience sampling)**

**Survey instrument**

**Data analysis using SPSS**

· Results (Provide a description of the results that uses narrative as well as tables and figures. You give the results of your study, but do not interpret them)

· Discussion (This is where you discuss the relevance of your results and how your findings fit with other research in the area. It will relate back to your introduction and literature review).

· Recommendations (This includes suggestions for what needs to be done as a result of your findings. Recommendations are usually listed in order of priority.)

· References (This includes all references used in your report or referred to for background information. This must be done using APA 7:
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) )

· Appendix A (A copy of your survey; Do not print out the qualtrics survey. Use Word or another word processor to type the survey questions and responses))

· Appendix B (A copy of your references – highlight the relevant information)

· Appendix C (Your labeled SPSS output)

**## answerforthesurvey.docx**

**1. Participant Age and Social Media Use**

Descriptive statistics were used to examine participant age and daily social media use. The mean age of participants was 22.49 years (SD = 7.03), with ages ranging from 18 to 49 years. Participants reported spending an average of 4.55 hours per day on social media (SD = 2.62).

**2. College Enrollment Status**

Frequency analysis showed that most participants were currently enrolled in college. 73.7% reported being full-time college students, while 5.3% reported being part-time students. Approximately 18.4% reported that they were not currently college students.

**3. Social Media Use Before Bed**

Participants were asked how often they check social media within 30 minutes before going to bed. The results showed that 68.4% reported checking social media every day before bed. Smaller percentages reported checking it 1–2 days per week (7.9%), 3–4 days per week (10.5%), and 5–6 days per week (10.5%).

**4. Phone Use and Sleep Habits**

Participants also reported their phone habits while trying to sleep. 63.2% reported checking their phone after turning the lights off every day, and 65.8% reported sleeping with their phone within arm’s reach every night. In addition, 52.6% reported leaving social media notifications turned on while trying to sleep.

**1. Participant Demographics**

A total of 37 participants completed the survey. The average age of participants was 22.49 years, with ages ranging from 18 to 49 years.

**2. Average Social Media Use**

Participants reported spending an average of 4.55 hours per day on social media, indicating that social media use is common among the participants in this study.

**3. College Enrollment**

Most of the participants in the study were college students. The majority (73.7%) reported being full-time students.

**4. Checking Social Media Before Bed**

A large portion of participants (68.4%) reported checking social media within 30 minutes before going to bed every day.

**5. Phone Use After Lights Off**

Many participants reported continuing to use their phone after turning off the lights. 63.2% indicated they check their phone after lights out every day.

**6. Sleeping With Phone Nearby**

Most participants (65.8%) reported sleeping with their phone within arm’s reach, suggesting that phones remain close during sleep hours.

**7. Difficulty Controlling Social Media Use**

When asked about difficulty controlling social media use, responses varied. 31.6% reported rarely experiencing difficulty, while 23.7% reported sometimes experiencing difficulty controlling how often they check social media.

**8. Correlation Between Social Media Use and Sleep**

Pearson correlation analysis was conducted to examine the relationship between social media use and sleep behaviors. A significant positive relationship was found between checking social media before bed and checking the phone after turning off the lights (r = .623, p < .001). Another significant positive relationship was found between checking social media before bed and sleeping with the phone within arm’s reach (r = .478, p = .003). These results suggest that individuals who check social media before bed are more likely to continue using their phones during the night. Negative relationships were also found between social media behaviors and sleep quality, although these relationships were not statistically significant.

**## Survey.docx**

**Mental Health and Social Media Use in Young Adults**

**qualtrics survey**

Q1. What is your age (in years)? ___

Q2. Are you currently a college student?

· No

· Yes, full-time

· Yes, part-time

Q3. What social media platforms do you use? (Select all that apply)

· I do not use social media

· TikTok

· YouTube

· Instagram

· Facebook

· Snapchat

· X (Twitter)

· Other: ____

Q4. On a typical day, about how many total hours do you spend on social media?

· ___ hours (can allow decimals like 1.5)

Q5. During a typical week, how often do you check social media within 30 minutes before going to bed?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q6. During a typical week, how often do you check your phone after turning the lights off to go to sleep?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q7. During a typical week, how often do you sleep with your phone within arm’s reach?

· Never

· 1–2 nights/week

· 3–4 nights/week

· 5–6 nights/week

· Every night

Q8. When you are trying to sleep, are your social media notifications usually ON or OFF?

· ON

· OFF

· I’m not sure

Q9. In the past 2 weeks, how often have you felt like you could not control how often you check social media?

· Never

· Rarely

· Sometimes

· Often

· Very often

Q10. Overall, how would you rate your sleep quality in the past 7 days?

