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Short Essay Assignment: Medication and Anxiety Select an anxiety disorder of interest. Utilizing the information discussed in this chapter of your text, choose to either be pro-medication or pro-therapy in the treatment of the disorder. Select an anxiety disorder of interest. Utilizing the information discussed in this chapter of your text, choose to either be pro-medication or pro-therapy in the treatment of the disorder. It's assumed that you may find both treatments effective, but for the purpose of this exercise you are being asked to choose one over the other. Make sure to articulate an argument referencing information from the text.

Local Group Participation and Discussion Part 1: As part of this course, you will gain experience as a member of a group by participating in a local support group. Guidelines: Research local support groups that are of interest to you. You may attend any group that you have not attended in the past. For example, if you have attended an AA or NA group in the past, please choose a different group to experience. Contact the group facilitator to make sure it is an open group and you are welcome to attend. Part 2: Reflect on your experience by answering each question below. Apart from question 1, please answer each prompt with at least 10 sentences. What support group did you participate in? What is your opinion of how it went? What counseling theories, skills, or techniques were used during the group meeting/s? Were they useful? How would you improve or redesign the group? Can you assess the value or importance of the group? Was the experience valuable to you? In other words, was it worth your time? How did the group affect you personally? What did you learn about yourself? Grading Scale: ____/70 Support group reflection (10 points for each prompt other that #1) Student attended a local support group and answered each question prompt (apart from question 1) with at least 10 sentences submitted via Canvas in a Word document ____/30 Thorough, thoughtful responses Student gave thorough, thoughtful responses indicating maturity and respectful participation as an observer/group member

Watch the film CAKE. In the paper, a) provide a comprehensive description of the specific disorder and symptoms; b) discuss the character’s (or characters’, when relevant) treatment, diagnosis, and prognosis, or discuss why no treatment or diagnosis was given; c) focus on the messages that this movie sends about this disorder or condition; and d) interpret the accuracy of this film, in light of what you have learned about psychopathology. Each section, “a” through “d’” should be very detailed, at least one full page each. Each section should also have its own subheading, for clear organization of the paper. Note: do not describe the plot of the movie. This paper is not a movie review. Instead, you are evaluating the accuracy of the film’s depiction of the disorder, based on DSM criteria. At least four sources should be used and referenced in this paper, to verify the criteria for the psychological disorder(s) depicted in the film. Be sure to include an APA-formatted reference page at the end of the paper.

Higginbotham & Andersen articles ten and twenty-seven discussion board--due February 10 @ 9 am REMEMBER, THE USE OF ChatGPT, BARD, OR OTHER FORMS OF AI IS DEFINED AS A FORM OF CHEATING. POINTS WILL BE DEDUCTED FOR THE INCLUSION OF OUTSIDE REFERENCES. THE RESOURCES YOU NEED, INCLUDING THE LINK(S) NEEDED TO COMPLETE ASSIGNMENTS, ARE PROVIDED ON THE COURSE SITE. Higginbotham and Andersen, articles ten and twenty-seven discussion board: Please respond to the following in paragraph form, providing an appropriate level of detail and specificity. Single sentence replies are insufficient. Spelling, grammar, and punctuation count. Proofread your work prior to posting. Responses should be a minimum of four well-developed paragraphs. Reading ten (Color-Blind Privilege…): What is meant by color-blind racism and how does popular culture promote the idea that race and ethnicity is no longer of importance? Be specific and provide examples. According to the authors, what are the social and political functions of color-blind racism? Be specific and detailed. Reading twenty-seven (Race, Place, and Power): What does the author mean by racialized space and why is the concept important? What is the relationship between race/ethnicity and physical space? Be specific and detailed. Why is the Federal Housing Act (and the Federal Housing Administration more generally) crucial to understanding residential segregation and wealth inequality? Why does residential segregation matter? What are the results of residential segregation, according to the author? Be specific and detailed. Please label and number your responses but submit them as a single discussion board post. Reply

In this assignment, you will identify a diverse population for whom you need to design a career development program. The following are examples of populations that may be used: Specific racial minorities or ethnic groups. Individuals from specific religious affiliations. Different generations in the workforce. Veterans or military families. People with a particular disability or mental disorder. LGBTQI+ individuals. People who were previously incarcerated. At-risk youth. International refugees/asylees. People with limited English proficiency. Be creative and explore a population about which you know little and/or want to learn more. Your population can be situated in a hypothetical agency, school, or counseling center.

