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Each Writing Assignment needs to be between 350-400 words, and must include evidence. All Writing Assignments can be completed as a Short Argument Paragraph. So far in this course we have discussed several huge developments from the time Europeans landed on the American continents till about 1750. In your estimation, what event was the most impactful, whether for good or ill, in the shaping of what would become the American experience?

The Reflection Essay 2 is designed for students to draw on the course lectures and readings to demonstrate their comprehension of American history. Select ONE essay prompt: A. What was the American home front like during WWII, and why were women critical to the war effort? How did the treatment of African Americans and Japanese Americans reflect the limitations of “pluralism” promoted by the U.S. government during the war? B. How did Senator Joseph McCarthy represent the pressure of conformity and the hysteria over communism in the United States during the 1950s? Why did American youth begin to rebel from their parents at this time? C. How did the "Golden Age" of American capitalism in the 1950s contrast with the struggle for civil rights and school integration? How did white Southerners initially respond to court-ordered school integration? 2) In a 600-800 word essay, address your selected topic by drawing ONLY from our course content: lectures, Give Me Liberty, and Voices of Freedom. Please present your own words and ideas. This essay tests the student's ability to demonstrate comprehension of course materials: Essays that use resources external to this course (Wikipedia, internet essays, AI-summarized essays, etc.) will automatically be scored as a zero. In the most egregious cases of plagiarism, students can be referred to the Dean of Student Services for administrative review. 3) Essays must include and discuss THREE references: one from Give Me Liberty, one from Voices of Freedom, and one from the course lectures. All references require citations placed directly after the relevant material appears in the essay: Voices of Freedom: (Document Author's name, "Title of Document," Voices of Freedom)https://we.tl/t-W01vygQ65g Lecture: (Hickey, IVC Lecture, lecture date)https://we.tl/t-W01vygQ65g Give Me Liberty: (Foner, Give Me Liberty, Chapter number or page#):https://we.tl/t-W01vygQ65g For example: "Indian Removal" was accelerated by President Andrew Jackson, who refused to recognize the Supreme Court's decision in favor of the Cherokee Nation to remain on their ancestral land in Georgia. This presidential inaction allowed white farmers to begin displacing the Cherokee in 1838 (Foner, Give Me Liberty, Chapter 10). No separate Works Cited or Bibliography is required. 4) Essays should use the following format: three (up to four) paragraphs: introduction, body, and conclusion. The introduction tells the reader what the essay is about, will argue, and provides some essential background. The second (or third) paragraph should include the essay's evidence (analysis of course references), and the third paragraph should wrap up the essay with a conclusion. Carefully review your final draft before submission. Does it flow and make sense? Having a trusted friend or family member read a preliminary draft can help identify unclear passages. 5) Essays must be submitted directly into the text entry box for this assignment. Students can write their essays in Word/Google Docs/Other and copy and paste them into the text box: remember to save your work as you write and correct any formatting errors before submitting to Canvas. Do not submit attached files of any type. Grading Rubric: 90-100: The essay expertly addresses the prompt question and demonstrates a clear command of the course themes and materials. This essay's claims are strongly supported by evidence drawn from course materials, and each reference is evaluated and analyzed. All references are cited correctly and directly after they appear in the essay. The essay is free of grammar/spelling/formatting errors. 80-89: The essay ably addresses the prompt question and demonstrates a general understanding of the course themes and materials. This essay's claims are supported by evidence drawn from course materials, but some references may lack evaluation and analysis. This essay may be missing a required reference or citation. Some grammar/spelling/formatting errors may be present. 70-79: The essay introduces some background or general context but does not comprehensively address the prompt question. It demonstrates only a partial command of the course themes. References may not be thoroughly evaluated or analyzed. This essay may be missing multiple references or citations. This essay may not meet the minimum required content (word length). Numerous grammar/spelling/formatting errors may be present. 69-below: The essay does not meet the minimum requirements stated in the prompt. This essay does not meet the minimum required content (word length). The essay does not demonstrate a command of the course themes or the course materials to support the essay's claims, and may be missing multiple required references. Numerous grammar/spelling/formatting errors may be present. The essay is an incomplete draft.

I have three of these little discussions I need to have completed that need to be 500 words. I NEED the first one to be ready on 24 hours, but the other 2 can be turned in in 48 hours. Here are the instructions for the first one: CTQ 12: In your own words, what are the specific contributions of Vera-Ellen to American Dance, and what were her special capabilities? Describe another dancer from the past or present that you feel has unique talents as well. (Include at least one relevant date and one citation to the lecture (with timestamp) or textbook with a page number to earn full points!) Assignment instructions: Write a good narrative of 500+ words using good sentence structure and details. DO NOT CREATE LISTS OR BULLET POINTS WHICH WILL BE STRONGLY MARKED DOWN. Your narrative should only bring content from your textbook only, and DO NOT JUST REPEAT WHAT THE BOOK SAYS. Do not use the internet and bring in outside sources-- there will be strong penalties for this, even if they provide additional facts. This exercise is about your comprehension of the reading material provided. Show adequate use of the special terms and vocabulary in the book and follow college-level writing etiquette. Using run-on sentences, poor sentence structure, and bad grammar will lower your grade considerably. Use real facts, and avoid guesses or vague generalizations. Be specific. Provide relevant dates. Your ability to present the different dates to support your narrative will enhance your grade. Ensure you answer all parts of the question, so carefully read ALL aspects before you begin to answer. PLEASE DO NOT ACCEPT IF YOU CANNOT RETURN THE FIRST ONE IN 24 HOURS EVEN THOUGH THE TIME LIMIT IS SET FOR 48 HOURS

