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Description Everything you need should be in the document. n UNFORMATTED ATTACHMENT PREVIEW This discussion activity will have three parts. Please make sure you answer each part, hitting the minimum word count listed for each question. Part I: You just read the debate about German identity and the site of the former SS and Gestapo HQ. In your own words, describe the two competing visions of place in the debate and what they each said about German identity. Which side of the debate do you support? Why? (250 word minimum) Part II: Germans decided to confront their Nazi past through place by creating the Topography of Terror. In the US we also have shameful historic events. Please list a minimum of three shameful historic events/sites in the US that you think should be memorialized on the landscape so people never forget (like was done in Germany). (No minimum word count) Part III: Let's consider the events of January 6th, the day Congress was raided by Trump supporters. My guess is at some point a memorial will be set up to remember this day. What that memorial will look like however, will largely depend on what groups have the power to create the memorial and fix the memory of that day for future generations. As a thought experiment, answer the two following questions: ?? What might a memorial to January 6th look like if Democrats were in charge of creating it? ?? Conversely, what might a memorial to January 6th look like if Trump himself were in power to create it? These are obviously hypothetical so there is no right or wrong answer. I just want you think about how an event can be memorialized or remembered in very different ways depending on who has the power to create the memory in place (250 word minimum). Finally, please comment on one other student's post. Do you agree with them on questions 1, 2, and 3? Why yes or no? Here's my classmates post: “Part One An abandoned field in Berlin used to be the headquarters for the Nazi Gestapo and SS. In the 1980’s, as part of an urban renewal project, Berlin officials proposed building a cultural center on the site, but there were arguments against it. Activists believed that the site should be left alone, rubble and all. It should serve as an “open wound,” a place of admonition where Germans confront their horrific past. They argued that building over it would be an attempt to hide that history. This option portrays Germans as a society of perpetrators, forcing Germans to admit that their grandparents were Nazis – it’s who they were. German citizens believed that the location should highlight all of German history, not just their Nazi period. This option advocated that German identity was more than their Nazi past. Germans had the lowest self-esteem and pride in their country, ashamed of their past. Citizens believed that a cultural museum would provide younger Germans a more positive view on German society. Personally, I understand both arguments. I align more with the citizen’s perspective, about advocating for a German identity beyond Nazism. However, I don’t believe that this is the proper location to build such a museum. The historical significance of that specific location is too great. I believe that building over it would indeed be hiding – whether intentional or not – their past. There are many other locations that can showcase a holistic and positive description of their history. While it’s important to move forward, it’s equally as important to acknowledge the past. Part Two The U.S. has committed countless horrors, yet we barely see these acknowledged in textbooks, much less memorialized. The first thing that comes to mind is plantation sites – many sites these days have turned into orchards where people host wedding ceremonies or other events. Few former-plantations – like the Whitney Plantation – actually acknowledge the horrors that occurred on their soil. Secondly, the Japanese internment camps. Though some are preserved, this part of American history is so downplayed that these historical sites don’t receive much traction. Finally, the Wounded Knee Massacre. There’s a modest stone monument at the Wounded Knee Creek, but it’s small and not maintained by the federal government. I believe that shameful sites like these should formally showcase the horrors that occurred, in order to promote a more educated society – similar to Germany’s Topography of Terror. Part Three History isn’t just about facts, but also about who gets to tell the story. If Democrats were to create the memorial, we might see a solemn site for reflection. Language like “insurrection,” “domestic terrorism,” and a “threat to democracy” might be used to emphasize the chaos and warn against political extremism and the dangers of misinformation. We might see names etched into stone (like Brain Sicknick) and interactive media displays showcasing security footage and statements from lawmakers. Ultimately, Democrats would want this event to be remembered as a violent, historic breach of democratic norms that should never be normalized or repeated. If Donald Trump were to create it, the narrative would be flipped – the riot would be reframed as revolutionary and heroic, American citizens fighting against a rigged and unfair election process. Arrested rioters would be portrayed as martyrs – GOP figures have described January 6th detainees as “political prisoners.” We can also predict a downplay in the violence that occurred, with Donald Trump repeatedly describing the rioters as “peaceful people” and “patriots.” I would guess that the memorial would have bold patriotic imagery, like American flags and eagle motifs. Would I be surprised if there was a statue of Donald Trump? Not really! Ultimately, the goal would be to reframe January 6th as a symbol of resistance, a rallying cry. Honestly, this thought experiment exemplifies how memorials don’t just preserve the past, but shape it. The way we remember something is deeply tied to who gets to define its meaning.”  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 assignment for two and 275 words each 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 This course has four assignments. Assignments 1 through 3 focus on preparing you for the fourth capstone assignment and accompanying PowerPoint presentation. In each assignment, you will apply the skills, experience, and knowledge gained from completing prerequisite program courses. You will use the same company case study for each assignment so that your capstone assignment represents culminating research and analysis. Select one of the three recommended cases listed below, identifying the problem or issue detailed in the case as the basis for your strategic analysis and development. Each case is located in the Cases to Accompany Contemporary Strategy Analysis section of the textbook. Case 2: Kering SA: How Does Its Performance Compare to That of LVMH? Case 3: Pot of Gold? The US Legal Marijuana Industry. Case 12: Google Is Now Alphabet—But What's the Corporate Strategy? You may also use the Strayer Library or the Internet to further research articles on your chosen case. The MGT599 Library Guide provides information about using resources for your research. After you make your selection, begin your initial research. For this activity, you will start outlining your paper as a structure to guide the rest of your work, so that each assignment in Weeks 3, 5, and 7 builds towards your final plan. Instructions To complete your Week 2 activity, please prepare and submit the following: Draft an introduction to your final paper. Describe to your reader the paper's intent. Explain the main points you will cover in the paper. Outline the structure of the paper. What: Summarize the facts of the case study. How: Describe the problem in the case study details. How did the problem happen? Where and when: How old is the problem? Describe external environmental factors at the time—local factors, cultural issues, and corporate culture within the industry. Was there a consistent corporate culture or did it vary a great deal by region? What has happened since? Use at least three quality references to begin your research. Note: Wikipedia and other similar websites do not qualify as academic resources. After you've outlined the structure of your paper, draft a conclusion. Your conclusion will highlight the significant findings you uncover in researching the paper. Base your work on course materials and in-depth academic research, using critical thinking and verifiable data and proof. For help with research and writing, access the library or review library guides. This course requires the use of Strayer Writing Standards (SWS). The library is your home for SWS assistance, including citations and formatting. Please refer to the Library site for all support. Check with your professor for any additional instructions. - Activity - Case Selection Criterios Calificaciones Pts Describe to your reader the paper’s intent. 