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Description Objective This assignment is designed to help you: (a) engage with current scholarship in organizational communication by exploring recent research in Management Communication Quarterly (MCQ) and International Journal of Business Communication (IJBC) and (b) develop your skills in critically reading and reflecting on academic research. Overview You will choose one article from the eight most recent issues of MCQ or IJBC, read it closely, and reflect on how it connects to your own thinking and learning. You will also document your reading process. Instructions Access the journals Visit the journal websites: MCQ: https://journals.sagepub.com/home/mcqLinks to an external site. IJBC: https://journals.sagepub.com/home/jobLinks to an external site. On each site, click “All issues” (located in the right-hand sidebar under “Browse journal”). Browse the eight most recent issues of each journal. Select an article and justify your choice Skim through titles and abstracts to find an article that genuinely interest you. Choose one research article (not a book review, editorial or commentary). Write a short justification paragraph (100 - 150 words), explaining why you chose this article (tip: try to ask yourself questions like “What drew your attention to it?”, “How does it connect to your interests in organizational communication?”). Obtain a full-text copy of the article To complete this assignment, you’ll need to access the full article, not just the abstract. If the article is open access, you can download the pdf directly from the journal’s website. If the article is not open access, try one of the following options: Library Go to the library website: https://www.library.ucsb.edu/Links to an external site. Enter the article title in the search bar. If available, click “Access online”. Google Scholar Go to Google Scholar: https://scholar.google.com/Links to an external site. Click the three horizontal bars (top left), then go to Settings > Library links. Search for “University of California, Santa Barbara” and check the box. Click Save. Return to the main page and enter the article title in the search bar. If available, a pdf link will appear on the right side of the article listing. Document your reading process (400 - 500 words) As you read the chosen article, keep a reading log with the following entries: Before reading: What do you expect to learn from the article based on its title and abstract? During reading: What’s surprising, confusing, or particularly interesting as you go? What are your top 3 favorite quotes and why? After reading: What is the main takeaway of this article in your own words? Reflect on your learning (200 - 250 words) How did reading this article shape, challenge, or expand your thinking about organizational communication? GenAI disclosure statement Because this assignment is designed to support your personal engagement with scholarly work, the use of GenAI is discouraged. If you used GenAI for some part of this assignment, include the following details at the end of your submission: (1) the name of the tool; (2) the tasks for which the tool was used (i.e., idea generation, proofreading, paraphrasing); (3) the components of the assignment that was contributed without AI assistance; and (4) a brief (~ 100 words) reflection on the effectiveness (or non-effectiveness) of the tool. Submit the following in one document Full APA citation of the selected article including DOI Justification paragraph Reading log (three entries) Reflection GenAI disclosure statement (if applicable) Format & Style Typed, double-spaced, with 12-point font and 1-inch margins. In a .doc, .docx, or .pdf file type. Citing additional sources is not required. But if you do cite, follow APA 7th. 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 Topic: The Greatest movie of all time is.... Claim Type: Value Structure: Toulmin Model. 1 claim, 1 warrant, and 1 ground w/ two evidence tests. Identify which evidence tests you used. Follow the same format as Position Paper 1. the file down is for the position paper 1 that I did UNFORMATTED ATTACHMENT PREVIEW Salama Alwheibi Position paper CLAIM: California should Keep the death penalty. WARRANT: The death penalty is necessary to prevent convicted murderers from killing again, whether inside or outside of prison. There are many criminals who were convicted of a murder, but spared from execution, who went on to commit additional murders. This shows you that you place innocent people’s lives in danger by eliminating the death penalty. Execution of dangerous offenders ensures that they will not continue on to perpetuate crimes, thus giving a measure of justice and of safety to society. GROUNDS: The case of Kenneth Allen McDuff shows us that the danger of abolishing capital punishment. McDuff was originally sentenced to death in 1966 for the brutal murders of three teenagers, but his sentence was later overturned when the Supreme Court temporarily halted executions in 1972. McDuff was released from prison and embarked on a killing spree of at least nine more women before being re-arrested and put to death in 1998. This information came from this paper by Paul G. Cassel who is a federal judge. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2181453 Evidence Tests: The details of McDuff’s crimes and the timeline of his convictions and releases are well-documented in court records and investigative reports which shows which act as the basis for the report showing accuracy. The information comes from a law journal article written by Paul Cassell, a professor of law and former federal judge, who has extensive experience in criminal justice and sentencing policies showing author credibility.  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 Over the past seven weeks, you have had the opportunity to learn about the field of communication, from careers in ethics, writing, and media. As you reflect on your own career path and major, think about ways in which communication can help you be successful. For your assignment, you will create an oral presentation that discusses these advantages in your chosen career or major. Here are the requirements of the assignment: This is an oral presentation and should be an audio recording. Your presentation must be three minutes minimum and no longer than five minutes. Your oral presentation will be embedded in a PowerPoint presentation. Please include between 6 to 10 slides that include an agenda, introduction, body (2-4 slides), conclusion, and reference slides. Adding audio to a Power Point can be done through your computer microphone or you can record on another device and load to the presentation. You must cite two sources from our lessons and readings during the presentation. This can simply be "According to Smith…". Tip: Organizing your oral presentation should follow the same guidelines you would use when writing an essay. Having a clear introduction with a thesis will help guide your presentation. For example, if I were to write a thesis for an oral presentation about how communication helps me in my job as an educator, it might read: "In my career