Discussion Instructions: 1. Students will use the Keiser University Online Library to find a minimum of five peer-reviewed journal articles (including articles found during previous weeks IF they apply to the student's topic). All articles must be from Psychology Journals and address a psychological construct (i.e., topic). 2. For the initial discussion post, design an outline that will be used to create the Literature Review required as part of the Week 5-7 project. Use the following template when posting an outline for your initial discussion. 3. Students will then improve the outline during the week with the help of other students and the Professor. Once completed, students will cut/paste the outline information and submit it as part of their Week 5 assignment, along with their annotated bibliography. 4. Attach the articles to your initial discussion post. When responding to other students this week, help each other develop a precise topic for the Week 5-7 project. Provide specific feedback including examples. The following template can be used this week to create the initial discussion post. NOTE: as always for every discussion and assignment, students must properly cite resources in-text and in a "References" list. DISCUSSION OUTLINE TEMPLATE (after revisions, cut and paste the final outline and submit as part of the Week 5 assignment): Hello Class, Introduction (do not actually create a section heading called Introduction as that is assumed): provide a short paragraph introducing the reader to the main topic and the key concepts that will be addressed in the literature review assignment (Weeks 5-7). Theme One (create a new section heading based on your topic theme): describe in 2-3 words the first main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your Literature Review paper and cite articles that will support your discussion. EXAMPLE: imagine a student's topic is "Writing a Literature Review Strategies for Psychology Graduate Students". The first section might be "Annotated Bibliography and Outline" because that is a main theme found in the literature (DO NOT USE THIS THEME FOR YOUR PAPER). The section description could describe how this section will define and explain the concepts (Smith, 2001; Mohammed, 2015). The section description could also include, for example, how Section One will address how an outline and an annotated bibliography is created and formatted (Chang, 2017; Rodriguez, 2014; Conner, 2000). Theme Two (create a new section heading based on your topic theme): describe in 2-3 words the second main topic of your literature review. Next, briefly (4-5 sentences) describe the information you will discuss in your LIterature Review paper and cite articles that will support your discussion. Theme Three if you find one Conclusion (a discussion and/or Conclusion section is an appropriate section heading): summarize the discussion and add comments addressing how the outline and subsequent literature review can still be improved. Perhaps even ask for help by addressing specific questions or concerns. For example, students might state "one of the challenges with this outline is there appears to be limited research on the topic of creating an annotated bibliography". This comment could help other students and the Professor provide the student with useful feedback. References (centered on new page) list all references included in the outline Part 2 Respond to two peers Melissa Hester RE: Week 5 Discussion Collapse Hello Class: This review delves into the intricate link between incarceration and mental health by analyzing empirical data, emphasizing the need for comprehensive strategies to enhance outcomes for individuals after they leave jail. Long-term incarceration can significantly affect psychological well-being, influencing mental health, behavior, and success in reintegrating into society. The literature highlights extensive research on these psychological effects, drawing insights from pivotal studies. It particularly examines the psychological adaptations developed during incarceration, the negative impacts of solitary confinement, and the various hurdles individuals encounter while adjusting to life post-release. Grasping these dynamics is essential for shaping policies and interventions that prioritize the well-being of incarcerated people and societal safety. Through a thorough analysis of empirical evidence, this review showcases the complex relationship between imprisonment