11.25 a >10.12 pts Exemplary Described to your reader the paper’s intent. 10.12 a >9 pts Competent Described to your reader the paper’s intent, but the description was incomplete. 9 a >7.87 pts Needs Improvement Described to your reader the paper’s intent, but the description was incorrect. 7.87 a >0 pts Unacceptable Did not describe to your reader the paper’s intent. / 11.25 pts Explain the main points you will cover in the paper. 15 a >13.5 pts Exemplary Explained the main points you will cover in the paper. 13.5 a >12 pts Competent Explained most of the main points you will cover in the paper. 12 a >10.5 pts Needs Improvement Explained some of the main points you will cover in the paper. 10.5 a >0 pts Unacceptable Did not explain the main points you will cover in the paper. / 15 pts Summarize the facts of the case study. 15 a >13.5 pts Exemplary Summarized the facts of the case study. 13.5 a >12 pts Competent Summarized most of the facts of the case study. 12 a >10.5 pts Needs Improvement Summarized some of the facts of the case study. 10.5 a >0 pts Unacceptable Did not summarize the facts of the case study. / 15 pts Outline a description of the problem the case study details and how the problem happened. 15 a >13.5 pts Exemplary Outlined a description of the problem the case study details and how the problem happened. 13.5 a >12 pts Competent Outlined a description of the problem the case study details and how the problem happened, but with a few omissions. 12 a >10.5 pts Needs Improvement Outlined a description of the problem the case study details and how the problem happened, but with some significant omissions. 10.5 a >0 pts Unacceptable Did not outline a description of the problem the case study details and how the problem happened. / 15 pts Outline an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. 15 a >13.5 pts Exemplary Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. 13.5 a >12 pts Competent Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since, but with a few omissions. 12 a >10.5 pts Needs Improvement Outlined an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since, but with some significant omissions. 10.5 a >0 pts Unacceptable Did not outline an explanation of how old the problem is, the external environmental factors involved, the corporate culture, and what has happened since. / 15 pts Provide at least three quality references. 3.75 a >3.37 pts Exemplary Provided quality resources that are credible, relevant, and appropriate. 3.37 a >3 pts Competent Provided quality resources that are credible, relevant, or appropriate, but not all three. 3 a >2.62 pts Needs Improvement Provided references, but they are not credible, relevant, or appropriate. 2.62 a >0 pts Unacceptable No references provided. 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Description Discussion Thread: Motivating High-Performance Teams The purpose of this discussion is to discuss and apply concepts from the assigned readings in Module 3: Week 3. Reflect upon this reading as well as additional current research on motivating teams. Write a post that addresses the following questions: What are some of the most important considerations leaders must make in motivating high-performance teams? What role can the serving leader play in team motivation? Research and describe a couple of effective strategies and leadership approaches in team motivation. Integrate key scholarly sources, to include and expand upon the course materials. Include a reference list in current APA format. The student will post one thread of at least 600–750 words 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 Internship Final Report: PURPOSE OF THE REPORT: to provide an opportunity to reflect on the internship full experience. The report should summarize your learning, assess overall success in achieving your Learning Objectives, and highlight any additional insights about the organization and your internship. GUIDELINES FOR THE REPORT: (see template 2) ? Can be written ONLY in English. ? Late papers will not be accepted.4 ? The Report should be a maximum of eight (8) pages, typed in double- spaced, with Time New Roman font, and 12 point font size. The report must address the topics, and use “headings” to divide each reflection topic within your paper (e.g. Company’s Strengths & Opportunities; Learning Objectives; Challenges & Resolutions). ? Your observations of the organization’s strengths and opportunities. ? Your perceived strengths and opportunities. ? What was your biggest challenge during this internship? ? Learning Objectives: List of each Learning Objective (can be found in the first page of this document) and discuss the extent to which the objective was met as well as the tasks you did to accomplish the objective. If an objective was not accomplished, then an explanation should be provided as to why, and what was accomplished in place of that objective. What would you have done differently in order to accomplish an objective that was not met? ? What skills do you wish you had acquired before beginning this internship that would have made it easier for you to complete assigned tasks? ? How were you able to apply classroom knowledge to your internship experience? ? Your overall assessment of the internship, whether it is useful or not. Grading of Internship Experience Report: Satisfactory assessment of the report is based on: ? Demonstrated ability to synthesize and analyze the experience; ? Demonstrated awareness of self as an experiential learner; ? Submitting all the required documents (weekly report, final report, employer’s evaluation, attendance timetable, and students survey); ? Receiving a satisfactory employer’s evaluation. UNFORMATTED ATTACHMENT PREVIEW Internship Final Report Internship PSG440 The Department of Government and Society UAE University Fall 2024 Dr. Ali Al Ahbabi (Falaj Hazza Police Center) Student Name: Hazza Alshamsi 1 Table of Contents Organization’s Strength and Opportunities ................................................................ 3 Your perceived Strengths .......................................................................................... 4 Types of Projects you worked on ...............................................................................4 Challenges during Internship ....................................................................................5 Course’s Learning Objectives: ..................................................................................6 Skills you wish you had acquired before beginning this internship .............................. 9 Relation between classroom knowledge to your internship experience .................... 10 Academic courses assisted in your success of the internship................................... 11 Overall assessment of the internship ...................................................................... 11 Would you recommend this place to other students? Why? ..................................... 12 2 Organization’s Strength and Opportunities Organization’s Strengths: - Comprehensive Training Experience: The training initiative at Falaj Hazza Police Station offers participants exposure to various roles and responsibilities across different departments. This diverse approach allows trainees to enhance their understanding and acquire skills in areas such as management, strategic planning, and criminal security, resulting in a well-rounded learning experience. - Hands-On Task Assignments: Trainees are entrusted with meaningful responsibilities tailored to the specific functions of each department. This practical engagement helps them gain a deeper understanding of internal processes and operational activities. - Support for Professional Growth: By engaging in real-world tasks within the organization, trainees have the opportunity to sharpen their practical abilities, strengthen their organizational expertise, and expand their administrative competencies. - Community Connectivity and Responsiveness: The station’s strategic location within the city enables close interaction with the local community, fostering a better understanding of their needs. This proximity allows for rapid response times and efficient service delivery, which is further enhanced by the officers' familiarity with the area’s unique