of teaching, communication skills help me engage with students, write clearly and better prepare lessons." There are three clear ideas I will discuss based on this thesis. The career choice will be an Industrial Engineer UNFORMATTED ATTACHMENT PREVIEW Week 8 Communication Career Presentation Rubric Rubric EXEMPLARY Accomplished Communicates, organizes and presents Communicates, organizes, and information to fully achieve a specific presents information. Career in the purpose, with clarity, and depth. Communication Field Provides audience with information (40%) Provides audience with substantial about a career in the communication information about a career in the field. (ILO-AL.A.2) communication field. Presentation Organization (20%) The organization of the presentation includes an introduction, body, conclusion, and formatted reference/works cited page. Presentation is the appropriate length. Delivery technique (vocal expression) makes the presentation compelling, and speaker is polished and Audio Component* confident. (20%) Writing Quality# (20%) Developing Communicates information but the organization is lacking. Beginning Does not communicate effetely and the organization is lacking. Does not provide the audience with Does not provide the audience with enough information about a career in enough information about a career in the communication field. the communication field. The organization of the presentation The organization of the presentation The presentation lacks a cohesive includes an introduction, body, includes an introduction, body, and organization or a reference/works conclusion, and reference/works cited conclusion, but no reference/works cited page. page. cited page. Presentation is less than the required Presentation is the appropriate Presentation is less than the required length. length. length. Delivery technique (vocal expression) makes the presentation interesting, and speaker appears comfortable. Delivery technique (vocal expression) makes the presentation understandable, and speaker appears tentative. The audio component is the appropriate length. The audio component is the appropriate length. The audio component less than the required length. Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is virtually error- free. Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors. Uses language that generally conveys meaning to readers with clarity, although writing may include some errors. *Audio Component criteria coms from the AAC&U Oral Communication Value Rubric. #Writing Quality criteria comes from the AAC&U Written Communication Value Rubric. Delivery technique (vocal expression) detract from the understandability of the presentation, and speaker appears uncomfortable. The audio component less than the required length. Uses language that sometimes impedes meaning because of errors in usage.  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 UNFORMATTED ATTACHMENT PREVIEW Unit 1, Chapter 3 – The Listening Exercise & Journal This is a required assignment in Unit 2. This is worth 200 points. This should be taken seriously and should be done with HIGHT quality. Students using AI to generate this will not receive credit. Original work will be valued and amply rewarded in the grading process. Terms from the chapters noted below MUST be included in your writing for full credit. Read the following pages from RedShelf: Chapter 1: The Comm Process Section (Pg 17-20) Chapter 3: Listening (entire chapter) Brief Guidelines: Objective: Improve your listening skills by actively engaging in a communication process. After completing the readings, please review these guidelines. Steps to Complete: 1. Choose a Situation: o Pick a setting where you’ve struggled to listen in the past (e.g., class, meeting, family dinner). 2. Engage Actively: o Focus on the speaker. Give positive verbal and non-verbal feedback (e.g., nodding, eye contact, taking notes). o Try to connect with the speaker's message and minimize distractions. 3. Observe the Speaker: o Notice how the speaker reacts to your feedback. Do they seem more confident? Do they engage with you more? 4. Write Your Journal: o Briefly describe the situation (keep it anonymous). o Evaluate your listening habits compared to usual. o Discuss any changes in the speaker’s behavior due to your feedback. o Reflect on your strengths and weaknesses as a listener. o All definitions of Comm Process and Types of Listening must be included, fully defined and applied in your writing for full credit to be earned, per rubric. Journal Guidelines: • Length: No more than 3 pages (double-spaced). • Font: 11 or 12-point. • Submission: Upload to Canvas > Assignments > Listening Exercise. Need more insight? Read on below or stop by the office… Do a google search to determine the number one required job skill and at the top of most polls you will find COMMUNICATION, the ability to work well with others, work ethic, leadership, and eagerness to add to one’s knowledge base, in the top five of most results lists. What do all of these skills have in common? LISTENING! This is a skill you can improve in this classroom! It is my utmost obligation to HELP you sharpen your listening skills…enter the Listening Exercise! To help you understand the Communication Process and both the speaker and listener's roles in communication more effectively, this week you will take part in a listening journal. Follow these steps to get started: 1) Pick your communication process. It works best to pick a CP that you have notoriously been a bad listener in previously (church, a class, a meeting, family dinner, etc.). 2) Go into this communication situation and apply your listening and evaluation skills to this situation with the utmost attention and respect given to the speaker through positive feedback. 3) When the speaker is delivering their message… a. listen actively and send positive non-verbal and verbal feedback to the speaker b. analyze how the speaker engages you in the communication process (appreciative vs comprehensive listening) c. evaluate your improved listening habits d. analyze your listening habits to form better listening skills e. write about your findings using the questions below As taught in the Communication Process, the listener is the most important component of the communication model. It is also the listener’s responsibility to put themselves present in the communication model. The speaker can do a lot to encourage the audience to engage, but at the end of the day….it is the LISTENER that has to avoid interference, and actually engage in the communication. When the listener makes the conscious decision to disengage the communication process suffers. This hurts the speaker and the listener, and if you don’t get better at this now, it could hurt your future career! Before going into this situation/process I want you to think about the kind of listener you are in your daily communication situations. Are you a good listener? Do you help the speaker’s communication process, or hinder it? Do you TRY to engage? Do you voluntarily disengage? Not just in this classroom, but in all avenues of life? What could you be missing out on? What could