Discussion Board: Great Scramble Political Cartoons Political cartoons provide an insight into events from the past. Review the resources covering the Great Scramble & find a political cartoon addressing the time period. After watching the video about analyzing political cartoons, share your political cartoon in this discussion board. Frame the political cartoon with the historical context, the metaphors & messages that are present plus the political messages that are being sent. What can you learn from your political cartoon? To receive full credit for this assignment your post must: Address the questions asked in the paragraph above in at least a 300-word post and cite all outside sources appropriately In your initial post, include at least one interesting question the readings raised for you Reply to at least two of your classmates' posts and attempt to answer their question (100 word posts minimum)Carla ContrerasApr 22 10:42pm| Last reply Apr 23 4:32pm Reply from Carla Contreras This political cartoon by Paresh represents the Great Scramble, emphasizing the challenges Africa faced during and after colonialism. In the cartoon, the African continent is surrounded by figures of the grim reaper, a common metaphorical symbol of death. Socioeconomic crises, such as famine, hunger, poverty, drought, and disease, are denoted within some figures. In addition, sociopolitical issues like rights abuses, civil war, dictatorship, and warlords are labeled, highlighting political instability. The grim reapers are tugging the African continent from different angles. The encirclement of these figures and words represents the inescapable and destructive forces Africa faced during that time. Additionally, "Governing the Continent unitedly: A Reality" is stated towards the bottom of the cartoon. This statement produces irony as it is the opposite of what the political cartoon represents. While unified governance is ideal, it is unattainable and unrealistic. Despite some efforts made, the present socioeconomic and sociopolitical issues, along with political instability, make it difficult to achieve unity. This emphasizes the need for a strong and responsive government that is capable of effectively addressing these challenges, which enables Africa's development. This political cartoon offers valuable insights, such as the importance of government responsibility and accountability. The challenges faced by Africa, such as the ones represented in the image, are not small problems that can be solved with a quick solution. Instead, these problems are deep-rooted within the African continent throughout history. Without an effective solution that creates lasting change, Africa's development is hindered. Therefore, government restructuring is essential. Ensuring that the government is accountable and responsible is crucial for political stability. In addition, leaders who are responsive to the needs of their people are important. This creates trust between leaders and people, fostering collaboration. These actions will enable the government to effectively address and alleviate people from socioeconomic issues. QuestionHow did the Great Scramble impact modern government systems in Africa? Expand discussion thread from Carla Contreras1 Reply, 1 Unread Reply to post from Carla ContrerasReply Mark as UnreadMark as Unread KDKayjonna DavisApr 22 5:39pmManage Discussion by Kayjonna Davis Reply from Kayjonna Davis One of the most recognized cartoons illustrating the Scramble of American was The Rhodes colossus, it portrays Cecil Rhodes, a British imperial standing on both continents South Africa and Egypt one foot on each continent. Cecil is holding a telephone cord in his hand. This symbolizes his idea of developing Cale to Cairo. A railroad that would unite British possessions across Africa. The conference in Berlin gave the setting for this cartoon. The removal of African nations and rulers was a metaphor for disrespect for their landss and independence. The idea that western countries viewed Africa as an area to be of ruler individuals is shown symbolically by splitting the continent like a piece of pie. A simple political statement is expressed by the illustration. British imperialism is broad, driven, and strong. The basic critique at the same time is the fact it overstimulates Rhodes power, possibly to demonstrate how arrogant and silly it was for one individual to assume he could govern a large nation by himself. Reply to post from Kayjonna DavisReply Mark as UnreadMark as Unread LGLance GreensladeApr 21 7:39pm| Last reply Apr 23 6:53pmManage Discussion by Lance Greenslade Reply from Lance Greenslade Historical context- The Great Scramble was about European Colonial powers in a mad dash to divide Africa up for its wealth and resources so that they would have to go to war over it they chose to meet in 1884-85 for the Berlin Conference to divide it up diplomatically. The cartoon below points out how there was only Europeans involved and the people of Africa got no say in the matter effectively robbing them of trillions.Metaphors and Imagery- The tug of war symbolizes the power struggle that was going on at the time between the Europeans, They where competing for global supremacy and unimaginable wealth so this is to be expected especially between Britain and France as there was no love lost between them throughout history. It also portrays the men in the clothes of their people, I think this emphasizes nationalism and that this was important for them to do this for their country. Also again notably the absence of any Africans pointing out once again the lack of control and input they had in the situation, purely at the mercy of their neighbors to the north.Political Messages- In my opinion this is high lighting the greed and violence that was involved during the great scramble, no regard for human life, they just say money and power and simply grabbed on to a piece of Africa and held on for dear life all in the name of wealth, fame and power.What Can we learn- I believe if you do a bit of thinking involving this cartoon you can clearly learn that imperialism was not about help the people of Africa because they are not even portray in the cartoon, it was only about European agendas and the advancement of self interests. This cartoon simply helps you visualize the heartlessness that went into the great scramble.

Description Research Topic: The role of peer tutoring and mentoring in developmental education is the focus of reasearch. I wish to address this topic after observing the positive impacts of peer support networks across various educational settings and recognizing a research gap. This gap is specifically related to developmental education and led me to this concept. My objective or problem I would like to solve, is to fill the existing void in understanding how peer tutoring and mentoring can enhance students' academic success and retention in developmental education programs. The benefits of identifying effective strategies for implementing peer support networks, research in this area can provide valuable insights for both practice and further study. This will ultimately lead to improved student outcomes and more efficient use of educational resources. Present first draft of your literature review based on the problem that presented in Assignment 5. Use Chapters 10 & 11 of Galvan & Galvan’s book and Chapters 8-10 of Pan’s book to guide your presentation. Using the literature you’ve reviewed to - date, write a paper, not to exceed 10 pages, that is comprehensive, critical and contextualized. That means that it will provide the reader with a survey of published works that pertain to your investigation AND an analysis of that work. The review is not and should not be just a group of summaries. The literature review is a critical, factual overview of what studies have been conducted before. The brief paper may also provide the reader with a theory base for your study – if you’ve already reviewed such literature. But keep in mind, the literature review is not the place to present research data of your own (unless it has been previously published, that is). You must include no fewer than 5 empirical, primary sources. The sources you use should be timely, current (studies conducted within the last 5-7 years) and scholarly. (Some older sources can be considered and included. This includes landmark and classic studies. Your decision to include such works should depend on the content, significance and contribution to the field.) 1 attachments Slide 1 of 1 attachment_1 attachment_1 UNFORMATTED ATTACHMENT PREVIEW Grading Rubric for Reflection Papers and Essays Criteria Does the paper have a clearly organized introduction, body and conclusion? Does the paper address the prompt or the topic? Fails to meet expectations 0-1 Fails to meet this criterion; obvious disregard for the expectations stated in the criterion; paper is disorganized. The topic of the paper is not addressed at all; Fails to stick to the topic. Needs Improvement 2-5 Meets Expectations (Average) 6-8 ORGANIZATION Disorganized, leaves Paper has an introduction, reader wondering what is body and conclusion being said; abrupt ending – no summarizing conclusion. Student does not clearly All content relates to the identify personal prompt or topic; explanation reflections about the of reflections about the topic topic; may veer from is provided but not clearly topic. presented. Are the paragraphs organized; are ideas clearly connected and coherent? Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Paragraphs are disorganized; ideas are included which do not relate to the main idea; ideas are not connected; one sentence paragraphs. Each paragraph has a central idea that is supported with details; important points are presented. Does the paper show evidence of deep thought about the topic? Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Paper shows evidence of thought about the topic, though written presentation lacks clarity; evidence of use of literature to support thoughts. Basic writing expectations (BWE): mechanics, spelling, grammar, or punctuation errors More than 8 grammatical, punctuation, or BWE errors; paper does not reflect the accepted Paper provides only shallow/superficial information; no evaluation of reflection about the topic; no evidence of use of literature to support thoughts. GRAMMAR 4-7 grammatical, punctuation, or BWE errors; some errors affect readability. Between 1-4 grammatical, punctuation, or BWE errors; errors are minor and do not detract from the paper Exceeds Expectation (Above Average) 9-10 Easy to read, topic succinctly introduced, organization clearly evident with proper introduction, body, conclusion. The student’s reflection about the topic is clearly and succinctly explained and supported with accompanying detail/information from literature. Each paragraph has a central idea; ideas are connected; paragraphs are well – developed with supporting details; paper flows naturally in an organized pattern. Paper provides evidence (via descriptions, details literature) that the student has examined his/her own belief systems and related this to their current views about the topic. No errors. Your Score Criteria Use of transitions to connect sentences and ideas Fails to meet expectations 0-1 standard of graduate level writing. Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. Correct choice of verb tenses, words, avoidance of wordy phrases, correct use of pronouns Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. APA Citation Citation for the article did not follow APA format (current edition) and was missing essential information. Use of Resources No evidence of scholarly resources used. Correctly formatted per APA including in text citations/ reference page Fails to meet this criterion; obvious disregard for the expectations stated in the criterion. References used in the study are not cited Needs Improvement Meets Expectations (Average) 6-8 Exceeds Expectation (Above Average) 9-10 Choppy; sentences do not connect or transition well; ideas do not connect. Paper expresses the ideas of the author; sentences relate to one another; some elements are not clear. Improper use of language; includes slang or jargon; incorrect word choice; wordiness makes the paper appear “padded”. 1-2 instances of incorrect word choice; somewhat wordy but not enough to detract from the paper; 1-2 instances of incorrect verb tense/pronoun use. Paper is easy to read, clear and coherent. It is interesting and well written; sentences connect and flow; use of transitions connect paragraphs/ideas. Clear evidence that paper has been proofread; No instances of incorrect word choice, slang or jargon; uses correct verb tense and pronouns. Well written and use of words clearly conveys meaning. 2-5 FORMATTING Citation for the article did Citation for the article did follow APA format follow APA format (current edition); (current edition); however; however; a few (3) errors less than 3 errors in in essential information essential information were were evident. evident. Use of at least 2 scholarly Use of at least 2 but less resources to support than 5 scholarly resources to position. support position. References used in the Meets this criterion with no study are somewhat more than 2 errors. ambiguous. Meets this criterion with 3 or more errors. Essential information was accurate and complete. Use of at least 5 additional resources to develop position. All references used in the study are cited. Your Score  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description You will complete a research paper on MANOVA/MANCOVA. You must do SPSS analyses on any of the files that are in the Data Files folder (Files section), files in the SPSS software, or any file in your textbook (7th edition). Access to that file, and its availability must be written in the methods section. This is to remind you what should be in all research papers in this course. All research papers should be Factorial (2 or more IVs in both the review article and in the analyses). The first research paper is based on this module's presentations In actual sense, this is a bogus research paper that is more interested in STATISTICS and its REPRESENTATION than most of the other contents. Although the layout should be like any quantitative research paper, the main considerations will be given to the following things. There must be a quantitative critical literature review of a scholarly paper/article that has used the same analysis that is covered in that chapter. For example, in chapter 4, there must be a review of an article that used factorial ANOVA. That review should follow the 6 Ws, 1 H, 1 A and 1 R: who did what to whom, when, where, why, how, analysis and results—though not in that particular order as is discussed in the handout below on Writing Critical Review in the Literature review document folder in CANVAS Files section. Chapter related Statistical reports in the reviewed article must be indicated in your paper. (40% of score) You must do SPSS analyses on either the files that are in the Data Files folder (Files section), files in the SPSS software, or any file that can be publicly available. Access to that file, and its availability must be written in the methods section. (This part of paper earns 40%, while the rest of paper, neatness, APA, etc. earns 20%). You should NOT use the textbook's files. The presentation of statistics must be like what is presented in each chapter's "Presentation of Results". Effect size Eta symbol and any other symbols can be copied in Microsoft word Symbol Font. PLAGIARISM is a serious "Dishonesty" offence. This includes COPYING other students. This is just a reminder, because I do check plagiarism if I feel a loss of originality, by using Turnitin software. Tables in the paper should follow APA format; and should not be copy/pasted from SPSS outputs. The 1st plagiarism score is '0' for the assignment, while the next gives you an 'F' for the course 2 attachments Slide 1 of 2 attachment_1 attachment_1 attachment_2 attachment_2 UNFORMATTED ATTACHMENT PREVIEW Outline for the Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education": I. Chapter 1: Introduction A. Problem Statement 1. Growing interest in peer tutoring and mentoring as educational strategies 2. Need for further research on academic benefits in developmental education 3. Challenges faced by students with poor academic readiness 4. Research questions guiding the study - Effectiveness of peer tutoring and mentoring - Impact on student retention in developmental education - Critical elements associated with effective peer tutoring and mentoring B. Background and Significance 1. Importance of developmental education in community colleges and universities 2. Academic challenges faced by underprepared students 3. Role of peer tutoring and mentoring in addressing these challenges 4. Contribution to the existing literature on student success and engagement 5. Implications for educational institutions and funding strategies II. Chapter 2: Review of Related Literature A. Empirical Research Findings 1. Studies showing positive impacts of peer tutoring on academic performance 2. Case studies illustrating retention benefits from peer mentoring 3. Summaries of key studies - Sallah et al. (2023): Mathematics achievement improvements - Passion and Marcelo (2024): Performance enhancements in peer tutoring sessions - Flores and Estudillo (2018): Retention rates among minority students - Lorenzetti et al. (2020): Skills development through peer mentoring - Carvalho and Santos (2022): Impact of technology-based peer learning B. Synthesis of Findings 1. Correlation between