security challenges and potential crime zones. Organization’s Opportunities: - Attracting Ambitious Young Professionals: With its robust and multifaceted training program, the center has the potential to draw in motivated individuals eager to gain diverse experiences in the field of law enforcement. - Enhancing Workforce Capabilities: Cross-functional training equips staff with a broader skill set, fostering higher levels of expertise and professional performance within the team. 3 - Encouraging Innovation and Diversity: The variety of training fields encourages creativity and the exploration of innovative ideas, enriching the organization’s approach to its responsibilities. - Establishing a Positive Reputation: By prioritizing employee development and offering a dynamic learning environment, the center can strengthen its image as an institution committed to growth and excellence. Your perceived Strengths During my internship, I developed a range of strengths that enhanced my professional capabilities. I demonstrated strong adaptability by quickly learning and contributing across multiple departments, from criminal investigation to customer service and risk management. My focus on operational efficiency, attention to detail, and ability to manage customer interactions effectively highlighted my strengths in problem-solving and customer service. I also honed my communication skills, collaborating with colleagues and external stakeholders, and gained valuable experience in documentation, data management, and organizational coordination. Additionally, my involvement in risk assessments, quality assurance, and internal initiatives showcased my analytical abilities and leadership potential. Overall, my internship allowed me to apply academic knowledge to real-world situations, enhancing my skills in management, communication, and operational efficiency, all of which will serve me well in future professional roles. Types of Projects you worked on - Customer Service and Operational Efficiency: In weeks 3, 6, and 7, I worked on improving customer service by managing customer interactions, processing transactions, and learning how to improve operational processes such as using smart queues and handling customer complaints. I also participated in training to improve customer service skills. 4 - Risk Management and Quality Assurance: In week 4, I focused on assessing risks related to workplace safety and the Integrated Management System (IMS), particularly concerning detainees and weapons. I also contributed to the development of an internal platform for storing training courses, which aimed to improve training efficiency and resource management. - Internal Audit and Complaint Management: In week 5, I participated in internal audits, including evaluating police patrols, and supported the complaint management system by processing customer complaints and relaying them to the Investigations Department. - Staff and Management Support: In weeks 6, 9, and 10, I participated in administrative support tasks such as entering data into the Q system, managing annual leave requests, and preparing correspondence for military requests. I also worked with the Oracle Financial system to handle small cash invoices and contributed to the financial and administrative operations of the organization. - Operational Strategy and Process Improvement: Throughout the internship, I worked on various projects aimed at improving the efficiency of the organization, such as proposing new strategies for improving operations and contributing to workshops that enhanced leadership and understanding of the award criteria (Week 5). I also contributed ideas for innovation through the organization’s “Ideas Portal.” Challenges during Internship During my internship, I faced several challenges that provided valuable learning experiences. One of the main challenges was the lack of specialization due to the constant rotation between different departments. This made it difficult to focus deeply on one area and gain in-depth expertise, as I was exposed to a wide range of roles and tasks. Additionally, managing multiple responsibilities at once was a challenge. For example, balancing tasks such as data entry, preparing official correspondence, and addressing customer service issues sometimes created pressure, requiring me to prioritize and 5 manage my time carefully to avoid mistakes. Dealing with frustrated customers also proved to be challenging. While enhancing my customer service skills, I had to navigate situations where customers were upset, which required patience, empathy, and effective problem-solving. I also encountered a steep learning curve when it came to new systems like the Q System and Oracle Financials. Understanding how these systems worked and ensuring accurate data entry was sometimes overwhelming, especially when I was still getting familiar with their features. Moreover, some of the administrative and financial procedures, such as handling military requests and managing petty cash invoices, were complex and required attention to detail. Learning the exact steps and protocols for these tasks took time and effort. Lastly, adapting to the different work environments in each department was a challenge. Each department had its own set of expectations and ways of working, and I had to quickly adjust to these differences to be effective in each role. Despite these challenges, they provided me with an opportunity to grow, develop critical skills like time management, problem-solving, and adaptability, and gave me a deeper understanding of how different organizational functions work together. Course’s Learning Objectives: List of each Learning Objective and discuss the extent to which the objective was met as well as the tasks you did to accomplish the objective. A. Understand the work environment and its requirements. Throughout my internship, I had the opportunity to understand the work environment by rotating through various departments, including customer service, personnel affairs, administrative functions, and risk management. This exposure allowed me to learn how each department operates, the organizational structure, and the coordination required to ensure smooth operations. For example, I gained insight into how customer service handles transactions efficiently, how risk management ensures workplace safety, and how administrative functions manage employee records and correspondence. These 6 experiences helped me understand the operational and organizational requirements of the workplace, such as time management, attention to detail, and interdepartmental coordination. B. Demonstrate a reflective and critical understanding of the day-to-day operations at the internship site. By observing and participating in daily activities, I developed a reflective and critical understanding of how different tasks contribute to the overall functioning of the center. For example, in my work with customer service, I was able to critically analyze how efficient customer interaction impacts the organization’s success, especially about service delivery speed and customer satisfaction. I reflected on how operational processes, like the handling of complaints or internal audits, could be improved and shared these insights with my supervisors. This critical thinking was fostered further through discussions with colleagues and mentors, which helped refine my understanding of how these operations connect with broader organizational goals. C. Understand personal transition from the theoretical of education into the practical area of production and business. The internship gave me a unique opportunity to apply my theoretical knowledge from Political Science to real-world situations. For example, I was able to connect my studies in public policy to the administrative processes I observed in the Personnel Affairs Branch, where I dealt with official leave forms and military requests. Similarly, my knowledge of organizational structures helped me better understand the police department’s hierarchy and internal functions. The experience reinforced how political science concepts, like management systems and public administration, are implemented in practice, bridging the gap between education and professional life. D. Evaluate the similarities and differences between political science and the real-life practice of politics. 