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The document discusses requirements for a 700-word discussion on an anticrime/prevention program, including posting the chosen program and discussing whether it has empirical support. Students must cite any supporting research articles and comment on each other's programs and ideas, giving feedback on feasibility and alternatives while using research to back intervention strategies. The discussion must end with a relevant Bible verse and include references.
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Characteristics of Living Things (50 points)Living things shar.docx
Characteristics of Living Things (50 points)
Living things share 8 characteristics (listed in Chapter 1 of your textbook on page 19). A living thing grows, undergoes metabolism, responds to its environment, reproduces, passes DNA to the next generation, maintains homeostasis, changes over time, and is made up of cells. A non-living thing may seem to do one or more of these things, but to be classified as living; all eight characteristics must be present. Sometimes, you may see something that seems alive but is not. Though you can’t see it, you have likely experienced it; one of those things is a virus.
Answer BOTH of the following questions:
1. Using all 8 of the characteristics that define life, indicate which one(s) viruses have and which one(s) they do not, and explain each difference.
2. With these results, present an argument that a virus is a living thing. Then, present the opposite argument that viruses are not alive.
You can fill out a table like this (though this is not required):
Characteristic
Virus
(yes, no, maybe, sort of)
Explanation
Reproduce
Pass along their traits through DNA
Consume energy sources and expel waste products to maintain homeostasis
Respond to their environments
Respond to stimulus
Change over time
Can differ as individuals while still being part of a species
Are made up of cells
Review the following videos to understand what viruses are and how they work:
· Flu Attack! How a Virus Invades Your Body
· What is a Virus? How do Viruses Work?
Reading these discussions may help you to form your arguments on the status of viruses:
· Are Viruses Alive?
· Are Viruses Alive? Although Viruses Challenge Our Concept of What "Living" Means, They Are Vital Members of the Web of Life
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
NPR. (2009, October 23). Flu attack! How a virus invades your body | Krulwich wonders | NPR [Video file]. Retrieved from https://www.youtube.com/watch?v=Rpj0emEGShQ
Rice, G. (n.d.). Are viruses alive? Retrieved from https://serc.carleton.edu/microbelife/yellowstone/viruslive.html
Villarreal, V. (2008). Are viruses alive? Although viruses challenge our concept of what "living" means, they are vital members of the web of life. Retrieved from https://www.scientificamerican.com/article/are-viruses-alive-2004/
WinchPharmaGroup. (2015, March 9). What is a virus? How do viruses work? [Video file]. Retrieved from https://www.youtube.com/watch?v=7KXHwhTghW
PSY 638 Final Project Milestone Two Guidelines and Rubric
Prompt: For Milestone Two, you will submit a draft of Literature Review section of your final grant proposal. Your draft will contain a narrative in which you will
use pro.
Running head DATA MINING 1DATA MINING4Assignment 2 Inter.docx
Running head: DATA MINING 1
DATA MINING 4
Assignment 2: International Insecurity and the Use of Force
Due Week 6 and worth 200 points
Incorporate the professor’s feedback from Assignment 1 in order to proficiently develop Assignment 2.
Use scholarly journal articles and/or Strayer academic databases to complete additional research on your selected topic. Use the major international political event that you selected for Assignment 1 in order to complete this assignment.
Use the basic outline below to draft your paper. Organize your responses to each question (except Question 5) under the following section headings:
•Part II: International Insecurity and the Use of Force of [Name of Select Major International Event]
•The Media, the People, and Public Opinion (for Question 1)
•The Impact of Foreign Policies (for Question 2)
•International Insecurity (for Question 3)
•Use of Force (for Question 4)
Write a four to six (4-6) page paper in which you separate the content into sections:
1.Explain the fundamental manner in which transnational actors, interest groups, public opinion, and the media have influenced your chosen event. Provide relevant examples of such influence in action to support your response.
2.Discuss which foreign policies developed by the main participants played a role in your chosen event. Evaluate the extent to which the chosen policies impacted your chosen event. Provide examples of the impact to support your rationale.
3.Analyze the key role(s) that international insecurity played in the development of your chosen event. Provide a rationale for your response.
4.Analyze whether or not the use of force concept was used in your chosen event. Argue whether or not the use or non-use of force concept was justified. Provide examples where force was used to support your rationale.
5.Use at least three (3) additional quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•Evaluate the theories and systems of international politics.
•Analyze how international politics influences the various levels of public administration and its effects on groups and individuals.
•Differentiate among international conflict, security, terrorism, military force, weapons of mass destruction, and their effects on war and peace.
•Analyze the major developments in international politics and how they have evolved.Use technology and i.
Building on persuasive speaking online class
The document discusses persuasive speaking and the objectives of altering an audience's beliefs, attitudes, opinions, values, and behaviors. When persuading an audience, the speaker takes a standpoint or mental perspective from which they view and evaluate the topic. The speaker's objective is to prompt the audience to change their thinking and potentially take action.