peer tutoring/mentoring and academic retention 2. Importance of addressing emotional and social needs alongside academics 3. Contributions of peer learning to developmental education success III. Chapter 3: Methods A. Research Design 1. Description of quantitative research methods 2. Quasi-experimental approach 3. Data collection and analysis strategies B. Population and Sample 1. Target population: Students in developmental education 2. Sampling methods and participant demographics 3. Data anonymization procedures C. Instrumentation 1. Standardized tests for measuring academic performance 2. Retention rate measurement criteria 3. Validity and reliability assessments D. Procedures 1. Random division of participants into experimental and control groups 2. Details of peer tutoring and mentoring interventions 3. Statistical analysis methods IV. Chapter 4: Results and Discussion A. Interpretation of Results 1. Data analysis findings on academic success and retention 2. Comparative performance of experimental vs. control group 3. Retention rates and their significance B. Conclusions 1. Summary of key findings 2. Implications for developmental education programs C. Discussion and Recommendations 1. Importance of peer tutoring and mentoring for student success 2. Suggestions for implementation in higher education 3. Future research directions on peer support frameworks V. Chapter 5: Conclusion A. Summary of research goals and findings B. Final thoughts on the role of peer tutoring and mentoring in educational success C. Call to action for educational institutions to adopt peer support strategies VI. References • Include all studies and sources cited in the essay. 1 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Student’s Name Institutional Affiliation Course Number/Name Instructor’s Name Due Date 2 Contents Chapter 1: Introduction........................................................................................................................... 3 Problem Statement ............................................................................................................................. 3 Background and Significance .............................................................................................................. 3 Review of Related Literature ............................................................................................................... 4 Operational Definition of Variables..................................................................................................... 6 Chapter 2: Methods ................................................................................................................................ 7 Research Design .................................................................................................................................. 7 Population and Sample ....................................................................................................................... 7 Instrumentation .................................................................................................................................. 8 Procedures .......................................................................................................................................... 8 Necessary and Required Analysis........................................................................................................ 9 Chapter 3: Results and Discussion ........................................................................................................ 10 Interpretation of Results ................................................................................................................... 10 Conclusions ....................................................................................................................................... 11 Discussion and Recommendations ................................................................................................... 11 References............................................................................................................................................. 13 Figure 1: Demographic Characteristics of the Sample ............................................................................ 9 Figure 2: Comparison of Pre and Post-Test Scores ................................................................................ 10 Figure 3: Retention Rates by Group ...................................................................................................... 11 3 The Role of Peer Tutoring and Mentoring in Enhancing Academic Success and Retention in Developmental Education Chapter 1: Introduction Problem Statement The study of peer tutoring and mentoring as an effective educational strategy has experienced growing interest for achieving better student achievement across different learning environments. The academic benefits of peer tutoring and mentoring on developmental education programs need further research attention. The programs dedicated to students with poor academic readiness often face difficulties enabling their participants to progress through classes and succeed in completing their degrees. This research study aims to address the current gap in understanding the strategic execution of peer support frameworks within developmental education, which promotes both academic achievement and student persistence. The following research questions will guide the study: a) What makes peer tutoring and mentoring effective as an educational tool in developmental education programs? b) How do peer support networks affect the retention of students enrolled in developmental education programs? c) What are the critical elements associated with practical peer tutoring and mentoring in developmental education? Background and Significance The educational support system in community colleges and universities, through developmental education programs, helps students address their insufficient preparation for higher education classes. The subpar test results and lack of important knowledge expose these students to various academic obstacles, including a lack of academic backing. 4 Specifically, since these academic challenges are being faced by vulnerable college student populations as well as minority populations, students experience increased dropping out. Peer tutoring and mentoring have become vital educational methods that provide personalized academic services and instill belongingness to the student body as they boost the school engagement rates. In peer tutoring formats, students help each other with course material while the peer mentors assist the mentees as they undertake academic assignments and deal with problems in college life. This approach shows up in research studies to have better academic results, stronger student confidence, and higher student retention numbers. Peer support networks do a lot to help development education programs as their students often feel frustrated and isolated. Finally, this study makes important contributions in providing original findings on peer tutoring and mentoring in support of developmental education students' teaching. This research explores the implementation of peer support networks, providing educators and administrators seeking to improve student outcomes on the most efficient use of educational spending with information about implementation methods. Developmental education is adopted in conjunction with peer tutoring and mentoring to improve academic achievement and reduce student dropout rates, benefiting both the educational institution and its learners in the future. Review of Related Literature According to existing empirical research, peer tutoring and mentoring nurture academic excellence and improve student persistence rates, particularly in programs at developmental education levels. Studies conducted over the last few years show that studentoriented support groups enhance educational outcomes and study retention in response to academic obstacles. The research by Sallah et al. (2023), for instance, analyzed how peer tutoring affects the mathematics academic achievement levels of pre-service teachers. The 5 research team measured academic performance