7 This objective was met through my exposure to the operations of the police department, which offered a hands-on understanding of government and administrative processes. In political science, we study the theoretical structures of government, policy, and public administration, but during my internship, I observed how these concepts are implemented practically. For example, I saw how internal audits and customer complaint handling align with public accountability in government, but I also noted the differences—such as the focus on immediate operational needs and on-the-ground security concerns—that aren't always fully captured in the academic study of politics. This contrast deepened my understanding of how political science theories are adapted in real-world contexts. E. Build a set of professional skills and awareness of the marketplace and explore possible postgraduate employment. Throughout my internship, I developed a range of professional skills, including customer service, data management, risk assessment, and communication. The hands-on experiences I gained in areas like using the Q System for data entry and participating in meetings for the General Manager Award process helped me understand the skills required in the marketplace, particularly in administrative and public sector roles. I also explored potential career paths in risk management, quality assurance, and public administration by discussing these fields with colleagues and mentors. This exposure provided valuable insights into possible postgraduate employment opportunities and helped me build the confidence to pursue a professional career after graduation. F. Develop intern analytical, writing, and oral communication skills through experiences at your internship placement. The internship provided numerous opportunities to develop my analytical, writing, and oral communication skills. I participated in the process of writing reports, preparing presentations, and drafting official correspondence. For 8 example, I wrote a report on police patrols and contributed to the preparation of a presentation for the General Manager Award process. These tasks improved my writing skills, as I had to ensure clarity, accuracy, and professionalism. I also worked on my oral communication skills by attending meetings, discussing proposals with colleagues, and learning how to address customer complaints effectively. These experiences significantly enhanced my ability to communicate ideas clearly and professionally, both in writing and in person. Skills you wish you had acquired before beginning this internship Before beginning this internship, there are several skills I wish I had acquired to enhance my performance and confidence in handling various tasks: - Advanced Time Management and Prioritization Skills: While I was able to manage my time during the internship, I found that having a more advanced understanding of how to prioritize tasks effectively would have made my workflow smoother. In fast-paced environments, especially when juggling multiple tasks across different departments, the ability to quickly assess which tasks are most urgent or impactful would have allowed me to manage my workload more efficiently and reduce the stress associated with tight deadlines. - Technical Proficiency with Software Tools: Although I gained experience with systems like the Q System for customer data management and Oracle Financials for petty cash invoicing, I wish I had more advanced technical skills before starting the internship. A deeper understanding of these software programs, or even familiarity with other common tools used in administrative and customer service environments, would have allowed me to hit the ground running and perform tasks with greater efficiency and confidence. - Conflict Resolution and Customer Service Strategies: While I gained experience in customer service during the internship, I wish I had stronger conflict resolution skills 9 going into the role. Being able to effectively manage difficult customer interactions or resolve complaints in a calm, professional manner would have been beneficial. Additionally, a better understanding of how to manage customer expectations and diffuse tense situations would have helped me provide even more effective service. - Public Speaking and Presentation Skills: Although I had the opportunity to write reports and assist with presentations, I felt that my public speaking skills were not as strong as they could have been. Being able to present ideas clearly and persuasively in front of colleagues and supervisors is an important skill, especially when participating in team meetings or presenting reports. A stronger foundation in public speaking would have helped me deliver more confident and engaging presentations. Relation between classroom knowledge to your internship experience My classroom knowledge in Political Science significantly enriched my internship experience by providing a strong foundation in organizational structures, public policy, crisis management, and communication. The theoretical concepts I learned in management systems, governance, and public policy were directly applicable to the work environment at the police center, where I observed the practical implementation of these ideas. For example, my understanding of public administration and policy execution helped me navigate internal processes and comprehend the importance of coordination between departments. Additionally, my coursework in research methods and evaluation techniques was crucial when I participated in feedback collection and service evaluations, while my training in communication and reporting allowed me to confidently draft formal documents and present ideas. The ethical frameworks and governance principles I studied also helped me understand the importance of accountability in the workplace, particularly when dealing with risk management and audits. Overall, the integration of theoretical knowledge with hands-on experience helped me develop a more comprehensive 10 understanding of public sector operations and provided valuable insights into the gap between academic learning and professional practice. Academic courses assisted in your success of the internship everal academic courses I took were instrumental in helping me succeed during my internship. Fundamentals of Political Science provided me with a solid foundation in understanding the role of government, the structures within political systems, and the importance of policymaking, which helped me navigate the organizational and operational structure within the police center. My course on Government & Politics of UAE was particularly beneficial, as it gave me a deep understanding of the political environment in the UAE, which proved valuable when learning about the coordination between various sectors, such as crime prevention, patrols, and customer service. Additionally, Introduction to Public Administration was key to understanding the administrative and managerial aspects of the center, particularly when I assisted in tasks like report writing, internal correspondence, and evaluating service delivery. Lastly, Public Policy was vital in shaping my approach to problem-solving, especially when I participated in feedback collection, risk assessments, and exploring strategies to improve operational efficiency. These courses provided not only theoretical knowledge but also practical skills that I was able to apply in real-world scenarios, enhancing both my performance and development throughout the internship. Overall assessment of the internship Overall, my internship experience was highly enriching and provided me with valuable practical insights into the workings of a government institution. The opportunity to rotate across various departments allowed me to understand a wide range of operations, from criminal investigations and patrol management to customer service and administrative support. This exposure helped me connect the theoretical knowledge I gained in my academic courses, such as Political Science, Public Policy, and Public Administration, to 11 real-world applications, deepening my understanding of the public sector’s role in governance and service delivery. Throughout the internship, I developed a variety of skills, including customer service, risk management, administrative communication, and analytical thinking. The hands-on experience with data management systems, conducting internal audits, and engaging with field visits further strengthened my practical abilities, especially in areas like problemsolving and efficiency optimization. Additionally, my work with various teams and understanding their collaboration allowed me to appreciate the importance of interdepartmental coordination in achieving organizational goals. However, the internship was not without its challenges. Moving between different departments made it difficult to specialize in one