you be absorbing? Your credibility is constantly being assessed by the speakers you come in contact with. What does your feedback say about you? Think about it. If you are not happy with the outcome, do something about it. But first, you must understand this fully. And to understand this fully I want you to read two sections from the text… Read the section on the communication process from chapter 1 and review all of chapter 3 on listening (Canvas-Redshelf) so you can truly understand just how important your role is as a listener. After you have completed this task, please follow the next steps and write your journal. Listening Exercise & Journal Task 1: Complete your readings. Chapter 1, pages 17-21 & Chapter 3, pages 44-59 Task 2: Select your communication process. • • • • • • • This does need to be a process you have been in a few times before. You need to be able to evaluate the speaker's mannerisms and confidence to see a difference in how they react to your positive feedback to their communication. Note, you are NOT necessarily evaluating the speaker, you are evaluating your habits and how the speaker responds to you! It is advised it you normally sit in the back, to move closer to the speaker than you normally sit. This shows good will toward the speaker. Apply the concepts of positive feedback while actively listening to the speaker. Make eye contact with them, nod your head, take notes on what they are saying, use active and enthused facial expressions, make yourself very visually connected to their message, you could even interject verbal/vocal comments when appropriately necessary (as we always should when listening positively). Work to eliminate interference (both internal and external) and truly try to actively engage with the message/speaker at hand. In short, be a respectful listener in the speaker’s communication process. It is after all, the listener’s ethical obligation! Task 3: As you are more connected with this speaker work to notice the speaker’s feedback. • • Do they seem more confident, do they seem to connect with you more than others in the audience, do they seem excited by your interest in their communication, bothered by you, do they even notice your new zeal for their communication, etc? Work to take some side notes about these changes because you will want to include this in your journal. Task 4: Share your thoughts about this process in your evaluation journal. You can use the following questions to guide you in this process. You do not have to answer all of these questions, just use these to guide your journaling as needed. • • • • • Include brief description of the listening situation. (If you are evaluating a class/instructor on this campus please do not share the instructor's name or subject. Let's keep it anonymous. Include your analysis of how well you listened in the situation and what differences you see in your habits in this situation compared to how you typically listen. Does the speaker meet your expectations? Do you see a change in the speaker’s visual communication now that you are giving more positive feedback? What does the speaker do most effectively to engage his/her audience? What would you suggest to improve the speaker’s communication? • • What type of listening does the speaker engage his/her listeners in most often? Provide an example of appreciative listening. You should also conclude with an honest assessment of your strengths and weaknesses as a listener and an explanation of what specific steps you should take to become a better listener. This should be no more than 2 pages. I will allow double spacing. Please type this in 11 or 12 point font. This will be handed in via Canvas upload > Assignments > Listening Exercise. This will not be accepted after the due date. Unit 1, Chapter 3 – The Listening Exercise & Journal This is a required assignment in Unit 2. This is worth 200 points. This should be taken seriously and should be done with HIGHT quality. Students using AI to generate this will not receive credit. Original work will be valued and amply rewarded in the grading process. Terms from the chapters noted below MUST be included in your writing for full credit. Read the following pages from RedShelf: Chapter 1: The Comm Process Section (Pg 17-20) Chapter 3: Listening (entire chapter) Brief Guidelines: Objective: Improve your listening skills by actively engaging in a communication process. After completing the readings, please review these guidelines. Steps to Complete: 1. Choose a Situation: o Pick a setting where you’ve struggled to listen in the past (e.g., class, meeting, family dinner). 2. Engage Actively: o Focus on the speaker. Give positive verbal and non-verbal feedback (e.g., nodding, eye contact, taking notes). o Try to connect with the speaker's message and minimize distractions. 3. Observe the Speaker: o Notice how the speaker reacts to your feedback. Do they seem more confident? Do they engage with you more? 4. Write Your Journal: o Briefly describe the situation (keep it anonymous). o Evaluate your listening habits compared to usual. o Discuss any changes in the speaker’s behavior due to your feedback. o Reflect on your strengths and weaknesses as a listener. o All definitions of Comm Process and Types of Listening must be included, fully defined and applied in your writing for full credit to be earned, per rubric. Journal Guidelines: • Length: No more than 3 pages (double-spaced). • Font: 11 or 12-point. • Submission: Upload to Canvas > Assignments > Listening Exercise. Need more insight? Read on below or stop by the office… Do a google search to determine the number one required job skill and at the top of most polls you will find COMMUNICATION, the ability to work well with others, work ethic, leadership, and eagerness to add to one’s knowledge base, in the top five of most results lists. What do all of these skills have in common? LISTENING! This is a skill you can improve in this classroom! It is my utmost obligation to HELP you sharpen your listening skills…enter the Listening Exercise! To help you understand the Communication Process and both the speaker and listener's roles in communication more effectively, this week you will take part in a listening journal. Follow these steps to get started: 1) Pick your communication process. It works best to pick a CP that you have notoriously been a bad listener in previously (church, a class, a meeting, family dinner, etc.). 2) Go into this communication situation and apply your listening and evaluation skills to this situation with the utmost attention and respect given to the speaker through positive feedback. 