· Very poor

· Poor

· Fair

· Good

· Very good

**Appendix B&C**

**![](https://www.sweetstudy.com/questions/public-health-20963981)**

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

**Pearson Correlations**

██
**Highly Positive:** _(None)_

██
**Positive:** _(On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check social media within 30 minutes before going to bed?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (On a typical day, about how many total hours do you spend on social media? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (On a typical day, about how many total hours do you spend on social media? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (In the past 2 weeks, how often have you felt like you could not control how often you check social media? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**No Linear Correlation:** _(None)_

██
**Negative:** _(During a typical week, how often do you check social media within 30 minutes before going to bed? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**Highly Negative:** _(None)_

_Note: Curated Help is calculated based on actual cell values, not the formatted values._

![](https://www.sweetstudy.com/questions/public-health-20963981)

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

## image3.png

**## Survey.docx**

**Mental Health and Social Media Use in Young Adults**

**qualtrics survey**

Q1. What is your age (in years)? ___

Q2. Are you currently a college student?

· No

· Yes, full-time

· Yes, part-time

Q3. What social media platforms do you use? (Select all that apply)

· I do not use social media

· TikTok

· YouTube

· Instagram

· Facebook

· Snapchat

· X (Twitter)

· Other: ____

Q4. On a typical day, about how many total hours do you spend on social media?

· ___ hours (can allow decimals like 1.5)

Q5. During a typical week, how often do you check social media within 30 minutes before going to bed?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q6. During a typical week, how often do you check your phone after turning the lights off to go to sleep?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q7. During a typical week, how often do you sleep with your phone within arm’s reach?

· Never

· 1–2 nights/week

· 3–4 nights/week

· 5–6 nights/week

· Every night

Q8. When you are trying to sleep, are your social media notifications usually ON or OFF?

· ON

· OFF

· I’m not sure

Q9. In the past 2 weeks, how often have you felt like you could not control how often you check social media?

· Never

· Rarely

· Sometimes

· Often

· Very often

Q10. Overall, how would you rate your sleep quality in the past 7 days?

· Very poor

· Poor

· Fair

· Good

· Very good

**Appendix B&C**

**![](https://www.sweetstudy.com/questions/public-health-20963981)**

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

**Pearson Correlations**

██
**Highly Positive:** _(None)_

██
**Positive:** _(On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check social media within 30 minutes before going to bed?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (On a typical day, about how many total hours do you spend on social media? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (On a typical day, about how many total hours do you spend on social media? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (In the past 2 weeks, how often have you felt like you could not control how often you check social media? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**No Linear Correlation:** _(None)_

██
**Negative:** _(During a typical week, how often do you check social media within 30 minutes before going to bed? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**Highly Negative:** _(None)_

_Note: Curated Help is calculated based on actual cell values, not the formatted values._

![](https://www.sweetstudy.com/questions/public-health-20963981)

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

## image3.png

**## assignmentFirst.docx**

· Title (Make sure this is clear and indicates exactly what you are researching)

**Mental Health and Social Media Use in Young Adults**

· Introduction (Describe the purpose of this survey. Explain why this topic and these variable are interesting and important in your field)
**My field is Public health**

· Literature review (Brief literature review carefully structuring the findings of the literature review process. It may be useful to do a chronological format where you discuss from the earliest to the latest research, placing your study appropriately in the chronology. Alternately, you could write in a thematic way, outlining the various themes that you discovered in the research regarding the topic. Again, you will need to state where your study fits. )

· Methods (Describe your survey, describe who you selected as your sample and what type of sample you used. describe how you deployed the survey)

**Research design (survey)**

**Participants (37 people)**

**Sampling method(convenience sampling)**

**Survey instrument**

**Data analysis using SPSS**

· Results (Provide a description of the results that uses narrative as well as tables and figures. You give the results of your study, but do not interpret them)

· Discussion (This is where you discuss the relevance of your results and how your findings fit with other research in the area. It will relate back to your introduction and literature review).

· Recommendations (This includes suggestions for what needs to be done as a result of your findings. Recommendations are usually listed in order of priority.)

· References (This includes all references used in your report or referred to for background information. This must be done using APA 7:
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) )

· Appendix A (A copy of your survey; Do not print out the qualtrics survey. Use Word or another word processor to type the survey questions and responses))

· Appendix B (A copy of your references – highlight the relevant information)

· Appendix C (Your labeled SPSS output)

**## answerforthesurvey.docx**

**1. Participant Age and Social Media Use**

Descriptive statistics were used to examine participant age and daily social media use. The mean age of participants was 22.49 years (SD = 7.03), with ages ranging from 18 to 49 years. Participants reported spending an average of 4.55 hours per day on social media (SD = 2.62).

**2. College Enrollment Status**

Frequency analysis showed that most participants were currently enrolled in college. 73.7% reported being full-time college students, while 5.3% reported being part-time students. Approximately 18.4% reported that they were not currently college students.