growth at 15% through repeated measures of ANOVA, which produced a statistically significant F-value of 6.79 (p < 0.05). The results indicate peer tutoring proves an effective technique for bettering student comprehension of complex information, which supports the main educational goal of developmental education success. Similarly, Passion and Marcelo (2024) conducted research on mathematics peer tutoring and recorded that students who joined peer tutoring sessions improved their academic performance by 18%. Student participants who received peer mentoring achieved significant academic breakthroughs, according to the results obtained from a t-test analysis with a t-value of 2.96 and a p-value of 0.02. Through a comparison of these studies, it is evident that student learning outcomes improve through peer tutoring because it delivers specific peer-to-peer assistance particularly needed by developmental education students who need help with basic skills. Furthermore, student retention benefits from peer mentoring since this education approach incorporates emotional and social guidance alongside the academic development process. The impacts of specially designed mentorship services for minority students in STEM fields were the focus of Flores and Estudillo (2018). 63% of the participants reported that the mentoring programs influenced their decisions to remain in school, positively influencing their retention rates, These results are indicative that peer mentoring helps students achieve academic success through determination and perseverance to remain in school, which is especially important for developmentally educated students. In concurment with Flores and Estudillo (2018) study findings, graduate students who engaged in peer mentoring showed statistically significant improvement in skills development amounting to 40%, according to Lorenzetti et al.’s (2020) study, which provided proof with a p-value of 0.01. These scholarly results indicate that peer mentoring focused on skills acquisition and 6 academic resilience produces major beneficial outcomes for students, which makes it an essential tool in developmental education. In the synthesis of their findings, Carvalho and Santos (2022) established that technology-based peer learning programs resulted in a 20% growth in academic results, a finding that is consistent with previous results from Flores and Estudillo (2018) as well as Passion and Marcelo’s (2024) studies. Carvalho and Santos's (2022) study findings further indicated that academic success showed a moderate to strong connection with peer learning based on the positive correlation coefficient of r = 0.45 (p = 0.01). These findings suggest that students benefit the most from technology-enhanced peer mentoring and tutoring because these approaches improve accessibility and educational engagement. The research studies selected for this literature review demonstrate strong statistical proof about how peer tutoring and mentoring help students retain and enhance their academic results, which in turn bolsters potential educational achievements in developmental education programs. Operational Definition of Variables The study uses the following operational definitions for its research purposes: Peer Tutoring runs as a structured academic support framework that enables students to explain course material through a more adept student functioning as the tutor. Academic success measurements for peer tutoring depend on both student performance enhancements in academic subjects and student mastery of class materials. Peer Mentors help less experienced students, known as mentees, navigate their way through academic, social, and professional obstacles within a relationship-based support system. Peer mentoring success depends on the degree to which mentees stay involved while continuing their studies and achieving better educational outcomes. Students achieve their educational goals through Academic Success by earning grades and examination scores, as well as by completing their courses successfully. 7 The student enrollment pattern for educational programs extends across time; thus, retention is measured by the percentage of continuing students throughout semesters or yearly periods. The proposed definitions provide essential criteria for evaluating research and determining important concepts that appear in developmental education studies. Chapter 2: Methods Research Design The research employs quantitative methods to assess whether peer tutoring and mentoring programs boost academic achievements and minimize dropout rates among students in developmental education. The research design uses a quasi-experiment that analyses academic and enrollment results between students involved in peer support programs and those who did not participate. Academic skill assessment takes place through pre-testing, which provides information about academic progress, followed by post-testing. Data screening procedures verify that collected data remain both accurate and genuine. The main study benefits from initial pilot studies that test and enhance data collection instruments along with procedures to maintain reliability and validity. Population and Sample The study focuses on students taking developmental education classes at a public university. The research employs a stratified random sampling approach to recruit participants representing different student demographics, including age groups, gender categories, and academic areas of study. The designed study calculates the sample size with the aim to attain a power of 0.80, an alpha level of 0.05, and a medium effect size. Through this criterion, the study recruits 200 participants categorized as 100 experimental and 100 control participants. The research collects its data through publicly accessible institutional records and standardized tests, which undergo anonymization procedures to protect student 8 privacy. The files containing information are named using specific labels, such as 'Student_Performance_Data_2024.csv', to indicate the data origin. Instrumentation Students undergo two standardized tests for mathematics and reading comprehension to measure their academic performance during the academic term. The retention rate measurement tracks which students continue their enrollment into further semesters. The instruments maintain validity through their connection to curriculum standards as well as expert evaluation testing. Reliability is evaluated using Cronbach's alpha method with criteria of coefficients higher than 0.80 to determine acceptability. The research methodology requires both pre-tests and post-tests, as well as the retrieval of retention data from institutional records for the study. Procedures The study randomly divides study subjects into two cohorts: one receives peer tutoring combined with mentoring, and the other serves as the control group without receiving any intervention. The peer tutoring initiative connects students of different academic levels, enabling them to provide math and reading assistance to one another. The mentoring program helps participants develop both academic and personal abilities. Each initiative lasts 12 weeks while delivering program sessions twice each week. The null hypotheses take the following form: H01: There is no meaningful difference between the group that receives peer tutoring mentoring versus the group with no intervention. H02: The retention rates of the peer tutoring and mentoring group remain statistically similar to retention rates from the group without any intervention. Academic improvement assessment is conducted through paired t-tests, which analyze the results of pre-tests and post-tests. Research groups are evaluated through chi-square tests 9 to determine differences in student retention. The determined statistical significance level stands at p < 0.05. Necessary and Required Analysis Statistical descriptions, including mean values and standard deviations, are used to measure all variables. Tables 1 and 2 present demographic information about the sample, along with pre-post score differences. Figure 1 shows group retention rates. The research utilizes SPSS for data analysis. Characteristic Experimental Group Control