3) When the speaker is delivering their message… a. listen actively and send positive non-verbal and verbal feedback to the speaker b. analyze how the speaker engages you in the communication process (appreciative vs comprehensive listening) c. evaluate your improved listening habits d. analyze your listening habits to form better listening skills e. write about your findings using the questions below As taught in the Communication Process, the listener is the most important component of the communication model. It is also the listener’s responsibility to put themselves present in the communication model. The speaker can do a lot to encourage the audience to engage, but at the end of the day….it is the LISTENER that has to avoid interference, and actually engage in the communication. When the listener makes the conscious decision to disengage the communication process suffers. This hurts the speaker and the listener, and if you don’t get better at this now, it could hurt your future career! Before going into this situation/process I want you to think about the kind of listener you are in your daily communication situations. Are you a good listener? Do you help the speaker’s communication process, or hinder it? Do you TRY to engage? Do you voluntarily disengage? Not just in this classroom, but in all avenues of life? What could you be missing out on? What could you be absorbing? Your credibility is constantly being assessed by the speakers you come in contact with. What does your feedback say about you? Think about it. If you are not happy with the outcome, do something about it. But first, you must understand this fully. And to understand this fully I want you to read two sections from the text… Read the section on the communication process from chapter 1 and review all of chapter 3 on listening (Canvas-Redshelf) so you can truly understand just how important your role is as a listener. After you have completed this task, please follow the next steps and write your journal. Listening Exercise & Journal Task 1: Complete your readings. Chapter 1, pages 17-21 & Chapter 3, pages 44-59 Task 2: Select your communication process. • • • • • • • This does need to be a process you have been in a few times before. You need to be able to evaluate the speaker's mannerisms and confidence to see a difference in how they react to your positive feedback to their communication. Note, you are NOT necessarily evaluating the speaker, you are evaluating your habits and how the speaker responds to you! It is advised it you normally sit in the back, to move closer to the speaker than you normally sit. This shows good will toward the speaker. Apply the concepts of positive feedback while actively listening to the speaker. Make eye contact with them, nod your head, take notes on what they are saying, use active and enthused facial expressions, make yourself very visually connected to their message, you could even interject verbal/vocal comments when appropriately necessary (as we always should when listening positively). Work to eliminate interference (both internal and external) and truly try to actively engage with the message/speaker at hand. In short, be a respectful listener in the speaker’s communication process. It is after all, the listener’s ethical obligation! Task 3: As you are more connected with this speaker work to notice the speaker’s feedback. • • Do they seem more confident, do they seem to connect with you more than others in the audience, do they seem excited by your interest in their communication, bothered by you, do they even notice your new zeal for their communication, etc? Work to take some side notes about these changes because you will want to include this in your journal. Task 4: Share your thoughts about this process in your evaluation journal. You can use the following questions to guide you in this process. You do not have to answer all of these questions, just use these to guide your journaling as needed. • • • • • Include brief description of the listening situation. (If you are evaluating a class/instructor on this campus please do not share the instructor's name or subject. Let's keep it anonymous. Include your analysis of how well you listened in the situation and what differences you see in your habits in this situation compared to how you typically listen. Does the speaker meet your expectations? Do you see a change in the speaker’s visual communication now that you are giving more positive feedback? What does the speaker do most effectively to engage his/her audience? What would you suggest to improve the speaker’s communication? • • What type of listening does the speaker engage his/her listeners in most often? Provide an example of appreciative listening. You should also conclude with an honest assessment of your strengths and weaknesses as a listener and an explanation of what specific steps you should take to become a better listener. This should be no more than 2 pages. I will allow double spacing. Please type this in 11 or 12 point font. This will be handed in via Canvas upload > Assignments > Listening Exercise. This will not be accepted after the due date.  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 Delivery Outline Guidelines This brief outline helps guide the speaker during the delivery of the speech. This outline should be key words and short phrases and should NOT be full sentences. It is to be used to keep the speaker on track and organized but not something the speaker is “reading”. Include all elements listed below. Introduction: Below is an example of what the body of your outline might look like. Your speech can have 2 to 5 main points. You may have different amounts of sub and sub-sub information than the example below. I. A. 1. 2. B. 1. 2. TRANSITION II. A. 1. 2. B. 1. 2. TRANSITION Conclusion: Reminders: Every point on this outline should be short words and phrases (not sentences.) The delivery outline should have the same skeleton outline as your Preparation outline (Roman numerals, letters, and numbers.) Remember to include transitions between introduction and first main point, between main points & between last main point and the conclusion. Add Delivery Guides (pause, slow down, show visual aid). A PowerPoint presentation is not to be used as your delivery outline. Students must submit the Delivery Outline to the Dropbox in order to receive a grade for the speech. The outline will be graded when the speech submission is graded. If you use three 4x6" note cards for your delivery outline, submit a photo of the note cards front and back to the assignment dropbox. Students are required to show their delivery outline at the beginning of the recording before they begin presenting the speech. Delivery outlines are expected to be no longer than the front of 1 piece of paper (8 ½ x 11) or no longer than the front of 3 note cards (no larger than 4 x 6). This outline will be checked in the dropbox and at the beginning of the video recording. If it is longer than the above requirements, points will be deducted from the total speech assignment score. 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 Assigned course partners will be provided on Monday, April 7. Each student who submitted a 'Research Paper Draft Assignment' has been assigned (on Monday, April 7) another student's completed submission to edit. Please use the following guidelines to complete: 1. Go to 'Week 12 (Week of March 31) Module'. 2. Assigned (on Monday, April 7) submissions for editing will be found within the 'Week 12 Research Rough Draft' tab. 3. Click your classmate's name that you have been assigned to assess (edit). 4. You will then see the classmate's document. 