Building on chapters 5 6 persuasive speaking
The document provides guidance for creating a persuasive speech on whether marijuana should be legalized in the US. It instructs the reader to state their position, make an clear thesis statement, consider their audience, ask open and closed-ended questions in a survey, use facts and statistics to support their argument, and properly cite sources. The overall document offers tips on how to structure a persuasive speech and incorporate audience research.
WRITING ARGUMENTATIVE ESSAYSFor most people, the true test
WRITING ARGUMENTATIVE ESSAYS
For most people, the true test of their critical thinking skills comes when they write an argumentative essay, one that takes a stand on an issue and uses logic and evidence to convince readers. When you write an argument, you follow the same process you use when you write any essay. However, because the purpose of an argument is to change the way readers think, you need to use some additional strategies to present your ideas to your audience.
A)
Planning an Argumentative Essay
1) Choosing a Debatable Topic
Because an argumentative essay attempts to change the way people think, it must focus on a
debatable topic
, one about which reasonable people may disagree. Factual statements—verifiable assertions about which reasonable people do not disagree—are, therefore, not suitable as topics for argument.
Fact:
First-year students are not required to purchase a meal plan from the university.
Debatable Topic:
First-year students should be required to purchase a meal plan from the university.
Your topic should be narrow enough so that you can write about it within your page limit. Remember, in your argumentative essay, you will have to develop your own ideas and present convincing support while also pointing out the strengths and weaknesses of opposing arguments. If your topic is too broad, you will not be able to treat it in enough detail.
In addition, your topic should be interesting to you and to your readers. Keep in mind that some topics—such as “The Need for Gun Control” or “The Fairness of the Death Penalty”—have been discussed and written about so often that you may not be able to say anything new or interesting about them. Instead of relying on an overused topic, choose one that enables you to contribute something to the debate.
2) Developing an Argumentative Thesis
After you have chosen a topic, your next step is to state your position in an
argumentative thesis
, one that takes a strong stand. Properly worded, this thesis statement lays the foundation for the rest of your argument. One way to make sure that your thesis statement actually does take a stand is to formulate an
antithesis
, a statement that takes the opposite position. If you can state an antithesis, your thesis statement takes a stand.
Thesis Statement:
Term limits would improve government by bringing people with fresh ideas into office every few years.
Antithesis:
Term limits would harm government because elected officials would always be inexperienced.
To make sure your argumentative thesis is effective, ask the following questions:
Is your thesis one with which reasonable people would disagree?
Can you formulate an antithesis?
Can your thesis be supported by evidence?
Does your thesis make clear to readers what position you are taking?
3) Defining Your Terms
You should always define the key terms you use in your argument— especially those you use in your thesis statement. After all, the soundness of an ...
Public speaking delivery persuasive speaking spring 2011
The document provides guidance on developing a persuasive speech, including choosing a topic, forming a thesis statement, researching supporting evidence, crafting an outline, and delivering the speech. It emphasizes selecting a clear position, appealing to the audience, incorporating primary and secondary research, citing sources, and creating an engaging introduction and conclusion.
Public speaking delivery persuasive speaking fall 2011
The document provides guidance on developing an effective persuasive speech, including establishing a clear standpoint, appealing to the audience, conducting research to support the standpoint, incorporating examples, facts, statistics and testimony, and properly citing sources. It emphasizes creating an introduction that states the standpoint and introduces supporting questions, as well as developing a conclusion that reviews the main points.
1. Make sure you’re providing realistic solutions to the issue you.docx
1. Make sure you’re providing realistic solutions to the issue you are discussing, not that administration needs to fix it. The purpose of this assignment is not just to present a problem in detail. It’s also to provide realistic solutions.
2. There are some APA Guidelines to consider
a. Avoid excessive first-person language
b. Keep direct quotes to a minimum
c. All sections need headings to guide the reader
d. Make sure you have a purpose statement in the first paragraph
e. Provide a formal conclusion section
f. Make sure if you use abbreviations you define what they mean
3. Make sure to answer any questions the professor asked in the feedback on your Week 2 assignment and explore topics he suggested you address
The second assignment is a 5-page paper that builds on the first paper. You may want to consolidate your first assignment to make your argument more concise and allow space to answer all the suggestions for this new paper, which include:
1. Review the feedback you received on the first assignment, especially issues like:Add 2-3 additional references to support your presentation. You always may add more scholarly references to strengthen your argument.
a. Make sure you have a purpose statement and clearly labeled conclusion section
b. Use paragraph headings to guide the reader and make it easy for the professor to see where you have met the requirements for the assignment
c. Spell check your document
d. Make sure to follow APA Guidelines including minimal use of first-person language, direct quotes, and that everything is properly referenced. For instance if you’re going to mention your organization, put in the name of the organization: Acme Hospital, rather than misusing first person language and saying my organization.
e. This is not an editorial/opinion paper/assignment, thus all points you make must be supported with a scholarly reference.
f. Read the information I posted in the Announcement section with tips for writing an academic paper.
