Category: Communications

please see attachment and follow instructions, please create a infographic from the provided instructions in the document. please create with Canva.

please recreate the attached document using Canva Analyze the communication document for its effectiveness and determine strategies, supported by our textbook recommendations, that could improve the piece. Rewrite and redesign the document to improve its effectiveness and use of workplace communication best practices. You will need to submit the following: a cover page including the following: a description of the original document the intended audience the intended use what you changed and why what you didn’t change and why your overall strategies used for improvement the original communication document (a screenshot or a scanned copy). your improved communication document. While not a requirement, you may want to use Canva for the revised document.

This week we will focus on peer review of our History of Science Timelines. You have two main tasks:
1. Make an initial post that includes a link to your timeline. At this point, your timeline should include 10 -12 events (At least 2 per major time period) and associated details (see the timeline assignment). If you are struggling with any part of the timeline, state that in your post. You may also ask for specific feedback on some aspect of your timeline (such as the use of color or font choices). Sources do not need to be turned in with your timeline at this point. This post is due by Wednesday.
2. Choose 1 peer to review. Use the timeline checklist to thoroughly review the posted timeline. Be sure to offer constructive feedback as outlined in the checklist.
Timeline peer grading checklist:
1. Count the number of events on the timeline. Total events = • In the Week 4 timeline, there should be 10-12 events
• In the Week 7 timeline, there should be the full 25 events
2. Are there 5 events per time period? Yes or No. If No, how many do you see?
3. Is more than one area (Science, Math, Technology, Engineering) represented in each time period? Yes or No. If No, what is missing and when?
4. Does every event have a date? Yes or No. If No, identify what is missing.
5. Is every event attributed to a person? Yes or No. If No, identify what is missing.
6. Is there at least one event per time period attributed to a minority person (woman or underrepresented population)? Yes or No. If No, what is missing and when?
7. Does every event have a description? Yes or No. If No, what is missing and when?
8. Does every description include reasons why the event is significant? Yes or No. If No, what is missing and when?
9. Does every description include the social context? Yes or No. If No, what is missing and when?
10. Is the timeline neat and readable? Yes or No. If No, make specific suggestions for improvement.
11. Include one thing that you really liked about the timeline and one thing that you think could be improved.

This week we will focus on peer review of our History of Science Timelines. You have two main tasks:
1. Make an initial post that includes a link to your timeline. At this point, your timeline should include 10 -12 events (At least 2 per major time period) and associated details (see the timeline assignment). If you are struggling with any part of the timeline, state that in your post. You may also ask for specific feedback on some aspect of your timeline (such as the use of color or font choices). Sources do not need to be turned in with your timeline at this point. This post is due by Wednesday.
2. Choose 1 peer to review. Use the timeline checklist to thoroughly review the posted timeline. Be sure to offer constructive feedback as outlined in the checklist.
Timeline peer grading checklist:
1. Count the number of events on the timeline. Total events =
In the Week 4 timeline, there should be 10-12 events
In the Week 7 timeline, there should be the full 25 events
2. Are there 5 events per time period? Yes or No. If No, how many do you see?
3. Is more than one area (Science, Math, Technology, Engineering) represented in each time period? Yes or No. If No, what is missing and when?
4. Does every event have a date? Yes or No. If No, identify what is missing.
5. Is every event attributed to a person? Yes or No. If No, identify what is missing.
6. Is there at least one event per time period attributed to a minority person (woman or underrepresented population)? Yes or No. If No, what is missing and when?
7. Does every event have a description? Yes or No. If No, what is missing and when?
8. Does every description include reasons why the event is significant? Yes or No. If No, what is missing and when?
9. Does every description include the social context? Yes or No. If No, what is missing and when?
10. Is the timeline neat and readable? Yes or No. If No, make specific suggestions for improvement.
11. Include one thing that you really liked about the timeline and one thing that you think could be improved.