5. Click on 'View Feedback' (located to the far right of the document). The document will then become visible within our Canvas platform. You will see circles with colors and some options for use including a 'zoom' option. 6. You will be able to leave feedback directly within the document by using the 'Point Annotation' button (The button is shaped similar to a light bulb). Use the Point Annotation to insert specific comments where needed within the document. 7. Comments will save after hitting 'enter'. 8. Edits should not be placed within the 'Comments' section. All edits should be completed within the document. 9. Note: Because there is a quick turn around, students who do not submit the DRAFT paper by the due date will NOT be able to participate in the peer review edits (50 points). Late submissions will forfeit the helpful opportunity of a peer review. 10. As the reviewer/editor, it is important to understand the criteria of the assignment in order to give quality and thorough feedback. Students who do not give quality and thorough feedback will not receive full credit for that assignment. Journal: Share your toughest moment of this internship. What did you learn?Journals assignments require a minimum of 150 words. Please use full sentences and proper punctuation when answering the questions posed for each topic. Assignment 10: Book Summary and Course Reflection should include (but is not limited to) results of the plan to improve Emotional Intelligence score, work with mentor, and additional information tied specifically to the book. In addition, mentor meeting discussions should be summarized. There is no rubric associated with the assignment and I am not going to limit anyone as the assignment is completed. Here is my opinion: Will the assignment be acceptable by turning in one or two paragraphs?--NO. Will the assignment be acceptable with the completion of one or two pages?--I highly doubt it. A successful book summary and reflection will most likely take several pages to complete. Anything turned in that does not resemble a solid book summary and reflection will not receive credit. It will then need to be revised to resemble a solid summary and reflection. Feel free to contact me with questions. I will be more than happy to discuss and guide. UNFORMATTED ATTACHMENT PREVIEW Running Head: Mental Health Help-Seeking Avery 1 Mental Health Help-Seeking Behaviors Among College Students Kenzie Avery Ohio University Word count: 1757 Professor Brown 4/7/2025 Running Head: Mental Health Help-Seeking Avery 1 Abstract College students' mental health is becoming a bigger issue since it has significant effects on their overall well-being and academic achievement. Even though mental health issues are common, stigma, lack knowledge of available options, and financial limitations prevent many students from seeking treatment. This research examines how college students seek help for their mental health, highlighting these barriers as well as the impact of demographic and cultural factors on treatment participation. In order to meet students' needs, research emphasizes the value of both professional mental health treatments and social support networks. Although access to care has improved due to the growth of telehealth services, issues with engagement and implementation still exist. According to studies, the negative impact of experiences such as cyber victimization on mental health may be reduced by mental health literacy. In addition, it has been shown that receiving treatment for mental health conditions improves academic achievement. The need for targeted treatments for underrepresented student groups, improved mental health literacy, and multifaceted mental health support is highlighted in this research. Running Head: Mental Health Help-Seeking Avery 1 Introduction Concern over college students' mental health is rising due to its significant impact on their well-being and academic performance. Help-seeking behaviors, barriers to mental health support, and the impact of social and cultural factors have all been the focus of this research. Many students choose not to seek help from professionals despite a high rate of stress, anxiety, and depression because of stigma, a lack of understanding or financial limitations. One study highlights that “social supports are strong protective factors for reducing college-based stress” (Watkins & Hill, 2018, as cited in Johnson et al., 2023, p. 80). This research examines how helpseeking behaviors are influenced by demographic factors telehealth, social support, and mental health literacy. Despite being aware of the advantages of professional help, one study discovered that college students were more likely to turn to friends and family for support than to seek professional mental health services. This suggests that promoting help-seeking behaviors requires a multifaceted approach to mental health support that incorporates both professional services and informal social networks. However, obstacles like stigma and lack of awareness of resources frequently keep students from receiving the help they need, especially male students and those from ethnic minorities. Additionally, the results highlight the need for more education for primary care physicians and user-friendly online platforms, particularly for older students and those with limited access to mental health resources. One study found that "30% of participants reported they were least likely to seek help from family or friends, suggesting the need for a multifaceted approach to mental health support" (Watkins & Hill, 2018, as cited in Johnson et al., 2023, p. 80). Running Head: Mental Health Help-Seeking Avery 1 Students' access to mental health services has also evolved as a result of the growth of telehealth. A study on telehealth during the COVID-19 pandemic found that “participatory dialogue (advantages outweighing disadvantages) and behavioral confidence were significant predictors of initiation of telehealth-based psychological help-seeking” (Olatunde et al., 2022, p. 459), suggesting that understanding these factors may be able to improve the effectiveness of remote mental health interventions. The relationship between cybervictimization and symptoms of depression is significantly reduced by mental health literacy (MHL), in addition to help-seeking behaviors. Research comparing U.S. and Chinese college students showed that “MHL buffered these relations for students in the U.S., but not China,” and emphasized the importance of addressing the “negative impacts of cybervictimization” (Wang et al., 2023, p.22754). Understanding mental health conditions can allow students to seek treatment and deal with mental health challenges more successfully. Differences in mental health treatment participation based on gender and ethnicity are significant. Even though their levels of anxiety and depression are higher, minority and female students are less likely to seek treatment. One study found that “Female students had higher prevalence than males of focal symptoms for both depression and anxiety. Female students also were significantly more likely than males to be diagnosed only and to be treated” (Blackdeer et al., 2023, p. 1099). These results