2. In terms of the specifics of this assignment, the new section added to your previous assignment should include:
a. Identification and description of at least two competing needs that impact the issue you addressed in your first assignment. Please note I may have made some suggestions in your feedback about what to make sure to address in this assignment.
b. Describe any relevant policies or practices in your organization or nursing in general, such as from professional organizations or regulatory bodies that may influence your topic.
c. Explore the moral and ethical considerations, related to your suggested solution to issue you selected. How does your solution specifically promote ethics?
d. Recommend one or more policy or practice change designed to balance the competing needs of resources, workers, and patients, while addressing any ethical and financial shortcomings of the existing policies. Be specific and provide examples. Please make sure your solution is financially viable, as an.
Recommended
Characteristics of Living Things (50 points)Living things shar.docx
Characteristics of Living Things (50 points)
Living things share 8 characteristics (listed in Chapter 1 of your textbook on page 19). A living thing grows, undergoes metabolism, responds to its environment, reproduces, passes DNA to the next generation, maintains homeostasis, changes over time, and is made up of cells. A non-living thing may seem to do one or more of these things, but to be classified as living; all eight characteristics must be present. Sometimes, you may see something that seems alive but is not. Though you can’t see it, you have likely experienced it; one of those things is a virus.
Answer BOTH of the following questions:
1. Using all 8 of the characteristics that define life, indicate which one(s) viruses have and which one(s) they do not, and explain each difference.
2. With these results, present an argument that a virus is a living thing. Then, present the opposite argument that viruses are not alive.
You can fill out a table like this (though this is not required):
Characteristic
Virus
(yes, no, maybe, sort of)
Explanation
Reproduce
Pass along their traits through DNA
Consume energy sources and expel waste products to maintain homeostasis
Respond to their environments
Respond to stimulus
Change over time
Can differ as individuals while still being part of a species
Are made up of cells
Review the following videos to understand what viruses are and how they work:
· Flu Attack! How a Virus Invades Your Body
· What is a Virus? How do Viruses Work?
Reading these discussions may help you to form your arguments on the status of viruses:
· Are Viruses Alive?
· Are Viruses Alive? Although Viruses Challenge Our Concept of What "Living" Means, They Are Vital Members of the Web of Life
Follow these guidelines for your paper:
· Utilize at least 1 credible source to support the arguments presented in the paper. Make sure you cite appropriately within your paper, and list the reference(s) in APA format on your Reference page.
· Your paper should be 1–2 pages in length, not counting the Title page and Reference page.
References
NPR. (2009, October 23). Flu attack! How a virus invades your body | Krulwich wonders | NPR [Video file]. Retrieved from https://www.youtube.com/watch?v=Rpj0emEGShQ
Rice, G. (n.d.). Are viruses alive? Retrieved from https://serc.carleton.edu/microbelife/yellowstone/viruslive.html
Villarreal, V. (2008). Are viruses alive? Although viruses challenge our concept of what "living" means, they are vital members of the web of life. Retrieved from https://www.scientificamerican.com/article/are-viruses-alive-2004/
WinchPharmaGroup. (2015, March 9). What is a virus? How do viruses work? [Video file]. Retrieved from https://www.youtube.com/watch?v=7KXHwhTghW
PSY 638 Final Project Milestone Two Guidelines and Rubric
Prompt: For Milestone Two, you will submit a draft of Literature Review section of your final grant proposal. Your draft will contain a narrative in which you will
use pro.
Running head DATA MINING 1DATA MINING4Assignment 2 Inter.docx
Running head: DATA MINING 1
DATA MINING 4
Assignment 2: International Insecurity and the Use of Force
Due Week 6 and worth 200 points
Incorporate the professor’s feedback from Assignment 1 in order to proficiently develop Assignment 2.
Use scholarly journal articles and/or Strayer academic databases to complete additional research on your selected topic. Use the major international political event that you selected for Assignment 1 in order to complete this assignment.
Use the basic outline below to draft your paper. Organize your responses to each question (except Question 5) under the following section headings:
•Part II: International Insecurity and the Use of Force of [Name of Select Major International Event]
•The Media, the People, and Public Opinion (for Question 1)
•The Impact of Foreign Policies (for Question 2)
•International Insecurity (for Question 3)
•Use of Force (for Question 4)
Write a four to six (4-6) page paper in which you separate the content into sections:
1.Explain the fundamental manner in which transnational actors, interest groups, public opinion, and the media have influenced your chosen event. Provide relevant examples of such influence in action to support your response.
2.Discuss which foreign policies developed by the main participants played a role in your chosen event. Evaluate the extent to which the chosen policies impacted your chosen event. Provide examples of the impact to support your rationale.
3.Analyze the key role(s) that international insecurity played in the development of your chosen event. Provide a rationale for your response.
4.Analyze whether or not the use of force concept was used in your chosen event. Argue whether or not the use or non-use of force concept was justified. Provide examples where force was used to support your rationale.