**3. Social Media Use Before Bed**

Participants were asked how often they check social media within 30 minutes before going to bed. The results showed that 68.4% reported checking social media every day before bed. Smaller percentages reported checking it 1–2 days per week (7.9%), 3–4 days per week (10.5%), and 5–6 days per week (10.5%).

**4. Phone Use and Sleep Habits**

Participants also reported their phone habits while trying to sleep. 63.2% reported checking their phone after turning the lights off every day, and 65.8% reported sleeping with their phone within arm’s reach every night. In addition, 52.6% reported leaving social media notifications turned on while trying to sleep.

**1. Participant Demographics**

A total of 37 participants completed the survey. The average age of participants was 22.49 years, with ages ranging from 18 to 49 years.

**2. Average Social Media Use**

Participants reported spending an average of 4.55 hours per day on social media, indicating that social media use is common among the participants in this study.

**3. College Enrollment**

Most of the participants in the study were college students. The majority (73.7%) reported being full-time students.

**4. Checking Social Media Before Bed**

A large portion of participants (68.4%) reported checking social media within 30 minutes before going to bed every day.

**5. Phone Use After Lights Off**

Many participants reported continuing to use their phone after turning off the lights. 63.2% indicated they check their phone after lights out every day.

**6. Sleeping With Phone Nearby**

Most participants (65.8%) reported sleeping with their phone within arm’s reach, suggesting that phones remain close during sleep hours.

**7. Difficulty Controlling Social Media Use**

When asked about difficulty controlling social media use, responses varied. 31.6% reported rarely experiencing difficulty, while 23.7% reported sometimes experiencing difficulty controlling how often they check social media.

**8. Correlation Between Social Media Use and Sleep**

Pearson correlation analysis was conducted to examine the relationship between social media use and sleep behaviors. A significant positive relationship was found between checking social media before bed and checking the phone after turning off the lights (r = .623, p < .001). Another significant positive relationship was found between checking social media before bed and sleeping with the phone within arm’s reach (r = .478, p = .003). These results suggest that individuals who check social media before bed are more likely to continue using their phones during the night. Negative relationships were also found between social media behaviors and sleep quality, although these relationships were not statistically significant.

**## Survey.docx**

**Mental Health and Social Media Use in Young Adults**

**qualtrics survey**

Q1. What is your age (in years)? ___

Q2. Are you currently a college student?

· No

· Yes, full-time

· Yes, part-time

Q3. What social media platforms do you use? (Select all that apply)

· I do not use social media

· TikTok

· YouTube

· Instagram

· Facebook

· Snapchat

· X (Twitter)

· Other: ____

Q4. On a typical day, about how many total hours do you spend on social media?

· ___ hours (can allow decimals like 1.5)

Q5. During a typical week, how often do you check social media within 30 minutes before going to bed?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q6. During a typical week, how often do you check your phone after turning the lights off to go to sleep?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q7. During a typical week, how often do you sleep with your phone within arm’s reach?

· Never

· 1–2 nights/week

· 3–4 nights/week

· 5–6 nights/week

· Every night

Q8. When you are trying to sleep, are your social media notifications usually ON or OFF?

· ON

· OFF

· I’m not sure

Q9. In the past 2 weeks, how often have you felt like you could not control how often you check social media?

· Never

· Rarely

· Sometimes

· Often

· Very often

Q10. Overall, how would you rate your sleep quality in the past 7 days?

· Very poor

· Poor

· Fair

· Good

· Very good

**Appendix B&C**

**![](https://www.sweetstudy.com/questions/public-health-20963981)**

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

**Pearson Correlations**

██
**Highly Positive:** _(None)_

██
**Positive:** _(On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check social media within 30 minutes before going to bed?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (On a typical day, about how many total hours do you spend on social media? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (On a typical day, about how many total hours do you spend on social media? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (In the past 2 weeks, how often have you felt like you could not control how often you check social media? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**No Linear Correlation:** _(None)_

██
**Negative:** _(During a typical week, how often do you check social media within 30 minutes before going to bed? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**Highly Negative:** _(None)_

_Note: Curated Help is calculated based on actual cell values, not the formatted values._

![](https://www.sweetstudy.com/questions/public-health-20963981)

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

## image3.png

**## assignmentFirst.docx**

· Title (Make sure this is clear and indicates exactly what you are researching)

**Mental Health and Social Media Use in Young Adults**

· Introduction (Describe the purpose of this survey. Explain why this topic and these variable are interesting and important in your field)
**My field is Public health**

· Literature review (Brief literature review carefully structuring the findings of the literature review process. It may be useful to do a chronological format where you discuss from the earliest to the latest research, placing your study appropriately in the chronology. Alternately, you could write in a thematic way, outlining the various themes that you discovered in the research regarding the topic. Again, you will need to state where your study fits. )

· Methods (Describe your survey, describe who you selected as your sample and what type of sample you used. describe how you deployed the survey)

**Research design (survey)**

**Participants (37 people)**

**Sampling method(convenience sampling)**

**Survey instrument**

**Data analysis using SPSS**

· Results (Provide a description of the results that uses narrative as well as tables and figures. You give the results of your study, but do not interpret them)

· Discussion (This is where you discuss the relevance of your results and how your findings fit with other research in the area. It will relate back to your introduction and literature review).