and mental health, advocating for holistic methods to foster positive outcomes after incarceration. Psychological Effects of Long-Term Incarceration The experience of long-term incarceration does not merely hinder an individual’s physical freedom; it also imposes significant psychological burdens that can deeply impact mental health and behavior, shaping one's life far beyond the prison walls. This comprehensive review will explore the complex psychological effects of prolonged confinement by examining key insights from five pivotal scholarly studies. Within these studies, we will delve into various aspects of psychological adaptations, highlighting how individuals adjust their coping mechanisms in response to the harsh realities of institutional life. Additionally, we will investigate the particularly detrimental consequences of solitary confinement, a practice that exacerbates feelings of isolation and can lead to severe mental health issues. Moreover, this analysis will address the considerable challenges faced by individuals once they are released from incarceration, specifically the obstacles that hinder their reintegration into society. By understanding these multifaceted elements, we can better appreciate the far-reaching implications of long-term imprisonment on an individual's psychological well-being. Psychological Adaptations to Incarceration In his 2002 study, Haney examines the psychological changes that individuals undergo while incarcerated. He points out that many prisoners develop strategies like emotional suppression, hypervigilance, and a reliance on institutional routines. While these adaptations can be essential for survival within the prison environment, they often create obstacles when it comes time to reintegration into society (Haney, 2002). For instance, many individuals who have been incarcerated experience elevated stress responses and struggle with forming healthy relationships after their release. Haney stresses the importance of developing comprehensive reintegration programs aimed at tackling these psychological hurdles. Effects of Solitary Confinement The negative effects of solitary confinement on mental health are a common topic in literature. Grassian (1983) highlights a specific syndrome linked to extended isolation, showing symptoms such as anxiety, depression, hallucinations, and cognitive issues. This research emphasizes the serious repercussions of extreme isolation, advocating for different methods to handle disciplinary problems in prisons. Adding to this discussion, Kaba et al. (2014) examine how solitary confinement relates to self-harm. Their research reveals that inmates in prolonged isolation are much more likely to engage in self-injurious behavior, stressing the urgent need to confront the mental health dangers tied to solitary confinement. Mental Health Outcomes in General Incarceration Walker et al. (2013) conducted a systematic review focusing on the impacts of incarceration on mental health. Their research shows a significant correlation between imprisonment and heightened levels of anxiety, depression, and various psychiatric symptoms. The study highlights the urgent need for comprehensive mental health services in correctional facilities to address these negative outcomes and enhance the overall well-being of prisoners. Post-Incarceration Challenges Lovell, Johnson, and Cain (2007) explore the recidivism rates among individuals released from supermax facilities, shedding light on the long-lasting psychological effects of extreme confinement. Their findings indicate that these inmates tend to re-offend at higher rates, pointing to the challenges posed by extended isolation and insufficient rehabilitative programs. The study calls for a shift in prison policies towards prioritizing rehabilitation rather than merely punitive isolation. Conclusion The studies in this review show that long-term imprisonment, especially with solitary confinement, can have serious effects on mental health. People in these situations face higher risks of developing mental health issues, struggling with behavioral problems, and being more likely to re-offend. To tackle these challenges, we need a well-rounded strategy that includes solid mental health care, effective rehabilitation programs, and changes to cut back on solitary confinement. Lawmakers and the prison system must make the mental well-being of inmates a priority to help them reintegrate into society and break the