5.Use at least three (3) additional quality references. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
•Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
•Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
•Evaluate the theories and systems of international politics.
•Analyze how international politics influences the various levels of public administration and its effects on groups and individuals.
•Differentiate among international conflict, security, terrorism, military force, weapons of mass destruction, and their effects on war and peace.
•Analyze the major developments in international politics and how they have evolved.Use technology and i.
Building on persuasive speaking online class
The document discusses persuasive speaking and the objectives of altering an audience's beliefs, attitudes, opinions, values, and behaviors. When persuading an audience, the speaker takes a standpoint or mental perspective from which they view and evaluate the topic. The speaker's objective is to prompt the audience to change their thinking and potentially take action.
Building on chapters 5 6 persuasive speaking
The document provides guidance for creating a persuasive speech on whether marijuana should be legalized in the US. It instructs the reader to state their position, make an clear thesis statement, consider their audience, ask open and closed-ended questions in a survey, use facts and statistics to support their argument, and properly cite sources. The overall document offers tips on how to structure a persuasive speech and incorporate audience research.
WRITING ARGUMENTATIVE ESSAYSFor most people, the true test
WRITING ARGUMENTATIVE ESSAYS
For most people, the true test of their critical thinking skills comes when they write an argumentative essay, one that takes a stand on an issue and uses logic and evidence to convince readers. When you write an argument, you follow the same process you use when you write any essay. However, because the purpose of an argument is to change the way readers think, you need to use some additional strategies to present your ideas to your audience.
A)
Planning an Argumentative Essay
1) Choosing a Debatable Topic
Because an argumentative essay attempts to change the way people think, it must focus on a
debatable topic
, one about which reasonable people may disagree. Factual statements—verifiable assertions about which reasonable people do not disagree—are, therefore, not suitable as topics for argument.
Fact:
First-year students are not required to purchase a meal plan from the university.
Debatable Topic:
First-year students should be required to purchase a meal plan from the university.
Your topic should be narrow enough so that you can write about it within your page limit. Remember, in your argumentative essay, you will have to develop your own ideas and present convincing support while also pointing out the strengths and weaknesses of opposing arguments. If your topic is too broad, you will not be able to treat it in enough detail.
In addition, your topic should be interesting to you and to your readers. Keep in mind that some topics—such as “The Need for Gun Control” or “The Fairness of the Death Penalty”—have been discussed and written about so often that you may not be able to say anything new or interesting about them. Instead of relying on an overused topic, choose one that enables you to contribute something to the debate.
2) Developing an Argumentative Thesis
After you have chosen a topic, your next step is to state your position in an
argumentative thesis
, one that takes a strong stand. Properly worded, this thesis statement lays the foundation for the rest of your argument. One way to make sure that your thesis statement actually does take a stand is to formulate an
antithesis
, a statement that takes the opposite position. If you can state an antithesis, your thesis statement takes a stand.
Thesis Statement:
Term limits would improve government by bringing people with fresh ideas into office every few years.
Antithesis:
Term limits would harm government because elected officials would always be inexperienced.
To make sure your argumentative thesis is effective, ask the following questions:
Is your thesis one with which reasonable people would disagree?
Can you formulate an antithesis?
Can your thesis be supported by evidence?
Does your thesis make clear to readers what position you are taking?
3) Defining Your Terms
You should always define the key terms you use in your argument— especially those you use in your thesis statement. After all, the soundness of an ...
Public speaking delivery persuasive speaking spring 2011
The document provides guidance on developing a persuasive speech, including choosing a topic, forming a thesis statement, researching supporting evidence, crafting an outline, and delivering the speech. It emphasizes selecting a clear position, appealing to the audience, incorporating primary and secondary research, citing sources, and creating an engaging introduction and conclusion.
Public speaking delivery persuasive speaking fall 2011
The document provides guidance on developing an effective persuasive speech, including establishing a clear standpoint, appealing to the audience, conducting research to support the standpoint, incorporating examples, facts, statistics and testimony, and properly citing sources. It emphasizes creating an introduction that states the standpoint and introduces supporting questions, as well as developing a conclusion that reviews the main points.
1. Make sure you’re providing realistic solutions to the issue you.docx
1. Make sure you’re providing realistic solutions to the issue you are discussing, not that administration needs to fix it. The purpose of this assignment is not just to present a problem in detail. It’s also to provide realistic solutions.