· Recommendations (This includes suggestions for what needs to be done as a result of your findings. Recommendations are usually listed in order of priority.)

· References (This includes all references used in your report or referred to for background information. This must be done using APA 7:
[https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.htmlLinks to an external site.](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html) )

· Appendix A (A copy of your survey; Do not print out the qualtrics survey. Use Word or another word processor to type the survey questions and responses))

· Appendix B (A copy of your references – highlight the relevant information)

· Appendix C (Your labeled SPSS output)

**## answerforthesurvey.docx**

**1. Participant Age and Social Media Use**

Descriptive statistics were used to examine participant age and daily social media use. The mean age of participants was 22.49 years (SD = 7.03), with ages ranging from 18 to 49 years. Participants reported spending an average of 4.55 hours per day on social media (SD = 2.62).

**2. College Enrollment Status**

Frequency analysis showed that most participants were currently enrolled in college. 73.7% reported being full-time college students, while 5.3% reported being part-time students. Approximately 18.4% reported that they were not currently college students.

**3. Social Media Use Before Bed**

Participants were asked how often they check social media within 30 minutes before going to bed. The results showed that 68.4% reported checking social media every day before bed. Smaller percentages reported checking it 1–2 days per week (7.9%), 3–4 days per week (10.5%), and 5–6 days per week (10.5%).

**4. Phone Use and Sleep Habits**

Participants also reported their phone habits while trying to sleep. 63.2% reported checking their phone after turning the lights off every day, and 65.8% reported sleeping with their phone within arm’s reach every night. In addition, 52.6% reported leaving social media notifications turned on while trying to sleep.

**1. Participant Demographics**

A total of 37 participants completed the survey. The average age of participants was 22.49 years, with ages ranging from 18 to 49 years.

**2. Average Social Media Use**

Participants reported spending an average of 4.55 hours per day on social media, indicating that social media use is common among the participants in this study.

**3. College Enrollment**

Most of the participants in the study were college students. The majority (73.7%) reported being full-time students.

**4. Checking Social Media Before Bed**

A large portion of participants (68.4%) reported checking social media within 30 minutes before going to bed every day.

**5. Phone Use After Lights Off**

Many participants reported continuing to use their phone after turning off the lights. 63.2% indicated they check their phone after lights out every day.

**6. Sleeping With Phone Nearby**

Most participants (65.8%) reported sleeping with their phone within arm’s reach, suggesting that phones remain close during sleep hours.

**7. Difficulty Controlling Social Media Use**

When asked about difficulty controlling social media use, responses varied. 31.6% reported rarely experiencing difficulty, while 23.7% reported sometimes experiencing difficulty controlling how often they check social media.

**8. Correlation Between Social Media Use and Sleep**

Pearson correlation analysis was conducted to examine the relationship between social media use and sleep behaviors. A significant positive relationship was found between checking social media before bed and checking the phone after turning off the lights (r = .623, p < .001). Another significant positive relationship was found between checking social media before bed and sleeping with the phone within arm’s reach (r = .478, p = .003). These results suggest that individuals who check social media before bed are more likely to continue using their phones during the night. Negative relationships were also found between social media behaviors and sleep quality, although these relationships were not statistically significant.

**## Survey.docx**

**Mental Health and Social Media Use in Young Adults**

**qualtrics survey**

Q1. What is your age (in years)? ___

Q2. Are you currently a college student?

· No

· Yes, full-time

· Yes, part-time

Q3. What social media platforms do you use? (Select all that apply)

· I do not use social media

· TikTok

· YouTube

· Instagram

· Facebook

· Snapchat

· X (Twitter)

· Other: ____

Q4. On a typical day, about how many total hours do you spend on social media?

· ___ hours (can allow decimals like 1.5)

Q5. During a typical week, how often do you check social media within 30 minutes before going to bed?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q6. During a typical week, how often do you check your phone after turning the lights off to go to sleep?

· Never

· 1–2 days/week

· 3–4 days/week

· 5–6 days/week

· Every day

Q7. During a typical week, how often do you sleep with your phone within arm’s reach?

· Never

· 1–2 nights/week

· 3–4 nights/week

· 5–6 nights/week

· Every night

Q8. When you are trying to sleep, are your social media notifications usually ON or OFF?

· ON

· OFF

· I’m not sure

Q9. In the past 2 weeks, how often have you felt like you could not control how often you check social media?