Skill Hero Assignment
Introduction
In this assignment you’ll practice identifying transferable skills by creating your own Superhero, Skill Hero. Similar to a Superhero, a Skill Hero holds a unique set of skills and strengths they use in a variety of settings, ultimately to perform a mission. The clip from Spiderman, No Way Home gives us one way to think about transferable skills. Tobey Maguire and Andrew Garfield Spidermen don’t know how to work together as three different Spidermen because they’ve always been solo superheroes on their own. But the Tom Holland Spiderman likens his collaboration with the Avengers to the task at hand, three different Spidermen coming together. Similar to Tom Holland’s pitch to the other two Spidermen, you’ll need to understand how your various experiences relate to a future career. Both for your own understanding and ability to identify relevant career paths and for future interview settings. Assignment
Review the attached templateActions
Refer to the previous assignments and circle, highlight or take note of common phrases, themes, and language
Identify strengths and skills reflected in your values ranking, interest areas, and community of care assignment. Support these with specific experiences, course projects, or accomplishments.
Finally start brainstorming a research question. Some questions to consider and possibly answer before creating a final research questionWhat are some emerging trends in the job market? How might this impact career paths?
How is AI affecting your industry of interest? What are the implications of the gig economy in an industry of interest?
What skills do I currently possess and do these differ from key skills and competencies needed to succeed in a field of interest?
What are some of the challenges and opportunities professionals are facing?
What role will lifelong learning play in your career path?
Deliverable
Completed template. If you’re having trouble with the PDF you can answer all the questions in a word doc.
Skill Here
Actions
Dig Deeper
Review the page below to learn more about how hiring recruiters are shifting to skill-based hiring. Use this resource to continue reflecting on your degree/ major from a competency-based approach.
Start With Skills | Roadtrip NationLinks to an external site.
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First read the book, “The Violence Project; How to Stop a Mass Shooting Epidemic” by Jillian Peterson and James Densley.
Then, consider the following “idea clusters” around which the book is organized. Pick one of these clusters and use it as an organizing structure for your 750-800 word essay entitled: “Understanding Violence and Mass Shootings in the U.S.” Make sure to cite at least one source.
Idea Cluster A. As a psychologist, Jill was driven to understand the pathway that leads a person to the point of mass violence. What separates someone who kills four or forty people from someone who just kills one? What was their childhood and adolescence like? What was going on in their mind and what did they hope to accomplish? Are there fundamental psychological and behavioral differences between offenders who kill family members, partners, or friends first but then go on to kill victims at random, versus perpetrators who target people they have no personal connection to or motive against? What about perpetrators who target their schools or workplaces compared to those who kill at random in other public spaces?
Idea Cluster B. As a sociologist, James thought it was important that we examine how society was affecting trends in mass violence. Was the rise in the number of mass shootings in recent years related to our current economic and political climate? What role did the internet and social media play? Just how allegiant were mass shooters to the ideologies they tapped into? When we focused our policy conversations solely on guns and mental health, were we missing the larger social factors at play that made mass shootings a problem unique to the United States?
Idea Cluster C. There are basic demographic variables: age, education, gender, sexual orientation, race, religion, military service, immigrant status, and any criminal, gang, or terrorist affiliation. And not so basic: whether they grew up with a single parent; whether any parent had died by suicide; if they’d gone through a recent breakup or employment trouble; whether they had told others about their plans to kill ahead of time (known as “ leakage ”). A significant proportion of the variables deal with mental health: whether the perpetrator had been hospitalized for mental illness or prescribed antipsychotics; whether there was any evidence of suicidal tendencies or substance abuse. There’s also a component on the firearms used: whether they were purchased legally, illegally, or stolen, and the method of purchase, such as private sale, gun show, or store.
Idea Cluster D. The Violence Project focus is on “ the four Ds ”:
Disruptive behaviors: behaviors that interfere with the environment, such as unruly or abrasive behavior, a low tolerance for frustration, or being unusually argumentative; Distressed behaviors: behaviors that cause concern for the person’s well – being, such as marked changes in performance, appearance, or behavior; unusual or exaggerated emotional responses; or signs of hopelessness, despair, or suicidality; Dysregulated behaviors: behaviors that cause others to feel uncomfortable or scared, such as a withdrawn, isolated, or depressed mood; agitation; an inability to complete daily tasks; suspicious or paranoid thoughts; or writing or drawing with unusual or concerning themes; and Dangerous behaviors: behaviors that threaten safety or well – being, such as harassment, stalking, intimidation, procuring weapons, threats of harm to self or others, or planning or rehearsing violence. This is not a complete list of signs to look for, but it offers some initial guidance. In each area, concern would be related to a marked change — something noticeable that feels different — from a student’s usual behavior.
Idea Cluster E. First, many mass shooters experience childhood abuse and exposure to violence at a young age, often at the hands of their parents. Parental suicide is common, as is physical abuse, sexual abuse, domestic violence in the home, and severe bullying by classmates. This early exposure to violence and unaddressed trauma feeds the perpetrator’s rage and despair later in life. Mental health concerns such as depression, anxiety, and paranoia commonly develop during adolescence and are rarely identified or treated. Second, nearly all mass shooters reach an identifiable crisis point in the days, weeks, or months before their violence — something that pushes them over the edge .
Third, homicidal and suicidal ideation is fraught with uncertainty. Prospective mass shooters, looking for guidance, turn to past mass shooters for models of behavior, and the more they identify with them, the more they are influenced by them. They also turn on the news and scroll their social media feeds to watch the same unending coverage of mass shootings as the rest of us. Mass shooters are angry and lonely, and many of them fixate on specific people or groups they can blame for their own miserable circumstances. School shooters blame their schools. Workplace shooters blame their bosses and coworkers. Others blame racial groups , religious groups, or women. Searching for validation for their hateful beliefs, mass shooters not only research other perpetrators of mass shootings but also spend time in online communities where they become more radicalized toward violence. An increase in ideologically motivated mass shootings has coincided with the emergence of a newly emboldened far right and “ involuntary celibates,” who’ve forged national and even international alliances of hate online.
Finally , mass shooters must have the opportunity to carry out the shootings — access to firearms and to the people and places that represent their grievances. Firearms, especially heavy – duty weapons, are readily accessible in the United States at levels much higher than almost any other country. Most perpetrators buy their guns legally. Others lie on their applications or background checks are never run on them. Young shooters take their guns from their family member, most often parents and grandparents who don’t have their weapons safely stored.