area, and at times, the complexity of certain tasks—like financial procedures and managing customer complaints—was initially overwhelming. Nevertheless, these challenges offered valuable learning opportunities and helped me improve my adaptability, time management, and communication skills. In conclusion, this internship was a highly beneficial experience that enhanced both my professional and personal development. It provided me with a clearer vision of how my academic background could be applied in practice, and it strengthened my readiness to pursue a career in public administration or related fields. The experience has also motivated me to consider further postgraduate studies to specialize in areas like policy analysis and risk management. Would you recommend this place to other students? Why? Yes, I would highly recommend this internship to other students. The experience offers a unique and comprehensive opportunity to work within a government institution, allowing interns to gain hands-on exposure to a wide variety of departments and operations, from 12 criminal investigations to administrative support. The staff is incredibly welcoming and supportive, creating an environment where interns can learn, ask questions, and gain practical skills. The rotation through different branches and departments is particularly beneficial for students who want to gain a broad understanding of how different parts of a government organization work together. Moreover, the internship aligns well with students in political science, public administration, or related fields, offering valuable insights into public service, policy implementation, and the role of government institutions in maintaining security and serving the public. The practical skills gained, such as data management, customer service, risk assessment, and internal auditing, are transferable and valuable for future career opportunities. Overall, it’s a great opportunity for students looking to bridge the gap between theoretical knowledge and real-world practice. 13  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 Instructions Prep Book The purpose of this assignment is to use the fundamentals of psychological preparation found in child life literature to make a preparation book for one of the patients listed on tomorrows OR Schedule. See Child Life Technology and Greenville Children's Hospital for examples you may wish to follow.(CLC1d) Memorial Hospital O.R. Schedule Time Rm. # Pt. MD/RN Procedure 0600 200 Liam Roper 2 y/o M Kletter/Flowers Tonsillectomy 0600 201 Charles Moses 13 y/o M Robinson/Boyd Incisional biopsy 0730 200 Shayla Smith 17 y/o F Bottner/Blue Pyeloplasty 0900 200 Chad Miller 4 y/o M Bottner/Blue Cholecystostomy 0900 201 Audrea Bauer 6 y/o F Kletter/Flowers Mastoidectomy INSTRUCTIONS Review the literature in regard to the fundamentals of psychological preparation Choose your patient from the OR schedule noting the patient's age, sex, and procedure being done Prepare your prep book using a media tool of your choice. Suggestions include: PhotoStory3 - A free download for Windows computers, this program provides an easy way to create and edit videos. StoryBird - Another free, web-based application, StoryBird allows you to read, write, and collaborate on digital picture books. Thousands of illustrations have been contributed to this online community, and all authors can integrate them into their written pieces. Digital Vaults - This new tool from the National Archives allows you to create your own accounts and then build a story using digital resources directly from the National Archives. The movie making tool includes soundtrack options as well as basic editing functions. With a free login account, you can save your work, and completed projects can be emailed or shared via hyper link. Sample Virtual Preparation Book - you can also build your own prep book using the sample attached as a guide. Other examples can be found by placing Child Life Prep Books into Google. How do I upload an assignment to Kaltura? 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 This is your chance to analyze your performance and your outline. Before starting, review the grading rubric. Your paper needs to be a minimum of 500 words and must include a COVER PAGE. In your reflection paper, focus on the following: Delivery Verbal skills Nonverbal skills Things you did well Areas in need of improvement and how to improve Feedback from your audience 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 Reply 1 Bibi: Surgical site infections (SSIs) are prevalent healthcare-associated infections following surgical procedures, resulting in heightened rates of morbidity, mortality, extended hospital stays, and increased healthcare costs (Monahan et al., 2020). Infections are estimated to occur in 2-5% of elective surgeries, 10-20% of inpatient surgeries, and may affect up to 30% of trauma surgeries (Smith et al., 2022; Johnson & Lee, 2023). Current studies continue to highlight the significant burden that these infections place on healthcare systems and patient outcomes (Doe, 2023). Research indicates that hospitals can mitigate SSIs through effective surveillance, comprehensive staff education, and strict adherence to established infection prevention guidelines (Centers for Disease Control and Prevention, 2025). As a risk manager in a tertiary hospital, I am particularly concerned about the worrisome rise in SSIs, which signals inefficiencies within the surgical department and associated support services (Monahan et al., 2020). Upon reviewing the data from my preliminary investigation, I would convene a meeting with representatives from various departments to determine the root causes of the increase in SSIs and collaboratively develop solutions to address these issues. Collaboration with key departments such as Surgery, Anesthesia, Microbiology, Infection Control and Prevention, Pharmacy, Nursing, Sterilization and Supply Management, Quality Improvement, Environmental Services, Patient Education and hospital administration. I would involve the nursing staff, since nurses are integral to preoperative patient education, intraoperative support, and postoperative wound care ensuring that hygiene and infection prevention protocols are rigorously followed (Centers for Disease Control and Prevention, 2025). These departments collectively are in direct contact with the patients as they provide healthcare services. By working together these departments will effectively address risk factors and monitor compliance (Anderson, 2021). Reply 2 Natiena: SSIs are a considerable concern to the healthcare systems, mainly in the orthopedic department, because the commonly done surgeries are intricate and require implants. The increased number of orthopedic SSIs that has been experienced at the hospital in the recent past is concerning since it indicates some failure in the successful accomplishment of orthopedic surgery safety measures and patient care. The following factors are some of the factors that are known to have contributed to the problem: higher rate of revision surgeries, high turnover in the sterile processing department (SPD), high BMI of the patients, long durations of operations, low morale among the staff, and change of linen contractors and vendors of implants. Teamwork must be embraced since many challenges in the educational setting cannot be conquered individually. In line with this, infection control personnel should be involved to coordinate surveillance and monitor SSI prevention practices in relation to evidence-based practices. It needs to be revised for several concerns, especially the high turnover rate; it is a detriment to having a wrong approach to the sterilization process. Failure in proper processing of surgical instruments contributes to infection risks in a direct manner. Much like the patient, the surgical team also needs to undergo evaluation, especially with regard to operative time, because of its correlation with SSI. Consequently, an increasing length of procedures beyond necessary time has been shown to raise the probability of SSIs, according to Scigliano et al. (2022). This requires efficiency assessments and likely training of the operative teams on their shortcomings. Finally, it is important that human resources collaborate with the departmental heads, especially to deal with demoralization, which seems to have reduced staff’s compliance with the set infection control measures and enhanced teamwork. To this end, several departments for personnel must work together on this process. In addition to infection control and SPD, a big challenge that the supply chain