cycle of recidivism. References Grassian, S. (1983). Psychopathological effects of solitary confinement. American Journal of Psychiatry, 140(11), 1450–1454. https://doi.org/10.1176/ajp.140.11.1450 Haney, C. (2002, January 30). The psychological impact of incarceration - urban institute. Urban Institute. https://www.urban.org/sites/default/files/publication/60676/410624-The-Psychological-Impact-of-Incarceration.PDF Kaba, F., Lewis, A., Glowa-Kollisch, S., Hadler, J., Lee, D., Alper, H., Selling, D., MacDonald, R., Solimo, A., Parsons, A., & Venters, H. (2014, March). Solitary confinement and risk of self-harm among jail inmates. American journal of public health. https://pmc.ncbi.nlm.nih.gov/articles/PMC3953781/ Lovell, D., Johnson, L. C., & Cain, K. C. (2007). Recidivism of supermax prisoners in Washington State. Crime and Delinquency, 53(4), 633–656. https://doi.org/10.1177/0011128706296466 Walker, J., Illingworth, C., Canning, A., Garner, E., Woolley, J., Taylor, P., & Amos, T. (2013). Changes in mental state associated with Prison Environments: A systematic review. Acta Psychiatrica Scandinavica, 129(6), 427–436. https://doi.org/10.1111/acps.12221 Peers 2 Bruna Esteves De Niemeyer Armst RE: Week 5 Discussion Collapse Hello Class, How does early childhood trauma shape an individual’s psychological well-being? Research suggests that childhood abuse can alter brain development, leading to long-term emotional and psychological consequences. Victims of childhood abuse often struggle with mental health challenges such as PTSD, depression, anxiety, personality disorders, and low self-esteem. This literature review will examine the connection between childhood abuse and these psychological effects, highlighting the long-term consequences of early trauma. Childhood Abuse and PTSD Childhood maltreatment is a serious public health issue that has long-term effects on mental and physical health. It has been linked to the development of mental disorders, such as depression, anxiety, PTSD, and substance abuse, as well as physical problems like obesity and metabolic syndromes in adulthood. Zeng, Chiu, and Yeh (2024) found that childhood maltreatment is associated with increased risks of anxiety, depression, and complex PTSD symptoms. Studies conducted in various countries, including Taiwan, China, Australia, the UK, and Sweden, show high rates of childhood maltreatment, with emotional abuse and neglect being the most prevalent forms. Childhood Abuse and Personality Disorders Abuse during childhood can cause different types of personality disorders. For example, a study conducted by Elzy (2011), which explores the relationship between childhood sexual abuse (CSA) and borderline personality disorder (BPD), with a focus on the potential moderating role of social support, provides insight into the correlation between both. The study, conducted with 290 female undergraduate students, found that both CSA and low social support were positively correlated with current BPD features. However, the hypothesis that social support moderates the relationship between CSA and BPD was not supported. Another common personality disorder that tends to have a big impact on childhood abuse and personality disorders is narcissistic personality disorder (NPD). The study by Palumbo (2023) explored the link between parental narcissism and the mental well-being, self-esteem, and attachment styles of adult children. It was found that both grandiose and vulnerable narcissism in parents were associated with maladaptive parenting styles, such as rejection and overprotection, and linked to insecure attachment styles in children. Specifically, vulnerable narcissism was found to have a stronger negative impact on the children’s emotional well-being than grandiose narcissism. Depression, Anxiety, and Self-Esteem Issues Stemming from Childhood Abuse The article by Santos, Alves, and Almeida (2020) explores the long-term psychological consequences of childhood abuse, emphasizing its profound and lasting impact on mental health. It delves into the various forms of childhood abuse—physical, emotional, and sexual—and how these early traumatic experiences contribute to a range of mental health issues later in life, including depression, anxiety, post-traumatic stress disorder (PTSD), and personality disorders. The study further emphasizes the need for a comprehensive understanding of childhood abuse's role in mental health to inform prevention and treatment