· Never

· Rarely

· Sometimes

· Often

· Very often

Q10. Overall, how would you rate your sleep quality in the past 7 days?

· Very poor

· Poor

· Fair

· Good

· Very good

**Appendix B&C**

**![](https://www.sweetstudy.com/questions/public-health-20963981)**

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

![](https://www.sweetstudy.com/questions/public-health-20963981)

**Pearson Correlations**

██
**Highly Positive:** _(None)_

██
**Positive:** _(On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check social media within 30 minutes before going to bed?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (On a typical day, about how many total hours do you spend on social media? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (On a typical day, about how many total hours do you spend on social media? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (On a typical day, about how many total hours do you spend on social media? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you check your phone after turning the lights off to go to sleep?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check social media within 30 minutes before going to bed? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> During a typical week, how often do you sleep with your phone within arm's reach?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> In the past 2 weeks, how often have you felt like you could not control how often you check social media?), (In the past 2 weeks, how often have you felt like you could not control how often you check social media? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**No Linear Correlation:** _(None)_

██
**Negative:** _(During a typical week, how often do you check social media within 30 minutes before going to bed? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you check your phone after turning the lights off to go to sleep? <—> Overall, how would you rate your sleep quality in the past 7 days?), (During a typical week, how often do you sleep with your phone within arm's reach? <—> Overall, how would you rate your sleep quality in the past 7 days?)_

██
**Highly Negative:** _(None)_

_Note: Curated Help is calculated based on actual cell values, not the formatted values._

![](https://www.sweetstudy.com/questions/public-health-20963981)

## image4.png

## image5.png

## image6.png

## image7.png

## image8.png

## image9.png

## image1.png

## image2.png

## image3.png

November 6, 2026
[Solved] Eval

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November 6, 2026
[Solved] Creativity and innovation

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[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) What is the role of creativity and innovation in context of business models, grand strategy, and QSPM? Please share examples from your learning in both simulation and case study on short-term and long-term strat…

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

What is the role of creativity and innovation in context of business models, grand strategy, and QSPM? Please share examples from your learning in both simulation and case study on short-term and long-term strategy.

November 6, 2026
[Solved] Tesla

✓ Verified Academic Solution Available

Executive Solution Overview

[>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) _**Part 1: SPACE Matrix**_ Construct a strategic position and action evaluation (SPACE) matrix by doing the following. – **Step 1:** Review Tesla, its most recent Form 10K and quarterly report, and review indust…

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Assignment Prompt & Instructions

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

_**Part 1: SPACE Matrix**_

Construct a strategic position and action evaluation (SPACE) matrix by doing the following.

– **Step 1:** Review      Tesla, its most recent Form 10K and quarterly report, and review industry      and competitive information pertaining to Tesla to assist you.
– **Step 2:** Follow      guidelines provided in Chapter 6 of _Strategic Management: A      Competitive Advantage Approach, Concepts, and Cases_ to learn how      to create a SPACE matrix.
– **Step 3:** Use      your planning template to develop a SPACE matrix for Tesla.
– **Step 4:** In      at least 150 words, explain what strategies you recommend, given your      SPACE analysis. Avoid generic, vague terms such as "market      development."

_**Part 2: Grand Strategy Matrix**_

Construct a grand strategy matrix by doing the following.

– **Step 1:** Use      the data you have previously compiled about your company throughout the      course to assist you. Follow guidelines provided in Chapter 6 of _Strategic      Management: A Competitive Advantage Approach, Concepts, and Cases_ to      learn how to create a grand strategy matrix. Specifically refer to Figure      6-13.
– **Step 2:** Use      your planning template to develop a grand strategy matrix for your      company.
– **Step 3:** When      developing the grand strategy matrix be sure to rank the x-axis from 1      (extremely weak competitive position) to 9 (extremely strong competitive      position). Rank the y-axis from 1 (extremely slow market growth) to 9      (extremely rapid market growth).

_**Part 3: Quantitative Strategic Planning Matrix (QSPM)**_

Construct a quantitative strategic planning matrix (QSPM) by doing the following.

– **Step 1:** Use      the data you have previously compiled about your company throughout the      course to assist you. Follow guidelines provided in Chapter 6 of _Strategic      Management: A Competitive Advantage Approach, Concepts, and Cases_ to      learn how to create a QSPM. Specifically refer to Tables 6-4 and 6-5.
– **Step 2:** Use      your planning template to develop a QSPM for your company.

_**Part 4: Analysis**_

Using the work you completed for Parts 1, 2, and 3 inform your analysis for the following in at least 300 words.

– Analyze the significance of these      three matrices regarding their relevance for strategic planning. Include a      description of the key information for each of the three matrices.
– Discuss how the information from your      analysis will influence your recommendations for strategy selection,      planning, and implementation.