highlight the importance of addressing treatment-seeking behaviors, especially in marginalized populations. This paper will investigate these topics in more detail, looking at the different aspects that affect college students' decisions to seek help and suggesting ways to strengthen mental health connections. Running Head: Mental Health Help-Seeking Avery 1 Method Study 1: Johnson et al. (2023) Five open-ended and two closed-ended questions about MH help-seeking behaviors, such as location, barriers and recommendations, were included in the 10-item questionnaire used for the study. Three closed-ended questions were also used to collect demographic data. The questionnaire's face validity was guaranteed by collecting input from a limited number of community members. Open coding was used for analyzing open-ended replies, which were categorized into themes. Microsoft Excel was used for statistical analysis, which included twosample equal variance t-tests and cross-tabulation to evaluate differences across demographic groups at an alpha level of 0.05. Study 2: Olatunde et al. (2022) The study evaluated college students' telehealth-based psychological help-seeking behaviors using a descriptive, quantitative, cross-sectional approach at a major public university in the United States. For three weeks, participants were chosen by convenience sampling through a weekly university e-news bulletin. To be eligible, participants had to be enrolled, be at least eighteen years old, and be able to understand English. The survey was conducted through Qualtrics and consisted of 33 items based on the Multi-Theory Model (MTM) framework. These items were scored on a 5-point Likert scale and evaluated constructs such as behavioral confidence, physical environment, emotional transformation, practice for change, participatory dialogue, and changes in the social environment. Construct validity was verified using confirmatory factor analysis, and six experts confirmed the instrument's face and content Running Head: Mental Health Help-Seeking Avery 1 validity. With the exception of practice for change, the majority of the subscales demonstrated an acceptable internal consistency when reliability was tested using Cronbach's alpha. Study 3: Pfender et al. (2024) This study explored the marshaling techniques used by college students who have depression and anxiety. It revealed that participants frequently employed indirect strategies, such as signaling (50%) to avoid stigma and possible rejection, and it identified new strategies including self-soothe, physical, and signal. Asking for help directly was more common among students who had larger support systems. Response context was limited by the open-ended survey, indicating that interviews may be used in future studies to gain more in-depth understanding. In addition, some strategies might not be suitable for students who have experienced trauma. Study 4: Wang et al. (2023) In order to explore how mental health literacy (MHL) may decrease the effects of cybervictimization on depressive symptoms, this study compared college students in the United States and Chinese college students. Students from both countries participated in the survey, which measured their MHL levels and the psychological effects of cybervictimization. Students in the US and China are increasingly experiencing cyberbullying and cybervictimization as a result of increased technology use. Study 5: Blackdeer et al. (2023) The prevalence of anxiety and depression among college students as well as their participation in treatment were examined in this study. It also examined how academic Running Head: Mental Health Help-Seeking Avery 1 performance was impacted by mental health treatment. Based on gender and ethnicity, the study discovered significant differences in mental health symptoms and treatment. Academic performance was higher for those who received treatment than for those who did not. Results Study 1: Johnson et al. (2023) According to the study, college students most frequently seek out mental health (MH) support from friends and family (49%) and then from professionals in the field (29%). Just 1% would use online resources, but many of them (75%) would personally support friends or family who were experiencing mental health difficulties. Gender differences revealed that women preferred medical and mental health experts, while men were more likely to turn to friends and family for help. Cost (11%), avoiding the issue (12%), and not wanting help (18%) were barriers to help. The majority of students (74%) or a loved one sought mental health support, and 84% received the support they needed. However, other racial groups, such as Black and multiracial students, were more likely to seek support from religious organizations, and 30% were less likely to turn to friends or family members. Many students reported they preferred early intervention, less stigma, and a better understanding of mental health resources. Improving access to services, improving mental health education, and addressing stigma were some of the changes suggested. Study 2: Olatunde et al. (2022) 356 students, with an average age of 24.31 years, took part in this study. The majority were White/Caucasian (76.7%) and female (58.4%). In the last six months, 47.8% of respondents had used telehealth for mental health issues, and around 60% said they needed psychological help. Previous telehealth users scored higher on the majority of MTM components than non- Running Head: Mental Health Help-Seeking Avery 1 users, according to descriptive data. Participatory dialogue and behavioral confidence were linked to initiation, while emotional change and social environment changes were associated with sustenance for both former and non-users, with physical environment changes and practice for change specifically linked to former users. Regression analysis showed that behavioral confidence and participatory dialogue influenced initiation for non-users, taking 16.9% of the variation into consideration. For previous users, initiation was influenced by behavioral confidence and participatory dialogue, which accounted for 35% of the variance, while ongoing use was determined by changes in the social environment. Study 3: Pfender et al. (2024) According to the study, college students who suffer from depression or anxiety use a variety of support marshaling strategies to take care of their mental health. Participants used four new coping mechanisms: self-soothing, which involved coping alone, physical support, such as hugs, without discussing mental health, signaling, which involved implying distress through nonverbal cues, and relate, which involved seeking support from people who had gone through similar experiences with mental health. Approach tactics, such as asking for help directly, and avoidance tactics, such as hiding their mental health information or deceiving others, were commonly used by participants. The use of indirect strategies was impacted by stigma around mental health; many people preferred self-reliance or subtle cues to avoid the judgement. Running Head: Mental Health Help-Seeking Avery 1 Study 4: Wang et al. (2023) According