Evaluate the importance of Evidence Based Practice (EBP) and the role guidelines play in the implementation of this.

Mode of Assessment:

• Individual Submission (60%)

For your individual submission you have a choice of submitting a 2500 word piece of coursework or completing a PowerPoint presentation.

Within the assignment/presentation you are required to:

• Evaluate the importance of Evidence Based Practice (EBP) and the role guidelines play in the implementation of this.

• Identify the focus of your group guideline and present the rationale and justification as to why this topic was chosen.

• Reflect on the process undertaken when developing the guideline and provide a critical evaluation of your role within the team and what you have learnt about yourself at different stages of the process.
  • You may wish to consider your strengths & weaknesses, any advantages/disadvantages of your learning style in relation to others, the challenges you faced during the process of guideline development and how you addressed these.

• Provide an appraisal of your final guideline

• Propose a reasoned and systematic approach to the dissemination, implementation and audit of your guideline
  • How do you envisage your guideline being disseminated and implemented in practice?  How will you achieve this?  What are the challenges to dissemination and implementation of guidelines and how will you aim to overcome these?

This piece should be personal to your experience and you should consider the whole process from developing the question to the production and appraisal of the finished guideline.  Ensure you support your discussion/evaluation/reflection with appropriate references throughout.

Remember within both the written piece and presentation, for high quality critical reflection you need to be referring to related bodies of evidence, providing critical discussion around the process of guideline development and outlining future actions.

For the Written Submission:

As a reflective piece of writing it is appropriate to write in the first person if you wish.  You must maintain confidentiality at all times, the naming of individuals e.g.  members of your group or people you have contacted for feedback will be treated as a breach of confidentiality.

For the Presentation:

The presentation will be 20 minutes long in total, it will be 15 minutes presenting the presentation slides and then 5 minutes answering questions

When addressing the questions ensure you support your answers with reference to academic literature.

Are criminals born or made?

Description
In this paper, you are to address this question: Are criminals born or made? You can be specific (i.e., are
serial killers born or made) or stay general. As there is SO much information, this assignment will be in an
annotated bibliography format. You will need to find and summarize 6 articles; 3 that discuss
biological/nature and 3 discussing environmental/nurture causes. These will follow APA requirements, with
one exception. References are alphabetized within each section, not overall. In other words, your paper will
be divided into two sections (nature and nurture) with three alphabetized references/summaries in each
section (nature/nurture) 6 total references. I’m also interested in your overall opinion. Therefore, create a
third section titled “Opinion” and write a paragraph on your own thoughts/ideas.

carry out a critical analysis of the promotional tool using academic literature

•The report need be consists and structured on the following 3 main parts: •(Part 1) Students are expected to analyse one piece of Fashion Marketing communication. -These fashion marketing communication includes Collaborations (eg. Adidas-Prada; Gucci-North Face, etc.), Fashion Shows, Store Layout, Supermodel and Celebrities, Fashion Magazines, Pop-up stores. Only one need to be chosen and analysed from the previously mentioned. Personally I’d recommend to choose collaboration as that is the easiest to write about and has the most information available on the web. -For more details and instruction please go to slide 9 and see more. • •(Part 2) Students are then expected to carry out a critical analysis of the promotional tool using academic literature •- This critical analysis needs to be based on the chosen Marketing communication material used in Part 1 (eg. Collaboration) ● •(Part 3) When concluding, students are expected to consider practical implications by using research to make recommendations for their chosen brand •- Based on the literature review that have been carried out on the marketing tool, make some recommendation for the brand mentioned in Part 1. ● ●

compare the different communication needs for an audience/stakeholders in government, corporate/business, and nonprofit organizations.