2. There are some APA Guidelines to consider
a. Avoid excessive first-person language
b. Keep direct quotes to a minimum
c. All sections need headings to guide the reader
d. Make sure you have a purpose statement in the first paragraph
e. Provide a formal conclusion section
f. Make sure if you use abbreviations you define what they mean
3. Make sure to answer any questions the professor asked in the feedback on your Week 2 assignment and explore topics he suggested you address
The second assignment is a 5-page paper that builds on the first paper. You may want to consolidate your first assignment to make your argument more concise and allow space to answer all the suggestions for this new paper, which include:
1. Review the feedback you received on the first assignment, especially issues like:Add 2-3 additional references to support your presentation. You always may add more scholarly references to strengthen your argument.
a. Make sure you have a purpose statement and clearly labeled conclusion section
b. Use paragraph headings to guide the reader and make it easy for the professor to see where you have met the requirements for the assignment
c. Spell check your document
d. Make sure to follow APA Guidelines including minimal use of first-person language, direct quotes, and that everything is properly referenced. For instance if you’re going to mention your organization, put in the name of the organization: Acme Hospital, rather than misusing first person language and saying my organization.
e. This is not an editorial/opinion paper/assignment, thus all points you make must be supported with a scholarly reference.
f. Read the information I posted in the Announcement section with tips for writing an academic paper.
2. In terms of the specifics of this assignment, the new section added to your previous assignment should include:
a. Identification and description of at least two competing needs that impact the issue you addressed in your first assignment. Please note I may have made some suggestions in your feedback about what to make sure to address in this assignment.
b. Describe any relevant policies or practices in your organization or nursing in general, such as from professional organizations or regulatory bodies that may influence your topic.
c. Explore the moral and ethical considerations, related to your suggested solution to issue you selected. How does your solution specifically promote ethics?
d. Recommend one or more policy or practice change designed to balance the competing needs of resources, workers, and patients, while addressing any ethical and financial shortcomings of the existing policies. Be specific and provide examples. Please make sure your solution is financially viable, as an.
1. Make sure you’re providing realistic solutions to the issue you.docx
Workplace violence, especially in psychiatric settings, is a significant issue that impacts both patient and staff safety. It can lead to injuries, high turnover rates among staff, and other problems. Several strategies have been found to help reduce violence, such as conducting risk assessments, providing de-escalation training to staff, implementing rapid response teams, improving nurse-patient ratios, and making environmental design changes. While ensuring complete safety is impossible, healthcare organizations should treat violence prevention as a high priority through implementing evidence-based practices and recommendations.
Week 7 Learning ResourcesThis page contains the Learning Resources.docx
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Week 7 Discussion
Theory in Action: Cognitive and Behavioral Approaches
Have you ever heard the term “positive addiction”? In general, this term is used to describe the act of replacing a negative addiction, like smoking, with a positive activity, like exercising. Both smoking and exercising can be perceived as a means to reduce stress; however the act of exercising is clearly the healthier option of the two. William Glasser, the founder of reality therapy was the first to introduce this term. Glasser believed that these positive addictions can increase the strength and motivation that people feel in their lives.
Have you ever stood on a crowded elevator and considered singing a song? Did you know that this could actually be an intervention used by a cognitive-behavioral counselor called a
shame-attacking exercise
? In shame-attacking exercises, clients engage in an activity that others around them might disapprove of, thus causing shame to the client. Experiencing the brief discomfort caused by these actions is thought to decrease feelings of social anxiety and self-consciousness.
For this week’s Discussion, you consider which theoretical approach most resonates with you: reality therapy or a generalized CBT approach. You then watch the media piece that translates this theory into practice. Specifically, you examine how the counselor depicted in the media used your selected theoretical approach to guide his or her interventions.
Note:
When crafting your.
OverviewThis Assessment is a Work Product in which you will .docx
Overview
This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
Adhere to the required Assignment length.
Use the APA “Course Paper” template available
here
.
Note:
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills:
Written Communication
,
Critical Thinking
, and
Information Literacy
are assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as
RC004_firstinitial_lastname
(for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the
Assessment
tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from
https://www.naeyc.org/our-work/public-policy-advocacy
Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from
https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf
Trend Lines. (n.d.). Retrieved from
http://blog.childtrends.org
UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from
https://www.unicef.org/media/current-issues
ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from
http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Research Brief
Select a topic of interest.
What current problems, policies, or .
Writing - Claims & Evidences (Argumentative Paper Part 1)
This document discusses how to write an argumentative paper by using claims and evidence. It defines a claim as a statement that takes a position and can be debated. There are four types of claims: claims of fact, value, cause and effect, and policy. Evidence is then used to support the claim. Six types of evidence are described: print/electronic sources, observation, interviews, surveys, experiments, and personal experience. The document provides examples and guidelines for incorporating high-quality claims and evidence into an argumentative paper.
18. oral citation and genomic sequencing presentations
This document provides guidance on oral citations and examples. It discusses why oral citations are important, when to use them, and what they should look like. Examples are given for direct quotes and paraphrasing from periodicals, websites, and during group presentations. Students are assigned activities to practice paraphrasing sources using opening phrases and preparing a written statement after group presentations.