to the study, depression symptoms were predicted by cyber victimization for both Chinese and U.S. students. The relationship is reduced for U.S. students with higher mental health literacy (MHL), which helps in identifying symptoms and using coping mechanisms. Due to cultural stigma and lower overall MHL levels than U.S. students, MHL did not reduce the impacts of cybervictimization for Chinese students. These differences indicate that cultural factors might have an impact on how MHL influences the effects of cybervictimization. Study 5: Blackdeer et al. (2023) Students who received treatment outperformed those who did not, according to this study. However, compared to students without a diagnosis, those who were diagnosed with anxiety or depression but did not receive treatment still performed worse academically. This demonstrates the significance of providing effective treatments to promote both academic success and mental health. Running Head: Mental Health Help-Seeking Avery 1 Conclusion Collectively, the research findings highlight how important it is to treat college students' mental health challenges through improving their access to services, mental health knowledge, and help-seeking behaviors. Due to stigma, a lack of understanding and cultural barriers, students frequently encounter barriers while trying to receive mental health care, especially male students and those from ethnic minority backgrounds. The growth of telehealth presents a promising solution, but maximizing its effectiveness requires an awareness of the factors that affect engagement. Enhancing mental health literacy can be crucial in encouraging students to seek help, especially in the face of cybervictimization, and in expanding their access to mental health resources. To close the information gap on mental health and treatment accessibility, culturally appropriate treatments and public awareness campaigns are necessary. Institutions must place a high priority on providing easily accessible and stigma-free mental health support to college students as they manage the challenges of academic life. This will create an atmosphere that encourages students to seek help when necessary. Running Head: Mental Health Help-Seeking Avery 1 References: Johnson, R. L., Nandan, M., Culp, B., & Thomas, D. (2023). College Students’ Mental Health Help-Seeking Behaviors. College Student Affairs Journal, 41(1), 73–89. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t r ue&db=eric&AN=EJ1375932&site=eds-live&scope=site Olatunde, Oluwatoyin E., et al. “Psychological help-seeking among college students: Applying the multi-theory model of health behavior change in assessing telehealth use for psychological help-seeking.” American Journal of Lifestyle Medicine, vol. 19, no. 3, 10 Aug. 2022, pp. 450–462, https://doi.org/10.1177/15598276221116561. Pfender, E., et al. (2023). University libraries: Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=ehh&AN=181109469&site=eds-live&scope=site Wang, C., et al. (2023). University libraries: Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t rue&db=e Running Head: Mental Health Help-Seeking Avery 1 dsgbc&AN=edsgcl.764022627&site=eds-live&scope=site Blackdeer, A., et al. (2023). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/logi n.aspx?direct=tr ue&db=a9h&AN=164011010&site=eds-live&scope=site Gorczynski, P., et al. (2024). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/logi n.aspx?direct=tr ue&db=a9h&AN=176635071&site=eds-live&scope=site Brownson, C., et al. (2014). University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx?direct=t r ue&db=a9h&AN=96872490&site=eds-live&scope=site Reyes-Portillo, J., et al. (2024) University libraries:Library resource access. Ohio University Libraries. https://proxy.library.ohio.edu/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=sih&AN=178419099&site=eds-live&scope=site Running Head: Mental Health Help-Seeking Avery 1  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 There are now three different options for the worksheet (listed below). While for each you still need to provide a discussion question and a comment, you can choose to turn something in that is different from answers to the provided questions. Whatever you turn in should still fit the standards of the universal rubric, respond to the entirety of the readings, and be around 400+ words at minimum (comparable to the length of standard question answers). The provided questions (at the bottom of this list) Comprehensive notes – break each reading down into the following four components through quotations and paraphrasing with page numbers: central thesis (main argument), main theoretical and methodological concepts/arguments (arguments that detail the approach the author takes), evidence and analysis from the case studies, and conclusion. If you’d like to format this as a visual diagram (still with quotations/page numbers), that is also welcome. Reading response – using at least 6 quotations (3 from each reading), respond to the readings in some way that builds on the reading. This can be through providing examples applying the theoretical and methodological claims to examples, reflecting on your thoughts on the reading, or otherwise building/extending the subject of the readings. Provided questions: Both the Rand and Ferguson readings address the way that queer/LGBTQ+ social movements are remembered - what are the similarities and differences in their approaches? What are some lessons to learn from the arguments that they forward? Strategic essentialism is basically when a group mobilizes around an idea of an essence in an identity (a stable identity that ignores complexity and differentiation within a group) in order to make strategic political moves. Olaniyan analyzes strategic essentialism in the context of how queer African activists narrate the history of queer identity - what does Olaniyan's analysis have to say about "contemporary avenues of queer African discourse about political change"? What is one (or more) question(s) the readings inspire you to offer to the class for next week’s discussion? What is one (or more) comment that you would want to offer for discussion? Also, please indicate if you would mind if I were to use your question for class, and if yes and if I do use your question, then please indicate if you would want to be referenced anonymously. 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 1) ask a question directly related to a specific passage in the course material; explain the origin of the question, cite the passage, and say why you think the question is important. 2) try to answer your own question by discussing possibilities. Offer your best answer or two. TIP: To come up with a question to ask for the inquiry post, I recommend that you identify a compelling, interesting, or confusing line/quote from one of the readings. Let that line stage your question. For instance, you might ask what a line means, how the author uses it in relation to another concept, whether the author is mindful of some other issue that you know about, or whether the class believes the author and why, etc. 