Group (n=100) (n=100) Age (Mean ± SD) 20.5 ± 2.3 20.7 ± 2.1 Male 45 47 Female 55 53 Caucasian 40 42 Hispanic 35 33 African American 15 14 Other 10 11 Gender (%) Ethnicity (%) Figure 1: Demographic Characteristics of the Sample 10 Group Test Mean Score (SD) p-value Experimental Pre-test 55.2 (10.1) 0.001 Post-test 68.4 (9.5) Pre-test 54.8 (9.8) Post-test 58.9 (10.2) Control 0.05 Figure 2: Comparison of Pre and Post-Test Scores Chapter 3: Results and Discussion Interpretation of Results The research data from peer tutoring programs with mentoring is interpreted throughout this section. The implemented interventions were measured for their academic success and student retention effects by conducting both descriptive and inferential statistical analyses. Students who received peer tutoring with mentoring outperformed their counterparts who were part of the control group, along with maintaining higher retention rates. The research participants were evenly distributed in terms of age and gender and ethnic background throughout experimental and control groups according to the data shown in Table 1. Table 2 presents evaluation data that reveal how major progress was achieved by testtakers who underwent peer tutoring and mentoring compared to the control group. The experimental participants in the achievement tests scored a statistically meaningful increase (p = 0.001) from 55.2 to 68.4 in their post-test results. The participants in the control group achieved only a limited score rise from 54.8 points to 58.9 while attaining a significant 11 p-value at 0.05. This data demonstrates that students who received peer tutoring coupled with mentoring outperformed the control group. As indicated in Figure 1 below, student retention reached 92% within the experimental group and only 80% within the control group. Student persistence increased according to the retention data between groups, indicating that peer tutoring and mentoring positively affected retention for developmental education programs. Figure 3: Retention Rates by Group Conclusions The experimental findings from this study establish robust evidence that demonstrates how peer tutoring and mentoring programs support educational growth and the enrollment duration of students enrolled in developmental education programs. Students enrolled in peer support programs from the experimental group achieved greater academic improvement, along with better retention rates, compared to their counterparts in the control group. Based on the results, developmental education programs should incorporate peer tutoring and mentoring as essential components. Discussion and Recommendations 12 The successful outcomes among participants in the experimental group demonstrate that peer tutoring, combined with mentoring, proves effective in enhancing learning accomplishments in developmental education. The work that student programs do that results in academic success for students is to keep students in school and to provide emotional support alongside customized academic mentoring. Understanding the role of peer mentoring in terms of accommodating underrepresented populations to fight through academic challenges is explained in the literature (Flores & Estudillo, 2018). The research findings suggest that the universities should implement the structuring of peer tutoring and mentoring in their developmental education courses. Because of these strong achievements in academic goals and retention rates of the students in this study, peer tutoring and mentoring are shown to be vital to helping struggling undergraduate students. According to Carvalho and Santos (2022), technological tools for peer learning offer new economic advantages that enhance student access and support through the use of peer methods. The lasting academic and post-school achievements stemming from peer mentoring and tutoring interactions should be researched and accounted for. The elements to define the good peer tutoring and mentoring approaches must be researched and studied on how much the mentor is trained, what sessions are held, and concerning the use of technology in using peer support frameworks. When higher education institutions focus on these essential elements for developmental education student requirements, they will be able to develop optimal peer support programs. 13 References Carvalho, A. R., & Santos, C. (2022). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3, 100070. https://doi.org/10.1016/j.caeo.2021.100070 Flores, G., & Estudillo, A. G. (2018). Effects of a peer-to-peer mentoring program: Supporting first-year college students’ academic and social integration on campus. Journal of Human Services: Training, Research, and Practice, 3(2), 3. https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1050&context=jhstrp Lorenzetti, D. L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., Freeman, G., & Oddone Paolucci, E. (2020). The role of peer mentors in promoting knowledge and skills development in graduate education. Education Research International, 2020(1), 8822289. https://doi.org/10.1155/2020/8822289 Passion, O. V., & Marcelo, P. (2024). Benefits of peer tutoring in enhancing students’ academic performance in mathematics. International Journal of Advanced Multidisciplinary Studies. Retrieved from https://www.ijams-bbp.net/wpcontent/uploads/2024/06/5-IJAMS-MAY-2024-754-765.pdf Sallah, E. K., Owusu, A., Narh-Kert, M., & Yawson, J. (2023). Peer tutoring strategy: A quantitative analysis of pre-service teachers’ academic achievement in mathematics. International Journal of Science and Management Research, 2023(6903). http://doi.org/10.37502/IJSMR.2023.6903  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description final paper plan, everything is attached below, any questions please ask. book: communication between cultures 10th edition by larry samovar, richard e porter, edwin r mcdaniel, and clementine fujimura UNFORMATTED ATTACHMENT PREVIEW Intercultural Sensitivity Bennett’s Stages of Cultural Sensitivity Stage 1 - Denial ? People in this stage are very unaware of cultural differences. We do not “see” the differences. ? The task at this first stage of intercultural sensitivity is to recognize cultural differences that are escaping notice. Stage 2 - Defense ? We begin to perceive cultural differences; however, differences from ourselves or the norms of our group are labeled negatively. They are experienced as a threat to the “rightness” of our own value system. ? The task in the second level of cultural sensitivity is recognize and to become more tolerant of differences and to see basic similarities among people of different cultures. Stage 3 - Minimization ? We try to avoid stereotypes and appreciate differences. However, we still view many of our own values as universal, rather than viewing them simply as part of our own ethnicity. ? The task at the third level of intercultural sensitivity is to learn more about our own culture and to avoid projecting that culture onto other people’s experience. Stage 4 - Acceptance ? The fourth stage requires us to shift our perspective, while maintaining our commitments to values. ? The task in this stage is to understand that the same behavior can have different meanings in different cultures. ? For collaboration to be successful, this stage of intercultural sensitivity must be reached by the participants of the collaborative process. Stage 5 - Adaptation ? People can function in a bicultural capacity. We take the perspective of another culture and operate successfully within that culture. ? This ability develops in a two-part sequence. It requires an evaluation of norms based on our culture of origin as well as the second culture. Two parts to adaptation ? “Cognitive adaptation” – we know enough about our own culture as well as the second culture, which allows a mental shift into the value scheme of the other culture ? “Behavioral adaptation” – we can produce behaviors appropriate to the norms of the second culture Stage 6 - Integration ? We can shift perspectives and frames of reference from one culture to another in a natural way and evaluate situations from multiple frames of reference. ? Ethnocentrism Polycentrism AT THE END OF THE DAY, DIVERSITY HAS