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Composition Project 3: Writing Portfolio
Your Writing Portfolio is an online space where you gather pieces of your writing and
make an argument about how those pieces demonstrate significant development of your writing, your thinking, and/or your research skills. It is also a place where you can address more specifically your relationship to the goals of the course. You will select one of the FWP Outcomes that resonates with you, and you will use reflective analysis as a tool to closely examine a variety of your own compositions over a period of time. Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
As you move through the FWP sequence, the Writing Portfolio will give you lots of
practice in doing reflective analysis, which will help you to work toward two of the FWP
Outcomes (and others, too):
1. Students will reflect on their own and others’ writing and communication
processes and practices. They will learn that the term “writer” applies to
themselves and their peers.
2. Students will use writing to embrace complexity and think about open-ended
questions.
The skills you gain by closely examining your compositions, and by making larger claims about your writing abilities based on the compositions you include, will help to prepare you for the reflective analysis you will be asked to do later in your academic and professional life.
English 102 Writing Portfolio and Reflective Analysis Assignment
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the
FWP Outcomes and choose ONE of the Outcomes as the focus for your
argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument.
Specifically, you should integrate the following compositions as sources in
your analysis:
a. 1 major project from 101
b. 1 major project from 102
c. 2 informal compositions from either 101 or 102
d. Any other supporting compositions you would like to use
3. It should do “meta-analysis” of those artifacts as it makes its argument.
Works Cited
Last name, First name. “Title of Project.” Course Title. Professor ______ ______.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docx
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
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Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
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The document discusses the problem of declining physical activity levels and increasing sedentary lifestyles among Americans. It notes that less exercise is directly linked to higher rates of deadly diseases like heart disease and diabetes. The document then outlines a lesson plan for students to research this issue, identify potential solutions, and argue in favor of solutions supported by evidence. Students are asked to consider public health campaigns, policy changes, and other initiatives to address the health risks of physical inactivity.
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Critical thinking is the ability to use logic and reasoning to evaluate information and make decisions. It requires considering multiple perspectives, keeping an open mind, and asking questions to assess the credibility and sufficiency of evidence used to support arguments. The document provides tips for critical thinking such as considering evidence that may contradict a viewpoint, being willing to acknowledge weaknesses in arguments or lack of information, and ensuring assumptions are supported by facts rather than opinions or broad generalizations.
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The candidates will develop a substantive understanding of the six components of reading by creating a 7-10 page paper. The paper must define and explain each of the six components of reading: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary. It must also include evidence-based practices that promote development in each reading area and have at least five references from journals or textbooks.
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Genesis chapters 1-11 are meant to be taken literally as historical accounts based on how other biblical authors reference and treat the people and events described in Genesis. The Bible outside of Genesis, such as references in the New Testament or other books, corroborate the literal and historical nature of Genesis chapters 1-11 by directly citing or building their own doctrines upon the characters and events described.
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Workplace violence, especially in psychiatric settings, is a significant issue that impacts both patient and staff safety. It can lead to injuries, high turnover rates among staff, and other problems. Several strategies have been found to help reduce violence, such as conducting risk assessments, providing de-escalation training to staff, implementing rapid response teams, improving nurse-patient ratios, and making environmental design changes. While ensuring complete safety is impossible, healthcare organizations should treat violence prevention as a high priority through implementing evidence-based practices and recommendations.
Week 7 Learning ResourcesThis page contains the Learning Resources.docx
Week 7 Learning Resources
This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week's assigned Learning Resources.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
·
Capuzzi, D., & Gross, D. R. (Ed). (2011).
Counseling and psychotherapy: Theories and interventions
. Alexandria, VA: American Counseling Association.
o
Chapter 9, “Cognitive-Behavioral Theories” (pp. 193–213)
o
Chapter 10, “Dialectical Behavior Theory” (pp. 215–235)
o
Chapter 11, “Rational Emotive Behavior Therapy” (pp. 237–261)
o
Chapter 12, “Reality Therapy/Choice Theory” (pp. 263–285)
Note:
This week’s chapters are for review, as they are the same as assigned for Week 6.
·
Document:
Analyzing Counseling Theories (Word document)
Note:
This document will be used for the completion of this week’s Assignment.
Media
·
Psychotherapy.net. (Executive Producer). (1997).
Cognitive-behavioral therapy with John Krumboltz
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 111 minutes.
·
Psychotherapy.net. (Executive Producer). (1997).
Reality therapy with Dr. Robert Wubbolding
[Video].
Retrieved from the Walden Library databases.
Note:
The approximate length of this media piece is 110 minutes.
There are no videos for DBT or REBT in this video series.
Week 7 Discussion
Theory in Action: Cognitive and Behavioral Approaches
Have you ever heard the term “positive addiction”? In general, this term is used to describe the act of replacing a negative addiction, like smoking, with a positive activity, like exercising. Both smoking and exercising can be perceived as a means to reduce stress; however the act of exercising is clearly the healthier option of the two. William Glasser, the founder of reality therapy was the first to introduce this term. Glasser believed that these positive addictions can increase the strength and motivation that people feel in their lives.