In preparation for the final submission of the assignment, without prematurely determining and formalizing strategic goals and objectives, begin thinking about possible strategies to capitalize and add value to the organization based on the analysis of this information.

_**Deliverables**_

– Submit the SPACE matrix.
– Submit a brief explanation in at      least 150 words, explaining what strategies you recommend, given your      SPACE analysis.
– Submit the Grand Strategy matrix.
– Submit the QSPM.
– Submit an analysis of at least 300      words.

November 6, 2026
[Solved] Social Science – Sociology Assignment 2

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Executive Solution Overview

[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) Please see attached file **files (2)** – ## Socialworkassessmentoffamiliesmusttakeintoaccountnotonlytheindividualmembersbutthefunctioningofthefamilyasawhole.docx – ## VIDEOTRANSCRIPT-Hernandez.pdf **## Socialworka…

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Assignment Prompt & Instructions

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

Please see attached file

**files (2)**

– ## Socialworkassessmentoffamiliesmusttakeintoaccountnotonlytheindividualmembersbutthefunctioningofthefamilyasawhole.docx

– ## VIDEOTRANSCRIPT-Hernandez.pdf

**## Socialworkassessmentoffamiliesmusttakeintoaccountnotonlytheindividualmembersbutthefunctioningofthefamilyasawhole.docx**

Social work assessment of families must take into account not only the individual members but the functioning of the family as a whole. For example: How is an adolescent’s mental health issue affecting their siblings and the power dynamic within the household? How has a parent’s sudden unemployment influenced the socioemotional health of the children? What kind of impact is an ongoing community crisis having on individual family members and the family unit?

Family assessment includes the application of theory and often the use of validated instruments such as the Self-Report Family Inventory or the Family Crisis Orientation Scale. Whereas instruments provide valuable information, often from family members’ own perspectives, theories can help the social worker understand behaviors, developmental issues, relationships, and intergenerational patterns.

In this Assignment, you apply theory to your work with the fictional Hernandez family. You also consider how a validated family assessment tool could deepen your understanding and inform treatment.

· Review the Learning Resources on theories and assessment of families. Based on the Van Hook “Assessment of Families” chapter, explore validated assessment tools for use with families.

· Access the
_Social Work Case Studies_ media and navigate to the Hernandez Family case.

**Submit** a 2-page paper in which you:

· Explain why it is important to use theory in family therapy. How does theory help social workers understand and assess a family?

· Apply systems theory and a developmental perspective to the Hernandez family. How would this perspective inform your assessment?

· Select a validated assessment tool from the Van Hook chapter that you would use to assist with your assessment of the Hernandez family. How would this assessment, including results from your chosen assessment tool, inform the treatment plan?

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

**## VIDEOTRANSCRIPT-Hernandez.pdf**

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 1

Hernandez Family Episode 1
Program Transcript

JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social
worker, who came to our house, I told her, me and Elena, we decide what's best
for our boys, not her. Telling us we punish to hard. She doesn't know anything
about us.

ELENA HERNANDEZ: We give our sons a good life. We love them very much.
It's not fair what she said about Juan and me. We're good parents.

FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you–

JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them,
everything. We work hard. We take care of them. And when they don't follow the
rules, they get punished, strictly. The old fashioned way.

ELENA HERNANDEZ: Shh. Quiet. I told you.

JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish
my sons the way I see fit. That's the only way they are going to learn. That's how
we learned from our parents, right? Nobody took parenting classes. That's
ridiculous.

FEMALE SPEAKER: I understand you're angry. And you're raising your children
the way you were brought up to do. But ACS has required that you do this.

JUAN HERNANDEZ: What if I don't want to be required?

ELENA HERNANDEZ: I have a question.

FEMALE SPEAKER: Of course.

ELENA HERNANDEZ: If we go through with this, the things we talk about with
you, will it be private?

JUAN HERNANDEZ: But we have not agreed to do this.

ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our
children. Would it be private, what we talk about?

FEMALE SPEAKER: The information we share is between us. The only
exception to that is if one of you says you're going to hurt yourself or hurt
someone else. In that case, I have to report it to the ACS worker. But everything
else is strictly confidential.

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 2

So how do you think we can work together to make this a positive experience for
both of you?

JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not
going to be able to work overtime.

ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with
our family?

FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll
all work together to create a plan based on what the ACS worker has required
and recommended. Then it will be up to her what the outcome will be.

So shall we make a plan?

Hernandez Family Episode 1
Additional Content Attribution

MUSIC:
Music by Clean Cuts

Original Art and Photography Provided By:
Brian Kline and Nico Danks

**## VIDEOTRANSCRIPT-Hernandez.pdf**

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 1

Hernandez Family Episode 1
Program Transcript

JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social
worker, who came to our house, I told her, me and Elena, we decide what's best
for our boys, not her. Telling us we punish to hard. She doesn't know anything
about us.