Topic:
Public Relations Practices

Description
For the final paper, you will be evaluating the public relations practices of an organization based on all of the
chapters in the text and required resources in this course.
Develop a paper that answers the following items based on an organization of your choice. You may pick any
organization as long as your choice has information available to address the following:
• Analyze how the organization uses public relations to create a brand and influence public opinion.
o Assess the messaging in this organizations press releases or internal communications.
o Compare a news article about an event involving this organization with an official press release on the
same event.
How does messaging differ from external news on key issues? How is it similar?
o Assess how the selected organization is adapting to the social media sites and other venues in the 21st
century.
Examine this organizations use of social media to communicate with its audience.
Evaluate how this organization addresses public opinion on social media.
Summarize how you think public opinion on social media influences their decisions.
o Analyze this organization’s communication style with special publics such as employees, management, and
the media.
Determine what communication channel(s) you would use to communicate with stakeholders, employees,
management, and the media on behalf of this organization (use social media, email, employee meeting, etc.).
Why?
o Analyze a crisis that the organization has faced or is facing and how it was or is being handled by the
organization.
Discuss the decision-making process of the organization when addressing the issue.
Summarize the company’s communication models used when addressing the crisis.
Analyze the long-range and short-range public relations plans around this crisis.
o Compare and contrast the public relations campaigns of your organization and another organization. If your
organization is for-profit, select a nonprofit organization for your comparison organization, and if your
organization is nonprofit, select a for-profit.
As it relates to the organization you selected, compare the different communication needs for an
audience/stakeholders in government, corporate/business, and nonprofit organizations.
What is the approach in their messages and where is their focus?
The Public Relations Practices final paper
• Must be eight to 10 double-spaced pages in length (not including title and references pages) and formatted
according to APA Style (Links to an external site.) as outlined in the Writing Center’s APA Formatting for
Microsoft Word (Links to an external site.).
• Must include a separate title page with the following:
o Title of paper in bold font
Space should appear between the title and the rest of the information on the title page.
o Student’s name
o Name of institution
o Course name and number
o Instructor’s name
o Due date
• Must utilize academic voice. See the Academic Voice (Links to an external site.) resource for additional
guidance.
• Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a
clear thesis statement that indicates the purpose of your paper.

Give an account of underlying mechanical principles relevant to human movement.

Topic:
Biomechanics of breastroke (swimming)

Description
Give an account of underlying mechanical principles relevant to human movement. Explain human
movement in terms of anatomical and biomechanical principles.
Use theoretical principles to analyse and evaluate sporting technique in the context of injury prevention and
performance enhancement.

Choose 1 of the artworks listed below and develop a 2 page analysis paper that focuses on the principles and elements of art creation as they are used in the chosen piece.

Analysis Paper Assignment Instructions

Overview

The student will write a 2 page research-based paper in current MLA format that focuses on analyzing a work of art. The paper must include at least 3 references in addition to the course textbooks and the Bible. 

Instructions

Choose 1 of the artworks listed below (they are also listed in the Analysis Paper Assignment Resources below the link to these instructions) and develop a 2 page analysis paper that focuses on the principles and elements of art creation as they are used in the chosen piece.

1. Dr. Gachet

Van Gogh, Vincent. Dr. Gachet. Painting. Britannica ImageQuest. 1890.

• Reflection of the Big Dipper

Pollock, Jackson. Reflection of the Big Dipper. Painting. Britannica ImageQuest. 1946.

• Arnolfini Wedding

Eyck, Jan van. Arnolfini Wedding. Painting. Britannica ImageQuest. 1434.

The format for the paper must follow the basic guidelines below:

Introduction/General Information: Include all pertinent information about the piece, artist, medium, size, subject, art movement, etc.

Brief Description: What is the subject matter? What do you see?

Analysis: Describe, as best you can, the artist’s technique used in the piece.

Conclusion: Your own informed opinion about the work. What you say here must be supported by your analysis above.

Reference Page: Reference page with at least 3 sources.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

How do persuasive communication styles and socio-demographic factors (age) influence the willingness for C-19 booster uptake?