Have you ever stood on a crowded elevator and considered singing a song? Did you know that this could actually be an intervention used by a cognitive-behavioral counselor called a
shame-attacking exercise
? In shame-attacking exercises, clients engage in an activity that others around them might disapprove of, thus causing shame to the client. Experiencing the brief discomfort caused by these actions is thought to decrease feelings of social anxiety and self-consciousness.
For this week’s Discussion, you consider which theoretical approach most resonates with you: reality therapy or a generalized CBT approach. You then watch the media piece that translates this theory into practice. Specifically, you examine how the counselor depicted in the media used your selected theoretical approach to guide his or her interventions.
Note:
When crafting your.
OverviewThis Assessment is a Work Product in which you will .docx
Overview
This Assessment is a Work Product in which you will research pressing issues in the early childhood field and select one that you are particularly interested in, one for which you have a desire to generate awareness and bring about change. With this issue in mind, you will prepare a communication piece for policymakers or stakeholders to begin the change process. After you receive a response, you will reflect on your efforts to communicate and collaborate with policy-makers and/or stakeholders.
Your response to this Assessment should:
Reflect the criteria provided in the Rubric, which provides information on how the Assessment will be evaluated.
Adhere to the required Assignment length.
Use the APA “Course Paper” template available
here
.
Note:
All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate.
Professional Skills:
Written Communication
,
Critical Thinking
, and
Information Literacy
are assessed in this Competency. You are strongly encouraged to use the
Writing Checklist
and to review the rubric prior to submitting.
This Assessment requires submission of one (1) document that includes all three parts of this Assessment. Save this file as
RC004_firstinitial_lastname
(for example, RC004_J_Smith). If you choose to create a PowerPoint for Part II, you may submit two files in total, one Word document and one PowerPoint. When you are ready to upload your completed Assessment, use the
Assessment
tab on the top navigation menu.
Instructions
Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.
Rubric
Access the following to complete this Assessment:
National Association for the Education of Young Children (NAEYC). (n.d.). Public policy and advocacy. Retrieved March 11, 2019, from
https://www.naeyc.org/our-work/public-policy-advocacy
Ounce of Prevention Fund. (2009). Early childhood advocacy toolkit. Retrieved from
https://www.theounce.org/wp-content/uploads/2017/03/EarlyChildhoodAdvocacyToolkit.pdf
Trend Lines. (n.d.). Retrieved from
http://blog.childtrends.org
UNICEF. (n.d.). Current issues. Retrieved January 29, 2020, from
https://www.unicef.org/media/current-issues
ZERO TO THREE. (2010). You have what it takes! A tool for identifying your skills as an early childhood advocate [Interactive media]. Retrieved from
http://www.zerotothree.org/public-policy/action-center/advocacy-tool-final-9-7-10.pdf
This assessment has three-parts. Click each of the items below to complete this assessment.
Part I: Research Brief
Select a topic of interest.
What current problems, policies, or .
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Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Composition Project 3: Writing Portfolio
Your Writing Portfolio is an online space where you gather pieces of your writing and
make an argument about how those pieces demonstrate significant development of your writing, your thinking, and/or your research skills. It is also a place where you can address more specifically your relationship to the goals of the course. You will select one of the FWP Outcomes that resonates with you, and you will use reflective analysis as a tool to closely examine a variety of your own compositions over a period of time. Reflective analysis helps you to make an evidence-based argument about yourself, a skill that will benefit you not only here at Drexel, but also outside of Drexel. In your personal, academic, and professional life, it will be important to establish and reflect on goals, to periodically examine what you have accomplished, and to ask critical questions about your learning: What did I hope to accomplish in this class/project/ experience? How did I grow as a person, scholar, or professional? What evidence do I have for that growth? How does this growth prepare me for what is next? In many contexts, you will be asked to discuss, either in person or in writing, what kind of student or employee you will be. In these contexts, it is reflective analysis that will allow you to examine your experience for the evidence you need to construct clear and honest answers for yourself and others.
As you move through the FWP sequence, the Writing Portfolio will give you lots of
practice in doing reflective analysis, which will help you to work toward two of the FWP
Outcomes (and others, too):
1. Students will reflect on their own and others’ writing and communication
processes and practices. They will learn that the term “writer” applies to
themselves and their peers.
2. Students will use writing to embrace complexity and think about open-ended
questions.
The skills you gain by closely examining your compositions, and by making larger claims about your writing abilities based on the compositions you include, will help to prepare you for the reflective analysis you will be asked to do later in your academic and professional life.
English 102 Writing Portfolio and Reflective Analysis Assignment
Your Reflective Analysis should accomplish four tasks:
1. It should make an argument about your writing development. Read the
FWP Outcomes and choose ONE of the Outcomes as the focus for your
argument. You have lots of options here.