team will consider is the new vendors for linen and implants to meet some regulatory requirements in terms of cleanliness and compatibility. The nursing personnel, especially in the operating room and during the postoperative and preoperative periods, play the most important role in early recognition of the signs of infection and in providing an aseptic environment. Some of the steps that human resources and nursing education departments can take include managing staff burnout and making sure that their people are trained on the approaches to preventing infection frequently. If these systematic collaborations are not made, then the issues may not be detected or may be treated unsatisfactorily. The scientific community confirms two main contributors as revision surgeries along with high BMI. da Silva & Salles (2021) established that revision arthroplasty has a strong negative impact on postoperative infection rates by requiring longer operations combined with additional tissue handling procedures. Obesity has been proven to slow wound healing and raise infection possibilities. The research by Liu et al. (2024) established that deeper SSIs develop post-orthopedic surgeries when BMI rises among patients. Additional investigation is needed when analyzing morale or vendor changes to establish their impact on the organizational system. Root cause analysis (RCA) with structured methodology allows differentiating between root causes and chance occurrences through chart audits and staff interviews with timeline cross-examinations. Practiced SSI is not considered a “never event” despite the truth that most of them ought to be prevented. A never event is a concept that means incidents that should not happen; examples include surgery on the wrong site. However, SSIs may happen in a given health facility even if every measure has been taken to avoid them by the health practitioners. However, the majority of cases can be eradicated through standard precautions, which include, for example, preoperative antibiotics, hand washing, and sterilization of instruments used in surgery. Hence, relative risk stands as an important diagnostic measure among the key indicators of potential infection risks. Some patients—due to obesity, diabetes, or immunosuppression—have inherently higher risks. Therefore, the ideal approach would be to restore modifiable risks to the least possible levels that are at par with the national standards. In sum, it is probable that the rise of SSIs to this facility is complex and may need an approach from all departments in the facility. Thus, if high-risk procedures are selected, the time spent on operations is reduced and sterilization measures are enhanced carefully. In addition to the new vendor's control, the infection rate may be minimized. To remedy this situation, the systematic, data-analyzed, and interdisciplinary approach is the most effective way to address patient safety and integrity issues in a given institution. References da Silva, R. B., & Salles, M. J. (2021). Outcomes and risk factors in prosthetic joint infections by multidrug-resistant gram-negative bacteria: A retrospective cohort study. Antibiotics, 10(3), 340. https://www.mdpi.com/2079-6382/10/3/340Links to an external site. Liu, H., Wang, Y., Xing, H., Chang, Z., & Pan, J. (2024). Risk factors for deep surgical site infections following orthopedic trauma surgery: a meta-analysis and systematic review. Journal of Orthopaedic Surgery and Research, 19(1), 811. https://link.springer.com/article/10.1186/s13018-024-05299-2Links to an external site. Scigliano, N. M., Carender, C. N., Glass, N. A., Deberg, J., & Bedard, N. A. (2022). Operative time and risk of surgical site infection and periprosthetic joint infection: a systematic review and meta-analysis. The Iowa Orthopaedic Journal, 42(1), Retrieved from https://pmc.ncbi.nlm.nih.gov/articles/PMC9210401/Links to an external site. Factors contributing to the SSI risk include frequent revision surgeries, high patient BMI, extended operating times, and implant vendor changes. Research shows revision surgeries have increased SSI risks (Smith et al., 2021). Obesity is a patient-related SSI risk factor (Jones & Taylor, 2020), and longer surgeries raise contamination likelihood (Brown et al., 2022). Changes in implant vendors may lead to sterility issues (Miller & Davis, 2023). Incidental findings like high turnover rates among sterile staff may indirectly affect protocol adherence, but they are not direct SSI factors (White, 2020). Factors like low morale and linen contractors may not significantly impact SSIs unless they affect sterilization quality (Green & Hall, 2021). I differentiated between contributing factors and incidental findings by conducting a literature review. The concept of relative risk is particularly relevant when discussing surgical site infection (SSI) rates. Relative risk serves as a measure to compare the probability of an event, such as an SSI, happening in one group compared to another (Davis et al., 2021). In the context of SSIs, relative risk enables the evaluation of how different factors influence infection rates. Dr. Anderson (2019) from the University of Wisconsin asserts that a relative risk or standard infection risk of one is deemed acceptable. While SSIs represent a risk associated with surgical procedures, they are avoidable. Through careful planning, compliance with established protocols, and a strong commitment to infection prevention, healthcare facilities can significantly reduce the incidence of SSIs and enhance patient outcomes (Smith & Johnson, 2019). To comprehensively tackle this issue, it would be essential to engage infection control specialists, anesthesiologists, nurses, and hospital administrators in the development and execution of SSI prevention strategies. Furthermore, employing audits and feedback mechanisms ensures adherence to these protocols (Garcia et al., 2022). Surgical teams will be responsible for decreasing the risk of SSIs by integrating evidence-based practices and adopting a multidisciplinary approach. Several strategies would be implemented across the preoperative, intraoperative, and postoperative phases to achieve this goal (Wilson et al., 2023). I would engage diverse hospital teams to implement SSI prevention strategies, including audits for compliance. Strategies would encompass preoperative, intraoperative, and postoperative measures (Anderson, 2019). Preoperative steps involve Patient Education through hygiene guidance, Screening and Risk Assessment to identify risk factors, and Antibiotic Prophylaxis to prevent infections. Skin preparation with antiseptic solutions is crucial too. Intraoperative measures focus on maintaining surgical sterility and minimizing operation times while fostering teamwork among staff and using high-quality materials. Postoperative care includes monitoring surgical wounds, infection surveillance, regular feedback on compliance, and ongoing staff training. By implementing these strategies, surgical teams who are in direct contact with patients can effectively lower SSI risks, enhance patient outcomes, and improve overall care quality. As Christians we believe that God is the ultimate healer. However, how He delivers the healing can take various forms and means such as giving us doctors who use the gift that He blessed them with to heal others when they are sick. The medical professionals who take care of us are therefore doing God’s work here on earth. The Bible gives examples of medical interventions such as circumcision which was used then and continues to be used now as a religious practice and as a medical intervention today. In Jeremiah 30:14, the Bible says, “For I will restore health to you and heal you of your wounds, …” (The New King James Version Bible, 2023). Therefore, surgeons who heal the sick are doing God’s purpose and acting as His instrument to do so. It behooves them to perform at their best. It is no wonder that some people believe that their doctors are akin to God. Finally, by implementing changes in how surgeons and their team conduct their operations it can lead to better outcomes for their patients and ensure patient safety while improving the quality of care and lowering the incidence of SSIs. References Anderson, P. A. (2019, April). Prevention of surgical site infection [VIDEO] Retrieved from https://canvas.liberty.edu/courses/750635/pages/wa... Anderson, J. (2021). Comprehensive approaches to infection prevention. Infection Control Journal, 15(3), 56-68. Brown, A., Smith, J., & Clark, R. (2022). Operating time and surgical site infection: A systematic review. Journal of Surgical Research, 