ELENA HERNANDEZ: We give our sons a good life. We love them very much.
It's not fair what she said about Juan and me. We're good parents.

FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you–

JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them,
everything. We work hard. We take care of them. And when they don't follow the
rules, they get punished, strictly. The old fashioned way.

ELENA HERNANDEZ: Shh. Quiet. I told you.

JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish
my sons the way I see fit. That's the only way they are going to learn. That's how
we learned from our parents, right? Nobody took parenting classes. That's
ridiculous.

FEMALE SPEAKER: I understand you're angry. And you're raising your children
the way you were brought up to do. But ACS has required that you do this.

JUAN HERNANDEZ: What if I don't want to be required?

ELENA HERNANDEZ: I have a question.

FEMALE SPEAKER: Of course.

ELENA HERNANDEZ: If we go through with this, the things we talk about with
you, will it be private?

JUAN HERNANDEZ: But we have not agreed to do this.

ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our
children. Would it be private, what we talk about?

FEMALE SPEAKER: The information we share is between us. The only
exception to that is if one of you says you're going to hurt yourself or hurt
someone else. In that case, I have to report it to the ACS worker. But everything
else is strictly confidential.

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 2

So how do you think we can work together to make this a positive experience for
both of you?

JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not
going to be able to work overtime.

ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with
our family?

FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll
all work together to create a plan based on what the ACS worker has required
and recommended. Then it will be up to her what the outcome will be.

So shall we make a plan?

Hernandez Family Episode 1
Additional Content Attribution

MUSIC:
Music by Clean Cuts

Original Art and Photography Provided By:
Brian Kline and Nico Danks

**## Socialworkassessmentoffamiliesmusttakeintoaccountnotonlytheindividualmembersbutthefunctioningofthefamilyasawhole.docx**

Social work assessment of families must take into account not only the individual members but the functioning of the family as a whole. For example: How is an adolescent’s mental health issue affecting their siblings and the power dynamic within the household? How has a parent’s sudden unemployment influenced the socioemotional health of the children? What kind of impact is an ongoing community crisis having on individual family members and the family unit?

Family assessment includes the application of theory and often the use of validated instruments such as the Self-Report Family Inventory or the Family Crisis Orientation Scale. Whereas instruments provide valuable information, often from family members’ own perspectives, theories can help the social worker understand behaviors, developmental issues, relationships, and intergenerational patterns.

In this Assignment, you apply theory to your work with the fictional Hernandez family. You also consider how a validated family assessment tool could deepen your understanding and inform treatment.

· Review the Learning Resources on theories and assessment of families. Based on the Van Hook “Assessment of Families” chapter, explore validated assessment tools for use with families.

· Access the
_Social Work Case Studies_ media and navigate to the Hernandez Family case.

**Submit** a 2-page paper in which you:

· Explain why it is important to use theory in family therapy. How does theory help social workers understand and assess a family?

· Apply systems theory and a developmental perspective to the Hernandez family. How would this perspective inform your assessment?

· Select a validated assessment tool from the Van Hook chapter that you would use to assist with your assessment of the Hernandez family. How would this assessment, including results from your chosen assessment tool, inform the treatment plan?

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

**## VIDEOTRANSCRIPT-Hernandez.pdf**

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 1

Hernandez Family Episode 1
Program Transcript

JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social
worker, who came to our house, I told her, me and Elena, we decide what's best
for our boys, not her. Telling us we punish to hard. She doesn't know anything
about us.

ELENA HERNANDEZ: We give our sons a good life. We love them very much.
It's not fair what she said about Juan and me. We're good parents.

FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you–

JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them,
everything. We work hard. We take care of them. And when they don't follow the
rules, they get punished, strictly. The old fashioned way.

ELENA HERNANDEZ: Shh. Quiet. I told you.

JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish
my sons the way I see fit. That's the only way they are going to learn. That's how
we learned from our parents, right? Nobody took parenting classes. That's
ridiculous.

FEMALE SPEAKER: I understand you're angry. And you're raising your children
the way you were brought up to do. But ACS has required that you do this.

JUAN HERNANDEZ: What if I don't want to be required?

ELENA HERNANDEZ: I have a question.

FEMALE SPEAKER: Of course.

ELENA HERNANDEZ: If we go through with this, the things we talk about with
you, will it be private?

JUAN HERNANDEZ: But we have not agreed to do this.

ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our
children. Would it be private, what we talk about?

FEMALE SPEAKER: The information we share is between us. The only
exception to that is if one of you says you're going to hurt yourself or hurt
someone else. In that case, I have to report it to the ACS worker. But everything
else is strictly confidential.

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 2

So how do you think we can work together to make this a positive experience for
both of you?

JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not
going to be able to work overtime.

ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with
our family?

FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll
all work together to create a plan based on what the ACS worker has required
and recommended. Then it will be up to her what the outcome will be.