2. It should use pieces of your own writing as evidence for your argument.
Specifically, you should integrate the following compositions as sources in
your analysis:
a. 1 major project from 101
b. 1 major project from 102
c. 2 informal compositions from either 101 or 102
d. Any other supporting compositions you would like to use
3. It should do “meta-analysis” of those artifacts as it makes its argument.
Works Cited
Last name, First name. “Title of Project.” Course Title. Professor ______ ______.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docx
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
Class 20 n online
This document provides an agenda for an online class on writing essays. It discusses counterarguments, alternative solutions, outlining essays, integrating and citing sources, and creating a works cited page. It defines counterarguments as challenges to a solution that must be addressed, while alternative solutions examine other options and why the proposed solution is superior. The document instructs students to choose important counterarguments and alternative solutions to include in their essays. It also reviews outlining essays, integrating quotes, summarizing sources, and properly formatting citations and a works cited page according to MLA style. Students are assigned to put their essays into an outline, integrate research, and begin their works cited page.
Class 20 n online
Here is a 4 line quotation integrated into a sentence in my essay:
According to leading health expert Dr. Susan Smith, making healthy choices is about more than just weight loss or appearance. As she states:
"Health is about feeling your best both physically and mentally. It's finding energy and joy in everyday activities rather than feeling drained. Making small changes like adding more vegetables or taking a walk after dinner can lead to big improvements in overall well-being."
This quotation effectively captures Dr. Smith's perspective that health is about overall wellness, not just physical appearance or numbers on a scale. Focusing on small, sustainable lifestyle changes and how they can enhance quality of life is a motivating message.
Dean r berry problems and solutions sedentary america
The document discusses the problem of declining physical activity levels and increasing sedentary lifestyles among Americans. It notes that less exercise is directly linked to higher rates of deadly diseases like heart disease and diabetes. The document then outlines a lesson plan for students to research this issue, identify potential solutions, and argue in favor of solutions supported by evidence. Students are asked to consider public health campaigns, policy changes, and other initiatives to address the health risks of physical inactivity.
Critical thinking rg
Critical thinking is the ability to use logic and reasoning to evaluate information and make decisions. It requires considering multiple perspectives, keeping an open mind, and asking questions to assess the credibility and sufficiency of evidence used to support arguments. The document provides tips for critical thinking such as considering evidence that may contradict a viewpoint, being willing to acknowledge weaknesses in arguments or lack of information, and ensuring assumptions are supported by facts rather than opinions or broad generalizations.
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1. Make sure you’re providing realistic solutions to the issue you.docx
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Week 7 Learning ResourcesThis page contains the Learning Resources.docx
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Writing - Claims & Evidences (Argumentative Paper Part 1)
Writing - Claims & Evidences (Argumentative Paper Part 1)
18. oral citation and genomic sequencing presentations
18. oral citation and genomic sequencing presentations
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
Composition Project 3 Writing PortfolioYour Writing Portfolio i.docx
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(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docx
Dean r berry problems and solutions sedentary america
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1) The USS Cole attack in 2000 was clearly an act of terrorism carried out by al-Qaeda operatives in Yemen with the goal of forcing US withdrawal from the Middle East.
2) The attack served as al-Qaeda in Yemen's major initiation and revealed capabilities prior to the 9/11 attacks. Both US and Yemeni responses to the attack were inadequate and allowed al-Qaeda to strengthen.
3) Radicalization is generally a complex process involving multiple behavioral, psychological, social, and political factors that can lead one to extremist views over time rather than suddenly. The
TO EACH POST MIN 100 WORDS In.docx
This document discusses two pathways to terrorism - top-down and bottom-up - as explained by Professor Mohammed Hafez. The top-down process involves centralized organizations that promote radical ideology through social services, while the bottom-up process occurs when individuals have personal grievances and seek out radical groups. The document also examines case studies of Ted Kaczynski and Timothy McVeigh, analyzing which radicalization models best describe their paths to committing acts of terrorism.
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Stakeholder support is necessary for successful project Consider your.docx
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The OSI data link layer is responsible for physical addressing, network topology, error notification, sequencing of frames and flow control. IEEE has defined numerous protocols used with TCP/IP at the OSI data link layer, including various IEEE 802 standards. These standards require certain network devices, media, and topologies to implement them in a network.
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What are the different portals of entry for a pathogen.docx
The document discusses different topics related to disease and immunity including portals of entry for pathogens, categories of disease outbreaks, types of immunity, classes of vaccines, and differences between hypersensitivity reactions and autoimmune diseases. Specifically, it asks about the different ways pathogens can enter the body, defines endemic, sporadic, epidemic and pandemic, describes innate versus adaptive immunity and which type is longer lasting and more specific, differentiates between active and passive immunity and which is longer or shorter lasting, lists the five classes of vaccines used for active immunity, and asks to define and differentiate hypersensitivity reactions from autoimmune diseases with an example of each.
You are the Social Media Manager for Savannah Technical.docx
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To engage a specific community, one must understand both geographical and non-geographical factors. The document instructs the reader to describe the strengths, challenges, and reasons for community membership of their identified community to an potential employer. They are to advocate for their community's offerings while being honest about its challenges. The description should analyze the impact of community membership on members and identify elected and unelected leaders to support community engagement efforts.
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