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 1. You are the system administrator for XYZ Corporation, located in Bangor, Maine. Its network address is 142.136.205.0/24. Your office just created a new satellite office in Seattle, WA. Its network address is 199.34.229.0/24. You must determine how traffic will get from the corporate network in Bangor, Maine, to the Seattle network. What layer of the OSI model addresses this need? Why? 2. Which OSI model layer addresses the most common physical communication failure and why? 3. What is a NAC and how does the system administrator guard against MAC spoofing? answer these three question 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 Competencies 1025.1.2 : Uses Communication Strategies to Manage Conflict The learner uses communication strategies for managing conflict. Introduction Conflict is a normal part of life. Managing conflict using effective communication is an important skill for solving problems, innovating, and maintaining productive relationships—particularly in a professional setting. In this task, you will critically analyze the communication in a conflict scenario and provide recommendations for communication strategies to manage and resolve the conflict. Use the RRM3 D268 Task 2 Template located in the Supporting Documents section below the rubric as a guide to complete this task. Scenario Two managers in a health professions setting are upset about recent staff reductions and the effect on worker roles. The characters’ discussion is shown in the "Workplace Conflict" video in the Web Links section located below the rubric. As you watch the video, imagine that you are in the room with the two characters, serving as an observer. Provide feedback for each of the two characters on how to negotiate this conflict. Requirements Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information. Grammarly Note: Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information. Microsoft Files Note: Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.?Tasks may?not?be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. ?All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.?For more information, please see Computer System and Technology Requirements. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. A. Watch the "Workplace Conflict" video in the Web Links section located below the rubric. Then, analyze the interaction shown by doing the following: 1. For each character (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated the conflict. a. Describe how each of the identified behaviors in prompt A1 escalated the conflict. Note: The interpersonal communication behaviors could be verbal or nonverbal. 2. For each of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate the conflict. a. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate the conflict. Note: The suggested length for prompt A is 1–2 pages. B. Recommend how each of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict by specifically addressing each of the 5 steps of negotiation listed below: pre-negotiation opening exploration bargaining agreement Note: The suggested length for prompt B is 1–2 pages. C. Acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized. Note: Sources are NOT required for this task, but if sources are used, they must be acknowledged and cited appropriately. D. Demonstrate professional communication in the content and presentation of your submission. Note: See the rubric for what professional communication entails. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! - _ . * ' ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z UNFORMATTED ATTACHMENT PREVIEW RRM3 D268 Task 2 TEMPLATE Instructions: Complete and submit this document as your Task 2 for D268. Instructions for Section A: First, watch the “Workplace Conflict” video. Then, analyze the video’s interaction by doing the following: Tip: See Section 2 (The Art of Conflict Management and Professional Conversations) Lesson 4 for information on interpersonal communication behaviors. A1. For each character Write about Raymond here. (i.e., Raymond & Jenna) you observed in the video, identify 1 or 2 interpersonal communication behaviors that escalated and made Write about Jenna here. the conflict worse. See Section 2: Lessons 4.24.5 Note: The interpersonal communication behaviors could be verbal or nonverbal. A1A. How did Raymond’s and Jenna’s behaviors in A1 escalate and make the conflict worse? For each behavior you identified in A1, describe how those Write about Raymond here. identified behaviors escalated and made the conflict worse. Write about Jenna here. A2. For each of the interpersonal communication behaviors identified in prompt A1, provide an alternative communication behavior that could have been used to de-escalate and make the conflict better. See Section 2: Lesson 4.4-4.11. Write about Raymond here. Note: The interpersonal communication behaviors could be verbal or nonverbal. A2A. Describe how each of the identified behaviors in prompt A2 could have been used to de-escalate and make the conflict better. Write about Jenna here. Write about Raymond here. Write about Jenna here. Instructions for Section B: Section B is NOT in the video. Pretend that you are a conflict consultant who will meet privately and separately with Raymond and Jenna to give advice on how they could work through their disagreement. For each of the 5 steps of negotiation listed below, recommend how each of the characters in the video (i.e., Raymond & Jenna) could have spoken or behaved differently to manage and resolve the conflict. Be sure your description for each stage is specific and gives an example of what each character could/should have done. Tip: See Section 2 (The Art of Conflict Management and Professional Conversations) Lesson 3.4 (The Steps of Negotiation 1/2) and 3.5 (The Steps of Negotiation 2/2) and the course videos about the negotiation stages. Pre-negotiation Write here what Raymond should have done Write here what Jenna should have done Opening Write here what Raymond should have done Write here what Jenna should have done Exploration Write here what Raymond should have done Write here what Jenna should have done Bargaining Write here what Raymond should have done Write here what Jenna should have done Agreement Write here what Raymond should have done Write here what Jenna should have done Instructions for Section C: If sources are used, acknowledge sources—using in-text citations and references—for content that is quoted, paraphrased, or summarized. Note: Sources are not required for this assignment unless you are using research to support your claims. If you use research, you must cite in-text and create a reference list. You are encouraged to use the Simple Guide for Citing Sources.You do not have to cite the course materials. Instead, you may introduce the information using a phrase like these: “Course material states” or “Course information explains.” Do not directly quote course materials; paraphrase instead. WRITE REFERENCES HERE, IF APPLICABLE. Don’t forget to proofread your work with Grammarly. Professional communication is graded.  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.