JUMPED THE SHARK, HORRIFICALLY November 18, 2009 by Ann Coulter It cannot be said often enough that the chief of staff of the United States Army, Gen. George Casey, responded to a massacre of 13 Americans in which the suspect is a Muslim by saying: "Our diversity ... is a strength." As long as the general has brought it up: Never in recorded history has diversity been anything but a problem. Look at Ireland with its Protestant and Catholic populations, Canada with its French and English populations, Israel with its Jewish and Palestinian populations. Or consider the warring factions in India, Sri Lanka, China, Iraq, Czechoslovakia (until it happily split up), the Balkans and Chechnya. Also look at the festering hotbeds of tribal warfare -- I mean the “beautiful mosaic” -- in Third World hellholes like Afghanistan, Rwanda and South Central, L.A. "Diversity" is a difficulty to be overcome, not an advantage to be sought. True, America does a better job than most at accommodating a diverse population. We also do a better job at curing cancer and containing pollution. But no one goes around mindlessly exclaiming: "Cancer is a strength!" "Pollution is our greatest asset!" By contrast, the canard "diversity is a strength" has now replaced "at the end of the day," "skin in the game," "blood and treasure," "jumped the shark," "boots on the ground," "horrific" (whatever happened to the perfectly good word "horrible"?), "not so much," "I am shocked, shocked to find that gambling is going on here," and "that went well," as America's most irritating cliche. We should start making up other nonsense mantras along the lines of "diversity is a strength" and mindlessly repeating them until they catch on, too. Next time you're at a cocktail party, just start saying, "Chocolate pudding is dramatic irony" from time to time. Eventually other people will start saying it, without anyone bothering to consider whether it makes sense. Then we'll do another one: "Nicolas Cage is a two-cycle engine." Before you know it, liberals will react to news of a mass murder by muttering, "Well, you know what they say: Nicolas Cage is a two-cycle engine," while everyone nods in agreement. Except mere gibberish makes more sense than "diversity is a strength." If Gen. Casey's wildly inappropriate use of this cliche in the aftermath of the Fort Hood massacre doesn't kill it, nothing will. Among the worst aspects of America's "diversity" is that liberals' reaction to a heterogeneous population is to create a pecking order based on alleged victimhood -- as described in the electrifying new book, Guilty: Liberal "Victims" and Their Assault on America. In modern America, aggressors are sanctified, while the innocent never stop paying -- including with their lives, as they did at Fort Hood last week. Points are awarded to officially sanctified “victims” for angry self-righteousness, acts of violence and general unpleasantness. Liberals celebrate diversity only in the case of superficial characteristics like race, gender, sexual preference and country of origin. They reject diversity when we need it, such "diversity" of legal forums. After conferring with everyone at Zabar's, Obama decided that if a standard civilian trial is good enough for Martha Stewart, then it's good enough for the mastermind of the 9/11 attacks. So Khalid Sheikh Mohammed is coming to New York! Mohammed's military tribunal was already under way when Obama came into office, stopped the proceedings and, eight months later, announced that Mohammed would be tried in a federal court in New York. In a liberal's reckoning, diversity is good when we have both Muslim jihadists and honorable Americans serving in the U.S. military. But diversity is bad when Martha Stewart and Khalid Sheikh Mohammed are sent to different legal tribunals to adjudicate their crimes. Terrorists tried in civilian courts will be entitled to the whole panoply of legal protections accorded Stewart or any American charged with a crime, such as the presumption of innocence, the right to a fair trial, the right to exclude evidence obtained in violation of Miranda rights, the right to a speedy trial, the right to confront one's accusers, the right to a change of venue, the right to examine the evidence against you, and the right to subpoena witnesses. Members of Congress have it in their power to put an end to this lunacy right now. If they don't, they are as complicit in Mohammed's civilian trial as the president. Article I, Section 8, and Article III, Section 1 of the Constitution give Congress the power to establish the jurisdiction of the lower federal courts and to create exceptions to that jurisdiction. Congress could pass a statute limiting federal court jurisdiction to individuals not subject to trial before a military tribunal. Any legislator who votes "nay" on such a bill will be voting to give foreign terrorists the same legal rights as U.S. citizens -- and more legal rights than members of the U.S. military get. In the case of legal proceedings, diversity actually is a strength. COPYRIGHT 2009 ANN COULTER There is one final paper, which will focus on intercultural adaptation theory, an intercultural experience with a theoretical application, or a detailed plan for an intercultural seminar in a particular context (business, healthcare, education, etc.). You must submit your plan for the final project in advance. The final paper, including the plan, is worth 40 points. The assignment calendar indicates when the plan and the paper are due. A late paper will be dropped by 20 percent. Technical problems are not an excuse for a late paper. Plan for Final Paper – Intercultural Communication Read descriptions of the three options for the final paper under Course Content > Directions for Your Essays and the Final Paper. Then copy and paste the questions below into a Word document. Answer the questions. Save the file. Then upload the file with your answers into the Dropbox. Please check the course calendar for the due date. See the rubric for the final paper and note that completing the plan for the final paper counts toward your final paper grade. If you submit your plan late or change your plan without the permission of the course instructor, you will lose points on the final paper. NAME: Which final paper option will you complete – the adaptation theoretical paper, the experiential paper, or the intercultural seminar paper? IF you choose the adaptation theoretical paper, please answer the following… Have you read the description for the adaptation theoretical paper in Module 5? Do you understand that you will analyze Kim’s adaptation theory, a complex yet commonly utilized theory in intercultural communication, as the key component of your final paper? IF you choose the experiential paper, please answer the following… Have you read the description for the experiential paper in Module 5, including the requirement that you spend at least 5 hours interacting with members of a different cultural group? About which cultural group will you learn? Explain that you are NOT a member of the cultural group. Will you interview a member of the cultural group? If so, who? (Please give a name and contact information for your interviewee. Your interviewee CANNOT be a family member.) In which cultural activity (or activities) will you participate? When and where? Who are your contacts (with contact information) for the activities? (In other words, who in the cultural group can verify your participation in the activities? Your contacts CANNOT include family members.) IF you choose the intercultural seminar paper, please answer the following… Have you read the description for the intercultural seminar paper in Module 5? What is the context of your intercultural seminar? What is the target audience of your intercultural seminar? What is the goal of your intercultural seminar?  