234(1), 45-52. Centers for Disease Control and Prevention. (2025). Surgical site infection (SSI) event. Retrieved from https://www.cdc.gov/nhsn/psc/ssi/index.html Davis, L., Brown, T., & Green, P. (2021). Comparative Effectiveness of Infection Prevention Strategies in Surgery. Journal of Surgical Research, 145(1), 54-60. Doe, J. (2023). Surgical Infections: Prevalence and Impact. Journal of Surgical Research, 45(3), 123-130. Garcia, R., Smith, H., & Lee, M. (2022). Audit Mechanisms in Infection Control Practice. Healthcare Quality Journal, 7(3), 75-82. Green, K., & Hall, L. (2021). The impact of staff morale on compliance with infection prevention protocols. Infection Control Today, 25(3), 18-23. Johnson, R., & Lee, T. (2023). Inpatient Surgery and Infection Rates: A Comprehensive Review. American Journal of Surgery, 215(1), 89-95. – Jones, M., & Taylor, S. (2020). Obesity as a risk factor for surgical site infections: A meta-analysis. Journal of Hospital Infection, 105(2), 121-129. Miller, T., & Davis, P. (2023). Variability in implant quality and its implications for surgical outcomes: A review. Clinical Orthopaedics and Related Research, 481(2), 204-210. Monahan, M., Jowett, S., Pinkney, T., Brocklehurst, P., Morton, D. G., Abdali, Z., & Roberts, T. E. (2020). Surgical site infection and costs in low-and middle-income countries: a systematic review of the economic burden. PloS one, 15(6), e0232960. New King James Version Bible. (2023). Thomas Nelson Publishers. (Original work published 1982 Smith, L. & Jones, K. (2021). Enhancing patient compliance through educational materials. Patient Education and Counseling, 104(11), 2540-2546. Smith, A., & Johnson, K. (2019). Strategies for Reducing Surgical Site Infections: A Review. American Journal of Surgery, 217(6), 112-118. Smith, R., Johnson, P., & Lee, T. (2021). Revision surgeries and their link to surgical site infections: Implications for practice. Surgical Infections, 22(7), 648-655. Smith, A., Brown, K., & Williams, D. (2022). Elective Surgery and Postoperative Infections: Trends and Solutions. International Journal of Surgery, 37, 112-118. White, J. (2020). The role of staffing in infection control: Understanding turnover impact. Nursing Management, 51(5), 34-40. Wilson, B., Taylor, C., & Black, S. (2023). Multidisciplinary Approaches in Preventing Surgical Site Infections. Surgical Infections, 24(2), 88-98. 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 assignment for 2 and 85 words each 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 Part 1: Social Learning Theory(separate word document) Identify and examine three different mass media topics that are controversial. Explain why you think they are controversial. Describe how the controversy can be explained through the social learning theory. Directions: The initial post should be a substantive and scholarly post between 450 go 600 words Make sure that you use proper grammar, word choice, syntax (arrangement of words to create well-formed sentences), and writing mechanics (capitalization, punctuation, and spelling). Properly cite (Links to an external site.)and reference(Links to an external site.). https://www.pewresearch.org/internet/2014/08/26/so... Part 2(separate word doc) reflect on the Spiral of Silence theory, giving attention to the theory development, theory developers, theory premise/predictions, theory limitations, and/or other relevant points about the theory.Then, apply the spiral of silence theory to your own experiences and those of others when sharing opinions in a group and on social media. Please critically reflect on the module materials and your own research, and then synthesize the information for your response: Explain the premise of the Spiral of Silence theory. Next, using your own interpersonal and mass media experiences, identify and explain a time when you witnessed the theory in action. This assignment should be written for a general audienceLinks to an external site. rather than with an academic tone. Your response should be between 300 and 500 words. You should use embedded linksLinks to an external site. for your sources rather than APA-style references and in-text citations https://owl.purdue.edu/owl/subject_specific_writin... https://pressreleases.responsesource.com/about/faq... UNFORMATTED ATTACHMENT PREVIEW Lecture 6 Video Transcript Hello and welcome to today's talk. In this lecture, we're going to turn our focus to two different theories. The first is known as the spiral of silence, and the second is known as the knowledge gap hypothesis. So, the spiral of silence theory is also known as a theory of public opinion, and the theory predicts when individuals are more or less likely to share their opinions. The theory was developed in the 1970s by a German political scientist by the name of Elizabeth Knoll Newman. And the theory claims that individuals are more likely to share their opinion when they think the larger group shares the same opinion. So, for example, let's say that you're at a party and you're talking with a group of people at the party, and the subject of electric cars comes up. So, let's say that you're a big supporter of electric cars and you're personally thinking of buying one. If other people in the group are expressing support for and enthusiasm for electric cars, you're far more likely to then express your enthusiasm for electric cars. Conversely, if the group is critical of electric cars and saying really negative things about them, you're going to be less likely to express your opinion, and therefore you fall down into this spiral of silence. So, the individual's public perspective and perception of how others in the group perceive us becomes potentially more important than the need for the opinion to be heard. So again, if we feel like our opinion is in the majority, we're more likely to share it. If we feel like our opinion is in the minority, we're less likely to share it. As with all theories related to people and their relationships, to the mass media and others, much is dependent on the individual's demographic and life experiences, such as level of education, socioeconomic status, and the case of the spiral of silence theory, personal characteristics such as self-confidence and ego. And again, this theory is very much a theory of the formation of public opinion and individual's willingness to share their thoughts in a larger group. So, the natural question you may now be thinking about, well, was in the 1970s. What happens now in the world of social media? So how does the spiral of silence theory relate to social media? Given the rise of social media and the ability for anyone to poach their feelings essentially anonymously on various sites, the theory doesn't necessarily hold true in a social media environment. However, in face-to-face situations, the spiral of silence theory often still holds true. Now, let's turn our attention to what's known as the knowledge gap hypothesis or the knowledge gap theory. The theory suggests that there are differences in access to information and thereby knowledge between lower socioeconomic statuses and higher socioeconomic statuses, particularly when it comes to receiving and interpreting media messages. Hence, this theory is also known as a digital divide theory. So, access to information is based on socioeconomic status. So, because of financial and other resources such as education, career readiness, things like that, individuals with higher incomes have access to more information. For example, more money allows for purchasing access to more media content, such as cable channels, streaming services, and newspapers and magazines. Conversely, those with lower incomes have much more limited access to information. Again, this is known as that digital divide between the haves and the have nots. And so, the knowledge gap hypothesis absolutely can be very disturbing because it shows differences in class and privilege within our society as related to access to information and knowledge. So, this is why within the media, there are various entities such as public broadcasting, also known as Public Service Broadcasting, which involves radio, television, and other electronic media outlets whose primary mission is public service, meaning the content on those channels is free and open access. So, examples of this include things like A MFM Radio as well as PBS or the Public Broadcasting Service. As one specific example, PBS started the Sesame Street Television Show back in the late 1960s as an educational experiment designed to help children from lower socioeconomic statuses become better prepared for kindergarten. And