Qualtrics Experiment available at: https://openss.qualtrics.com/jfe/form/SV_9pHpOTiL8hvAdMy

Proposed title:
‘Communication Style Influence on Response’ – an online experiment to establish if willingness to comply with C-19 booster uptake recommendations can be enhanced by emotion triggering communication styles.

Research question & hypothesis:
Q: How do persuasive communication styles and socio-demographic factors (age) influence the willingness for C-19 booster uptake?
The research question has two independent variables: communication style, and age as socio-demographic factor. The two IV are first examined separately and then combined to determine their interactions based on the dependent variable. This results in the following hypotheses.

• H1: Participants exposed to persuasive communication viewing Emotive images will record higher willingness to comply scores than those viewing Basic informative images.
• H2: Participants in the age range 18-39 years old will record lower willingness to comply scores than those in the age range 40-71 years.
• H3: Persuasive communication will have a more influence on the willingness to comply with booster uptake recommendations on participants in the age range 40-71 years old.
  
  

Psychological theories:
This experiment utilised the Cognitive Dissonance Theory (Festinger, 1957). The CDT explicates that an underlying psychological tension is established when a person’s behaviour is inconsistent with their beliefs and thoughts. The underpinning tension then motivates a person to change their attitude which then results in consistency between their behaviour and their thoughts.
– Re: communication style – In this experiment, it is assumed that the participants are not extremely fearful about contracting COVID-19 and spreading it to their loved ones. Therefore, a condition that evokes the psychological tension, will be created by issuing participants with Emotive images representing ‘loved ones’ triggering emotional state, increasing motivation to willingness to vaccine booster uptake, unlike the control group that vied basic informative poster.
 – Re: Age – Previous research shows that: Adults under the age of 40 are less compliant than older people (Nivette et al, 2020; Lin et al, 2021; Sobol et al, 2020); Young adults associated with risky behaviours (Brankston et al., 2021; Alsan et al., 2020; Seale et al., 2020); Young adults associated with lower adherence to rules (Cwetkovic et al., 2020; Bridgman et al, 2020; Jehn & Zajacova, 2020).

Design
Between participants design measured if strategically applied communication style can increase compliance of individuals based on their age range. Using the between participants design, each participant was only exposed to one condition, removing or preventing the carryover effects that can cause bias and fatigue and reduce the internal validity of the study.
The experiment tested differences between experimental and control conditions based on age ranges. The experiment aimed to examine the role of psychology in determining the effectiveness of communication style about the willingness for C-19 booster uptake.
Two by Two independent factorial ANOVA was used to analyse the collected data. The experiment assumed a 2×2 factorial design, which involved investigating the effects of two independent variables (each having two levels) on a single dependent variable

Independent Variable 1 – Emotion activating Communication Style with two levels comprising of: Persuasive style emotion triggering – Emotive images (below), and Non-persuasive – Basic Informative images (below);
Independent Variable 2 – Age
Adults below the age of 40 (age range: 18-39) and Adults above the age of 40 (age range: 40-71)

Dependent Variable – The dependent variable is the ‘Willingnes to comply’ score in regards to the C-19 booster uptake recommendations.

The willingness to comply scores were determined by responses based on whether the booster shots are mandatory, the booster repetition necessity, the availability of the booster shots at the place of work, monetary reward or a reward in a form of extra days off work offered. The higher the average score on the scale indicates higher likelihood of willingness to comply with C-19 booster recommendations. The willingness to C-19 booster uptake tested in the two age ranges when both Emotion triggering communication style or Basic informative communication style are used to inform them on the importance of remaining alert about the rapid virus spread and how to protect their loved ones from it.
Participants were randomly allocated to either the control group or the experimental group (all participants were exposed to only a single condition – between participants design). Experimental Group saw Emotive Images (pictures of actual people containing guidance how to protect loved ones from the rapid spread of the virus) and Control Group saw Basic Informative Images (animated informative containing guidance how to protect loved ones from the rapid spread of the virus). All participants in both groups were asked to look at images displayed on their screen for 20 seconds before advancing and without the option to skip.