So shall we make a plan?

Hernandez Family Episode 1
Additional Content Attribution

MUSIC:
Music by Clean Cuts

Original Art and Photography Provided By:
Brian Kline and Nico Danks

**## Socialworkassessmentoffamiliesmusttakeintoaccountnotonlytheindividualmembersbutthefunctioningofthefamilyasawhole.docx**

Social work assessment of families must take into account not only the individual members but the functioning of the family as a whole. For example: How is an adolescent’s mental health issue affecting their siblings and the power dynamic within the household? How has a parent’s sudden unemployment influenced the socioemotional health of the children? What kind of impact is an ongoing community crisis having on individual family members and the family unit?

Family assessment includes the application of theory and often the use of validated instruments such as the Self-Report Family Inventory or the Family Crisis Orientation Scale. Whereas instruments provide valuable information, often from family members’ own perspectives, theories can help the social worker understand behaviors, developmental issues, relationships, and intergenerational patterns.

In this Assignment, you apply theory to your work with the fictional Hernandez family. You also consider how a validated family assessment tool could deepen your understanding and inform treatment.

· Review the Learning Resources on theories and assessment of families. Based on the Van Hook “Assessment of Families” chapter, explore validated assessment tools for use with families.

· Access the
_Social Work Case Studies_ media and navigate to the Hernandez Family case.

**Submit** a 2-page paper in which you:

· Explain why it is important to use theory in family therapy. How does theory help social workers understand and assess a family?

· Apply systems theory and a developmental perspective to the Hernandez family. How would this perspective inform your assessment?

· Select a validated assessment tool from the Van Hook chapter that you would use to assist with your assessment of the Hernandez family. How would this assessment, including results from your chosen assessment tool, inform the treatment plan?

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

**## VIDEOTRANSCRIPT-Hernandez.pdf**

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 1

Hernandez Family Episode 1
Program Transcript

JUAN HERNANDEZ: But we didn't do anything wrong. That woman, that social
worker, who came to our house, I told her, me and Elena, we decide what's best
for our boys, not her. Telling us we punish to hard. She doesn't know anything
about us.

ELENA HERNANDEZ: We give our sons a good life. We love them very much.
It's not fair what she said about Juan and me. We're good parents.

FEMALE SPEAKER: Mrs. Hernandez, I understand how difficult this is for you–

JUAN HERNANDEZ: I don't think you do. Everything that we do, we do for them,
everything. We work hard. We take care of them. And when they don't follow the
rules, they get punished, strictly. The old fashioned way.

ELENA HERNANDEZ: Shh. Quiet. I told you.

JUAN HERNANDEZ: Sometimes I'm not strict enough with them. Look, I punish
my sons the way I see fit. That's the only way they are going to learn. That's how
we learned from our parents, right? Nobody took parenting classes. That's
ridiculous.

FEMALE SPEAKER: I understand you're angry. And you're raising your children
the way you were brought up to do. But ACS has required that you do this.

JUAN HERNANDEZ: What if I don't want to be required?

ELENA HERNANDEZ: I have a question.

FEMALE SPEAKER: Of course.

ELENA HERNANDEZ: If we go through with this, the things we talk about with
you, will it be private?

JUAN HERNANDEZ: But we have not agreed to do this.

ELENA HERNANDEZ: I don't want to be here either. But I don't want to loose our
children. Would it be private, what we talk about?

FEMALE SPEAKER: The information we share is between us. The only
exception to that is if one of you says you're going to hurt yourself or hurt
someone else. In that case, I have to report it to the ACS worker. But everything
else is strictly confidential.

Hernandez Family Episode 1

© 2013-2021 Walden University, LLC 2

So how do you think we can work together to make this a positive experience for
both of you?

JUAN HERNANDEZ: Parenting classes, really? What about the bills? I'm not
going to be able to work overtime.

ELENA HERNANDEZ: If we do what we're supposed to do, would it be OK with
our family?

FEMALE SPEAKER: There are no guarantees. But here's what I can say. We'll
all work together to create a plan based on what the ACS worker has required
and recommended. Then it will be up to her what the outcome will be.

So shall we make a plan?

Hernandez Family Episode 1
Additional Content Attribution

MUSIC:
Music by Clean Cuts

Original Art and Photography Provided By:
Brian Kline and Nico Danks

November 6, 2026
[Solved] Forum 6

✓ Verified Academic Solution Available

Executive Solution Overview

Discuss the possible damage with short term and long term complications of a firefighter inhaling heated air and in respiratory distress. Prioritize the necessary interventions to stabilize the patient. Then discuss an in-depth plan of care for recovery.

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

Discuss the possible damage with short term and long term complications of a firefighter inhaling heated air and in respiratory distress. Prioritize the necessary interventions to stabilize the patient. Then discuss an in-depth plan of care for recovery.

November 6, 2026