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description Everyone communicates. It is like breathing for humans: it happens without you thinking about it. There is a whole field of study dedicated to communication that explores why people communicate, how they communicate, and what they are communicating. Think about the term miscommunication. Does a situation or memory immediately come to your mind? What caused it? Begin by reflecting on your current level of communication competence. resources Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources. WEEKLY RESOURCES by day 7 Write at least three paragraphs in response to the following: Describe one situation where you believe you communicated effectively and another situation where you believe you communicated ineffectively. Explain why you believe the examples you selected demonstrate effective or ineffective communication. What do you think you might learn in this course or what you would like to learn about communication? Write one or two expectations you have for this course. Write at least 3 paragraphs and include at least two references to this week’s resources. Bold any concepts or terms from this week’s resources. Wikibooks. (2020, April 15). Survey of communication study/chapter 1– Foundations: Defining communication and communication studyLinks to an external site.. Wikibooks.org. https://en.wikibooks.org/wiki/Survey_of_Communication_Study/Chapter_1_-_Foundations:_Defining_Communication_and_Communication_Study King, D. (2000). Four principles of interpersonal communication. Pellissippi State Community College. http://www.pstcc.edu/facstaff/dking/interpr.htm Mager, D. (2017, February 13). The 4 primary principles of communicationLinks to an external site.. Psychology Today. https://www.psychologytoday.com/us/blog/some-assembly-required/201702/the-4-primary-principles-communication Landin, M. (2017, November 16). Principles of interpersonal communicationLinks to an external site. [Interactive Presentation]. Prezi. https://prezi.com/view/DvZR62AKgrKvDOubGgncLinks to an external site. User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description OK -- at this point, you're done with all of the tasks that make up Part 1 of the Diet Assignment :-)) Before you submit, read this checklist. Double check to see f you've done everything and done it according to the instructions. This is an important step to towards getting an A on the Diet Assignment. Checklist for Part 1 The correct password has been set for Cronometer You have made those 2 changes on Cronometer so that Added Sugar and TEF appear on your reports (as per the instructions) You have added Notes with your name and Day 1, Day 2 and Day 3 to identify each day IF you used the app version of Cronometer exclusively, (which does not include the meals and snack labels in grey) you have added Notes to label Breakfast, Lunch, Dinner and Snacks. You did not write WHAT you ate for breakfast (or lunch, dinner, or snacks) in any notes You DID NOT input water, spices, seasonings, dietary supplements (as per the instructions) You have not used "oz" incorrectly (as a weight when you mean a volume). 8 oz weight of the cereal Rice Crispies is 8 CUPS (1 cup weighs 1 oz weight) There are no big errors in your inputting CHECK your work! Look for numbers that might be incorrect - very big or very small numbers (for individual foods or for the whole day) are sometimes a red flag that there's an error. For example inputting: 3 grams of salmon instead of 3 ounces 1 whole pizza instead of 1 slice 1 cup of DRY lemonade mix instead of 1 cup of prepared lemonade 20 oz of cheese instead of 2 oz You have input foods that match what you ate and drank, including the required details For example, you did not input "turkey sandwich" for a sandwich you ate. You input the TYPE of bread, an estimation of the quantity of turkey, any condiments or other components of your sandwich you did not input "fruit smoothie" for a smoothie you made at home. You input the components in the quantities that was in your smoothie You have included Exercise if you exercised (and it IS intentional, dedicated exercise, not general activity) You have NOT created Custom Meals for any meals or snacks. The components of your meals and snacks appear on your Food Diary. You have Set as Complete each of your 3 days Your 3-Day Average Report has been created (pdf, taken directly from Cronometer) and uploaded: The file has been saved given the name outlined in the instructions The 7 day period includes your Day 1, 2 and 3 and no additional days are included All Days was NOT selected when generating your 3-day average (Completed Days was) You have answered all of the questions on the questionnaire Exploring your Eating Habits You have put thought into your answers, especially Q9, 10 & 11 When Part 1 is submitted, ALL of the required information was written in the COMMENT BOX The e-mail address you used to create your Cronometer account Your Cronometer password -- make sure it's correct Your 3 days on Cronometer are found on the day before, 2 days before and 3 days before the day you submitted. (if you input your foods before that, you copied and pasted those 3 days so they do appear on the calendar right before you submitted) A list of any foods you didn't input on Cronometer; a list of "problem" foods you had to be create in finding a way to input them, and what that way was When Part 1 is submitted 2 files have been submitted: The pdf file with the answers to your questions Exploring your Eating Habits The pdf file with the 3-Day Average Nutrition Report from Cronometer User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Description Instructions are uploaded below. Thank you for helping me. UNFORMATTED ATTACHMENT PREVIEW Assignment 7 Business Communication 3330 BCom3330Asgn7emf.docx rev 8-19-23 Business Communications BCom3330 Assignment 7 Applying for an Internship with GameStop GameStop found a niche in the market several years ago when it realized that people were willing to sell or trade in old video games, and were happy to buy used games. Its mission is to “provide a wide array of gaming, accessories and collectibles products.” The company has been successful against lawsuits which claimed that only the original purchasers of game software were “licensed” to use the games, thus the games could not be re-sold. GameStop won that suit. The ups and downs of the market have caused the company’s stock to go wildly up then down. It’s modeled a little after stores that sell used DVDs of movies. GameStop has helped many get into video gaming at a far lower cost than buying new, and they have a loyal following. Their marketing department is aggressive and takes advantage of any social media opportunity possible to extend the brand, develop brand loyalty, and to find customers. The video gaming industry is huge, worldwide, and growing. The best and fastest computers are no longer designed for business, but for gamers. Even manufacturers of the main processing chips in computers now design their high-end products for gaming applications. Many universities now have degrees in gaming software development. Your task: You hope to be chosen to intern at GameStop, where you may be asked to help with a monthly eletter that Omar Escoria, who is in charge of retail advertising, sends to customers, prospects and any lists he can find where the people on the list like to play video games or have children or grandchildren who do. You would likely to be assigned to the Social Media Team. They write tweets, create photo captions, and short news items about new games, vintage games, new equipment, and the players themselves. To get this internship, you are to provide a one page writing sample that reflects your interest, your professional competency and your knowledge of the field of gaming. It should include your educational background, your career plans, and anything about you that could be relevant to video gaming or related computer skills. He wants you to explain why you wish to intern at GameStop, what you like about the company, and what you hope to learn. Margins per the syllabus. 11-point font, Times New Roman typeface. Headings and greetings single spaced 1.0 line spacing. Body line spacing 1.5. Keep it to one page. Sell yourself without bragging too much. Make an “ask.” No blank pages. Your name goes at the top left after your student header, and a signature line is at the bottom. Don’t forget to give your contact information! Good luck.  Purchase answer to see full attachment User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.