You had a good strat on preparing this draft, but your scope and structure is not clrear and is too broad.
You did a good job finding some useful and relavant sources, but you must continue reading the literature to solidify your research design and method. Your research design and methodology need to be reviewed and revised extensively.
You had a good strat on preparing this bibliography, but your scope and structure is not clrear and it is still too broad.

Positive Self Image Change Project
Make a series of notes to yourself and post them in prominent places so that you are constantly reminded of your 3-day project. You might tape a reminder on your door so that you see it every time you leave your apartment or dorm. Carry a reminder in your notebooks or textbooks that you carry around campus or on your desk at work.
Specifically, your project is to be very
upbeat, positive, and complimentary toward others
while avoiding unnecessary negative thoughts, reactions, and interpretations.
Make a list of the positive behaviors that you will pursue every day for 3 days. For example, your list might include:
Looking for opportunities to compliment people for their ideas, behaviors, dress, and such (WITHOUT being phony!!);
Recognizing when you think a negative thought or when you interpret a situation as being negative when you really are not sure that it is. Immediately replace such negative self-talk and interpretations with a positive alternative;
Smile and greet people whom you know as well as strangers you meet on the street;
Help people in need; for example, the frail old lady who is struggling to lift a bag of groceries from her shopping cart into her car, etc.;
Disclose something about yourself that you are comfortable sharing with others in an attempt to allow them to know you better.
Keep a daily journal about your thoughts, feelings, and reactions to this assignment as you move through the week, addressing the following questions:
How did it make you feel:
satisfied?
pleasant?
embarrassed?
hypocritical?
shy?
Did your thoughts/feelings change during the course of the week? How so?
What was the response of others?
What was your response to the response of others?
Was this a difficult challenge for you?
What did you learn about yourself as a result of this project?
Make sure that you include people in this project that you see every day. This may include family members, spouses, friends, children, etc.
Project will be written in APA format: Title page, Running head, page numbers, Abstract, Times New Roman, size 12 font, double spaced. Note: Use of contractions are NOT permitted in APA format; please write in 1st person point of view. Your journal should be 3 FULL pages, not including the title page. DO NOT include your word count for this project.

This paper will be 8-10 pages long, analyze *any* work or works which relate to class, and must include at least two secondary sources
class is psychopath of film
use the the film silence of the lambs
discuss how gender norms are challenged in the film and how they play a role in Clarices experiences especially her relationship with Dr lector. also discuss how gender norms play into the psychopathy of buffalo bill. all tying into gender, power, identity

For this assignment, you’ll write a one-page, single spaced Reflection on your experience in this class and what you learned. Be sure to include the information in the prompt (below).
Prompt
Reflect on your time in this class. Use standard, professional grammar and mechanics, and good paragraph structure. I’ve included a basic outline. Here is a link for one of the topics discussed in classs on that you can add in the reflection. https://www2.deloitte.com/us/en/insights/industry/technology/generative-ai-content-creation-moving-into-social-media.html
Introduction
What were your goals and expectations coming into this class (as stated in your original Discussion Post)?
Did you reach your goals? Why or Why not?
Is there anything you would change or do differently if you had it to do over again?
What are the top 2 lessons you’ll expect to remember and/or use the most in the future?
Conclusion
Guidelines:
This needs to be your authentic voice and work. If you use generative AI, make sure you disclose how you used it and include any prompts.
Your submission should be 400-600 words.
Any specific facts, stats, quotes, etc. that you use from our book or an outside source must be cited using APA style.