Design issues
One issue with the between participants design is that individual differences could result in biased results. Randomisation of participants to either control or experimental condition solves this issue. Also, to sufficiently address the hypothesis, a large sample size is required – target between 100-200 subjects was achieved as 164 fully completed responses were received.

Procedure
Participants were randomly allocated to two different groups and both groups conducted the experiment after reading and signing the informed consent form. The informed consent reminded them about the right to withdraw at any time without consequences or explanations. They were also assured that the data will be stored on a secure computer that is protected with a password.
Next, all participants were asked to examine a series of images containing information in form of short statements. Basic informative images for control group and Emotive images for experimental group. All participants in both groups were asked to take a moment to examine the images while there were displayed on a screen for 20 seconds before advancing without the option to skip. Next, all participants were asked to answer a questionnaire of five questions focused on the willingness of taking C-19 booster shots. Questionnaire containing five questions that were identical for both groups, with a choice of answers measured on a scale from: 1 Very Unwilling, 2 Unwilling, 3 Not Sure, 4 Willing, 5 Very Willing; The higher compliance scores the higher the willingness to comply with C-19 booster uptake recommendations.
Finally, all participants were debriefed and thanked for their participation.

Materials
Materials included an experimental set of four Emotive images, control set of four Basic images, and a questionnaire combining five questions. Other materials included a computer or any electronic devise with an internet browser.

Participants
Participants were recruited through the EWP and social medial site ‘LinkedIn’, based on their availability and willingness to participate. Participants were a mix of few OU students and professionals who are an active LinkedIn profile users. There were from various countries and cities to ensure that a sizeable sample size between 100 and 200 is achieved (164 completed).

Data collection and analysis
Data was collection was possible through the Qualtrics questionnaire scores. Two-way ANOVA was used to enable the testing of the effect of both communication tactics and demographic factors on C-19 vaccine booster willingness to comply at the same time.

Results:
All necessary assumptions have been met.
There was a statistically significant effect of participant exposure to Basic versus Emotive Images Type on the willingness to comply F (1,160) = 338.84, p < .001, ŋp2 = .68; However, there was no statistically significant effect of participants’ age on the willingness to comply F (1,160) = 4.06, p = .045, ŋp2 = .03; Furthermore, there was no statistically significant interaction between participants age and the participant exposure to the Basic versus Emotive Images Type F (1,160) = .00, p = .999; This experiment findings support existing research suggesting correlation between communication style and response. The experiment however doesn’t support the notion that willingness to comply is lower among adults below the age of 40 years old and higher for adults within age bracket of 40 and above. Further, regardless of what communication style used to influence the response, this findings doesn’t support the hypothesis that young adults are less compliant and older adults are more likely to comply.

Experiment Questionnaire:
Each with choice of answers from:
1 = Very Unwilling, 2 = Unwilling, 3 = Not Sure, 4 = Willing, 5 = Very Willing;
Q1. In order to protect yourself and your loved ones, are you willing to boost your immune system as frequently as every 3 months with any of the approved C-19 booster injections?
Q2. In order to protect yourself and your loved ones, would you take the C-19 booster injections more frequently if the shots were made mandatory by the law to prevent any further spread of the disease?
Q3. I In order to protect yourself and your loved ones, would you take the C-19 booster injections more frequently if the booster appointment day and the following day was given to you as an extra day off work?
Q4. In order to protect yourself and your loved ones, would you take the C-19 booster injections more frequently if the booster shots were conveniently available at your work place?
Q5. In order to protect yourself and your loved ones, would you take the C-19 booster injections more frequently if a gift card or monetary reward was offered for each booster shot?