strategies. It also points to the significance of social support systems and the therapeutic process in addressing the trauma’s effects. All forms of abuse can have a severe impact on someone's mental well-being. For example, long-term exposure to emotional abuse during childhood can cause serious difficulties that greatly affect how a person behaves and views the world. Murphy (2023) explains that the lasting effects of childhood emotional abuse can be as harmful as physical or sexual abuse. Emotional abuse often involves actions such as intimidation, social isolation, exploitation, and exposure to family violence, leading to substantial harm to a child's sense of self-worth. Despite being less visible than other forms of abuse, emotional abuse can result in long-term psychological consequences, including anxiety, depression, dissociation, and relationship difficulties. Conclusion: In conclusion, childhood abuse has lasting effects on mental health, contributing to conditions like PTSD, depression, anxiety, and personality disorders (Zeng et al., 2024; Elzy, 2011; Palumbo, 2023). Whether through emotional, physical, or sexual abuse, early trauma significantly impacts self-esteem, attachment, and emotional regulation (Santos, Alves, & Almeida, 2020; Murphy, 2023). While social support may help, the complexity of abuse requires effective interventions to address these long-term challenges. Understanding the enduring consequences of childhood abuse is key to developing strategies that can improve mental health outcomes and break the cycle of trauma. References Boudreau, D. (2021). Exploring the psychological effects of narcissistic parents on children: The role of emotional abuse in shaping personality development (Honors thesis). Bridgewater State University. https://vc.bridgew.edu/honors_proj/625/ Elzy, M. B. (2011). Examining the relationship between childhood sexual abuse and borderline personality disorder: Does social support matter? Journal of Child Sexual Abuse, 20(3), 284–304. https://doi.org/10.1080/10538712.2011.573526 Murphy, B. (2023). Effects of childhood emotional abuse. BU Journal of Graduate Studies in Education, 15(Supplement 1). Santos, L., Alves, S., & Almeida, A. (2020). Childhood abuse and its impact on mental health: Understanding the long-term consequences of trauma. Frontiers in Psychiatry, 11, 559213. https://doi.org/10.3389/fpsyt.2020.559213 Zeng, Y. W., Chiu, S.-H., & Yeh, C.-B. (2024). Childhood maltreatment associated with anxiety and depression and complex PTSD symptoms. Psychiatry and Clinical Psychopharmacology, 34(3), 201+. https://doi.org/10.5152/pcp.2024.24842 Peer 3 ames Erwin James Erwin Week 5 Discussion Collapse Hello class, Literature Review Outline: Traumatic Brain Injury (TBI) and Dementia in Veterans I. Introduction A. Background and significance of TBI in veterans B. The link between TBI and neurodegenerative diseases, particularly dementia C. Purpose of the literature review: To synthesize research on the association between TBI and dementia in veterans II. Prevalence and Risk Factors of TBI in Veterans A. High incidence of TBI in military personnel due to combat-related exposures (McKee & Robinson, 2014) B. Types of TBI (mild, moderate, severe) and their impact on long-term cognitive function (McKee & Robinson, 2014) C. Bidirectional relationship between TBI and dementia: Veterans with TBI are at higher risk of dementia, and cognitive impairment may increase vulnerability to TBI (Yaffe et al., 2023) III. The Link Between TBI and Dementia Epidemiological studies on TBI and increased dementia risk 1. Veterans with a history of TBI are up to 3.4 times more likely to develop dementia (Gardner et al., 2023) 2. Mild TBI (mTBI) can double the risk of dementia, even without loss of consciousness (Samson, 2018) 3. Longitudinal studies showing an additive effect of TBI and psychiatric conditions (Barnes et al., 2014) Neuropathological mechanisms 1. Chronic traumatic encephalopathy (CTE) as a result of repeated head trauma (McKee & Robinson, 2014) 2. Tau protein accumulation and its role in neurodegeneration (McKee & Robinson, 2014) 3. Inflammation and vascular damage as mediators between TBI and dementia (Barnes et al., 2014) IV. Medical and Psychiatric Comorbidities That Influence Dementia Risk in TBI-Exposed Veterans A. Depression, PTSD, and anxiety as cognitive risk amplifiers (Gardner et al., 2023) B. Hypertension, coronary artery disease, and diabetes as modifiable