again, the idea is that public broadcasting provides free and open access of information and knowledge to everyone regardless of socioeconomic status. So again, spiral of silence theory and the knowledge gap hypothesis. Very important theories regarding access to information as well as the formation of public opinion. Lecture 5 Video Transcript Hi everyone. Welcome to today's lecture. In this lecture, we are going to discuss the social learning theory. This is one of the most applied and studied theories in mass communication research. This theory comes to us from the field of psychology, which is in the social sciences, and this theory is about how people learn. And this comes again from research on human learning and behavior within the discipline of psychology. Social learning theory, often abbreviated as SLT was developed in the 1970s by a scholar named Albert Bandura and Albert Bandura proposed that social learning occurs through the observation or the witnessing, and then the imitation or the repetition of behaviors that we see other people do within a social context. And it is very much influenced by factors such as attention, motivation, attitudes, and emotions. Bandura demonstrated that children learn and imitate behaviors that they have observed in other people. And this is a great thing when you're trying to teach a toddler or a little kid how to do something right, whether it's match shapes or work a puzzle or learn to tie their shoes, we can learn from observing and repeating the behavior that we see in other people. One of the best known experiments in the history of psychology involved a doll by the name of Bobo, BOBO, as you see there on the screen. So in this experiment, an adult acted violently toward Bobo, and children in the experiment witnessed this aggressive behavior. When the children were later allowed to play in a room with Bobo the doll, they then began to imitate the aggressive actions that they had previously observed. And so the key here is that learning is both a cognitive process and a behavioral process within a social context. In addition to the observation of behavior, learning also occurs through the observation of what we would call rewards and punishments. A process that is known as vicarious reinforcement. So reinforcing behaviors. And when you're learning about parenting and how to teach people things, you give rewards to praise good behavior. And then there's lots of different thoughts about how we manage what we would call negative behavior. But in the case of social learning theory, it's about rewards and punishments. So if someone sees a particular behavior, rewarded, that behavior likely persist. Conversely, if a particular behavior is constantly punished, it's likely to be discontinued. So think about traffic laws, right? Speeding is against the law because if we speed, that creates a danger for society, for ourselves, for our communities. And so the idea is that if you speed and you break that law, you will get a speeding ticket. And so that behavior is punished, therefore you will stop doing it. But a key understanding and premise of social learning theory is that the behavior reward system doesn't always work. So again, in the case of speeding, we know we're not supposed to speed. We really try hard not to speed, but sometimes it happens anyway. So again, social learning theory is all about observed behaviors, imitated behaviors, and that reward and punishment system. Social learning theory also looks at a couple of different dimensions. And so when we are thinking about how we learn from others in a social context, these four factors come into play. Attention, retention, reproduction and motivation. So with attention to learn from somebody else, we have to pay attention to their actions and their behaviors. And so one of the best ways to learn math, for example, is to watch somebody else work a math problem and then replicate their behavior, their patterns, and their attention to that math problem. Retention is the next factor. So after paying attention, we must be able to retain or remember what we observed. So what did that person do when they encountered long division, right? How did they manage that? Our memory stores these observations for future use. So retaining what we observed in our brain. The next factor is what we call reproduction. So to learn, we need to be able to reproduce the observed behavior. So think about if you remember being a kid and learning how to tie your shoes, right? Crossover, pull through, make a loop, run around the loop, go under. So again, watching somebody tie shoes over and over, retaining that knowledge and then reproducing that knowledge. So watching yourself reproduce those patterns of tying shoes. And the key here is mimicking the actions that we observed. And then the final factor here is motivation, right? The person has to want to learn. The person has to care, the person has to want to pick up the new skill or the new behavior. And so a really important piece of social learning theory is the motivation of the individual. So four key factors here. Attention, retention, reproduction and motivation. So the natural question then is how does this relate to the mass media? Thousands of studies have applied social learning theory to what we see in the mass media and the effects of the content on the mass media and individuals. And social learning theory through our research has shown time and time again the powerful and pervasive role of the media in our lives. So for example, numerous studies have explored the link between exposure to violent media content and aggressive behavior. And so when people are exposed to violent media content, they're more likely to then have aggressive behavior. An example from my own life, sometimes I play Mario Kart with my family, and I kind of enjoy playing Mario Kart. I ride my little cart and I'm throwing red shells at people, and I'm doing lightning bolts and I'm passing people and I'm going as fast as I can, and it's kind of exciting. I gets my brain all fired up, and then turns out I leave the house in my own car. And I sort of have that mindset that I'm still in Mario Kar, and I want to drive quickly. I want to throw shells, and I want to pass people because I still have that sort of mindset of what I just witnessed in Mario Kart. And so again, media serves this ever increasing role in our lives, serving as this very potent source of social learning from television shows, movies, social media platforms, video games. And so the media that we see is constantly exposing us to all these different behaviors. And so therefore, social learning theory is a key part of media affects research. So if you think about television and film, those have long been tools for social learning. We see characters on TV and movie do things, and we learn from their behavior, their values, and societal norms. So again, as a negative example, if a character on a TV show smokes, and especially at that viewer that smoking looks like it's attractive or successful or rewarded, an audience member is going to see smoking as a desirable behavior and potentially replicate that behavior. We've also seen this happen on social media platforms. Time and time again, individuals follow influencers, celebrities, peers, and we observe their lifestyles, their opinions, and their behaviors. And we now have this influencer culture that has a very significant impact and often a very negative impact on how we perceive beauty, success, and societal norms. Again, we've talked a little bit about video games already, but it's important to understand that research has shown time and time again that when audience members do a lot of video gaming, it has an influence on their behavior, what they see the characters in video games doing. So another key aspect here of social learning theory that we have seen in research is how we see gender roles and stereotypes in the mass media. So television, movies, advertisements, even children's cartoons, reinforce often gender norms. And so if we are seeing these same gender norms repeated over and over again, it hast influence on what we learn and then ultimately how we behave. So just to wrap up, social learning theory is a theory that comes to us from psychology, and it is all about how we learn from other people's behaviors. And in the context of the mass media research has shown time and time again that people absolutely do learn from what they see in the mass media, and they replicate behaviors that they see in the mass media, both for good and for bad. Thank you.  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.