• Very Unwilling
• Unwilling
• Not Sure
• Willing
• Very Willing;

Experiment Conditions:  Emotive Images & Basic Informative Images

Emotive1   Emotive2

Emotive3    Emotive4

Basic1  Basic2

Basic3   Basic4

Analyse Baldwin’s account of the tension between integrationist and separatist responses to racial injustice by Black Americans.

3500-Word Comparative Essay
What is Baldwins’ and Collins’ analysis of Racial injustice?

• Find a point of contrast
• Reflection: what’s interesting, confusing, wrong; find hooks.
• Addressing a central theme.
• It is a comparative essay, but it should not be descriptive. Create a
  theme/question based on their work.
• Demonstrate what’s interesting or confusing, etc
• The 2 chosen thinkers are provided below with its main themes and the
  sources are also given – please use the given sources + additional sources
  can be used if it gives value to the essay/argument.
  The Chosen Thinkers:
  1- James Baldwins
  His work: The fire next time
  • Analyse Baldwin’s account of the tension between integrationist and
  separatist responses to racial injustice by Black Americans.
  • Evaluate Baldwin’s analysis of the role of religion in fostering racial
  injustice in the United States.
  • Evaluate Baldwin’s claim that it is the duty of White and Black Americans
  to come together to overcome racial injustice.
  2- Patricia Hill Collins
  Her Work: Black Feminist Thought
  • Identify the meaning of “black feminist thought” and the reasons it has
  been obscured and marginalised in the context of American political
  thought – link to racial injustice.
  • Analyse the way that Black women’s oppression devalues their
  intellectual and political activism.
  To consider: What it feels like to the thinkers, their ideas, racial myths, letter to the
  nephew (fire next time) learn to love white despite, negative images, oppression,
  how society see/view black individuals and how black individuals see themselves,
  point of contrast: how to cope with racial injustice, have a relationship with white
  people despite the racial injustice, survival as a form of coping, Cope with
  oppression.
  Sources: James Baldwin
  Baldwin, James. The Fire Next Time (London: Penguin, 2017).
  Brim, Matt. James Baldwin and the Queer Imagination (Ann Arbor: The University
  of Michigan Press, 2014).
  Drexler-Dreis, Joseph. “James Baldwin’s Decolonial Loves as Religious
  Orientation,” Journal of Africana Religions, Vol. 3, No. 3 (2015), 251-278.
  Field, Douglas. “Looking for Jimmy Baldwin: Sex, Privacy, and Black Nationalist
  Fervor,” Callaloo, Vol. 27, No. 2 (2004), 457-480.
  Field, Douglas. “Pentecostalism and All that Jazz: Tracing James Baldwin’s
  Religion,” Literature & Theology, Vol. 22, No. 4 (2008), 436-457.
  Lyne, Bill. “God’s Black Revolutionary Mouth: James Baldwin’s Black
  Radicalism,” Science & Society, Vol. 74, No. 1 (2010), 12-36.
  Marshall, Stephen. The City on the Hill from Below: The Crisis of Prophetic Black
  Politics (Philadelphia: Temple University Press, 2011. See, Chapter 4: “(Making)
  love in the dishonorable City: The Civic Poetry of James Baldwin”.
  Norman, Brian. “Reading a ‘Closet Screenplay’: Hollywood, James Baldwin’s
  Malcolms and the Threat of Historical Irrelevance,” African American Review, Vol.
  39, No. ½ (2005), 103-118.
  Norman, Brian. “Crossing Identitarian Lines: Women’s Liberation and James
  Baldwin’s Early Essays,” Women’s Studies, Vol. 35, No. 3 (2006), 241-264.
  Ambar, Saladin. Reconsidering American Political Thought: A New Identity (New
  York and Oxon: Routledge, 2020). [Chapter Seven]
  *Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the
  Politics of Empowerment (New York and London: Routledge, 2009). Especially,
  chapters 2, 5, and 9.
  Collins, Patricia Hill. “On Violence, Intersectionality and Transversal
  Politics,” Ethnic and Racial Studies, Vol. 40, No. 9 (2017), 1460-1473.
  Forum. “Thinking Intersectionally with Patricia Hill Collins,” The Journal of
  Speculative Philosophy, Vol. 26, No. 2 (2012), 442-473.
  Kersch, Ken. American Political Thought: An Invitation (Cambridge and Medford:
  Polity, 2021). [Chapter Eight]
  Roundtable. “Patricia Hill Collins’ Black Sexual Politics,” Studies in Gender and
  Sexuality, Vol. 9, No. 1 (2008), 1-85.
  Symposia. “The Contributions of Patricia Hill Collins,” Gender & Society, Vol. 26,
  No. 1 (2012), 14-72.
  Symposia. “Patricia Hill Collins’s Black Feminist Thought,” Ethnic and Racial
  Studies, Vol. 18, No. 13 (2015), 2314-2354.
  Sources to Use: Patricia Hill Collins
  Austin, Algernon. “Theorizing Difference within Black Feminist Thought: The
  Dilemma of Sexism in Black Communities,” Race, Gender & Class, Vol. 6, No. 3
  (1999), 52-66.
  Chepp, Valerie. “Black feminist theory and the politics of irreverence: The case of
  women’s rap,” Feminist Theory, Vol. 16, No. 2 (2015), 207-226.
  Collins, Patricia Hill. From Black Power to Hip Hop: Racism, Nationalism, and
  Feminism (Philadelphia: Temple University Press, 2006).
  *Collins, Patricia Hill. Black Feminist Thought: Knowledge, Consciousness, and the
  Politics of Empowerment (New York and London: Routledge, 2009). Especially,
  chapters 10, 11, and 12.
  Collins, Patricia Hill. “Piecing Together a Genealogical Puzzle: Intersectionality and
  American Pragmatism,” European Journal of Pragmatism, Vol. 3, No. 2 (2011), 88-
  112.
  Cooper, Brittney C. “Love No Limit: Towards a Black Feminist Future (In
  Theory),” The Black Scholar: Journal of Black Studies and Research, Vol. 45, No. 4
  (2015), 7-21.
  Dotson, Kristie, “Between Rocks and Hard Places: Introducing Black Feminist
  Professional Philosophy,” The Black Scholar: Journal of Black Studies and
  Research, Vol. 46, No. 2 (2016), 46-56.
  James, V. Denise. “Musing: A Black Feminist Philosopher: Is That
  Possible? Hypatia, Vol. 29, No. 1 (2014), 189-195.
  Johnson, Latoya. “From the Anti-Slavery Movement to Now: (Re)Examining the
  Relationship Between Crticial Race Theory and Black Feminist Thought,” Race,
  Gender & Class, Vol. 22, Nos. 3-4 (2015), 227-243.
  Pérez, Michelle Salazar and Eloise Williams. “Black Feminist Activism: Theory as
  Generating Collective Resistance,” Multicultural Perspectives, Vol. 16, No. 3
  (2014), 125-132.

Briefly discuss how this might influence change in practice / services / for service users. Do your findings raise any ethical issues?

How does your passion for nursing align with the mission of the CON?

Essay Prompt:

The College of Nursing’s mission statement states:

We create and translate knowledge and educate a diverse student body prepared to excel as clinicians, scholars and leaders who improve health in local and global communities.

How does your passion for nursing align with the mission of the CON? Describe any experiences that you have had with diverse groups of people (or people who are different from you in some way). What did you learn from this experience?

Essentially, build off of what I’m trying to say here please:

The latter part of the statement resonates with me; improving health in local and global communities. We’re in Detroit; a city yearning for improvement. Health services are a whopping 1.8% of Detroit’s entire budget. Our goal is not only to be nurses and aid this community, but to build around and compliment it as well. Being well-versed and trained in the health industry means I can make an impact at any moment. I can save someone’s life, as well as revive a community. A BSN is the launching pad to community building.