risk factors (Gardner et al., 2023) C. Importance of treating comorbidities for dementia prevention in veterans with TBI (Barnes et al., 2014) V. Implications for Prevention and Intervention A. Need for early screening and monitoring for cognitive decline in veterans (Yaffe et al., 2023) B. Rehabilitation and cognitive therapy approaches to delay dementia onset (McKee & Robinson, 2014) C. Policy recommendations for veteran healthcare systems: Increasing mental health support, improving TBI diagnosis, and enhancing long-term care services (Samson, 2018) VI. Conclusion A. Summary of key findings on TBI and dementia risk in veterans B. Gaps in research and future directions for study C. Clinical and policy implications for improving veteran health outcomes References Barnes, D. E., Kaup, A., Kirby, K. A., Byers, A. L., Diaz-Arrastia, R., & Yaffe, K. (2014). Traumatic brain injury and risk of dementia in older veterans. Neurology, 83(4), 312-319. https://doi.org/10.1212/WNL.0000000000000616 Gardner, R. C., Barnes, D. E., Li, Y., Boscardin, J., Peltz, C., & Yaffe, K. (2023). Medical and psychiatric risk factors for dementia in veterans with and without traumatic brain injury: A nationwide cohort study. Journal of Prevention of Alzheimer’s Disease, 10(2), 244-250. https://doi.org/10.14283/jpad.2023.16 McKee, A. C., & Robinson, M. E. (2014). Military-related traumatic brain injury and neurodegeneration. Alzheimer’s & Dementia, 10(S3), S242-S253. https://doi.org/10.1016/j.jalz.2014.04.003 Samson, K. (2018, June 21). Mild TBI may double dementia risk in veterans, VA data suggest. Neurology Today, 18(12), 17-18. https://doi.org/10.1212/NT.0000000000000764 Yaffe, K., Gardner, R. C., Peltz, C., Bahorik, A. L., Xia, F., & Albrecht, J. S. (2023). The bidirectional association of TBI and dementia/MCI among older US veterans. Alzheimer’s & Dementia, 19(S23), e075533. https://doi.org/10.1002/alz.075533

Overview For this Performance Task Assessment, you will complete an 8- to 11-page multipart Cognitive Processes analysis paper. For Part 1: Perception/Attention, you conduct a social setting experiment and evaluate perception/attention concepts applied to the situation. For Part 2: Memory Distortions, you evaluate memory distortion concepts observed in a real-life crime media production. In Part 3: Problem Solving/Decision Making, you analyze a case study analysis where you will apply problem solving/decision making to a provided case. Submission Length: An 8- to 15-page Cognitive Processes analysis paper addressing perception/attention, memory distortions, and a case study analysis of decision making. Professional Skills: Written Communication and Information Literacy are assessed in this Competency. Instructions To complete this Assessment, do the following: Reflect the criteria provided in the rubric. Adhere to the required assignment length. Download the APA course paper template available here. Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission, and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively. Rubric All submissions must follow the conventions of scholarly writing. Properly formatted APA citations and references must be provided where appropriate. Submissions that do not meet these expectations will be returned without scoring. This Assessment requires submission of one (1) file, a completed Cognitive Processes Analysis paper. Save this file as CA002_final_firstinitial_lastname (for example, CA002_final_J_Smith).? You may submit a draft of your assignment to the Turnitin Draft Check area to check for authenticity. When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu. Cognitive Processes Analysis Paper To prepare for this Competency Assessment: Based on the information you gain from reviewing the Module 3 Learning Resource, “Vincennes: A Case Study,” do the following: Complete the following parts to generate a single paper: Click each of the items below for more information on this Assessment. PART 1: PERCEPTION/ATTENTION (3–4 PAGES) Go into a social setting (e.g., coffee house, grocery store) and conduct a substitution or other perception/attention phenomenon experiment using yourself as the subject. During your experiment, you might want to take notes for gathering your data. In the Perception/Attention part of your paper, you should do the following: Describe the social setting and the experiment you created and conducted. Evaluate which of the perception/attention concepts applied to the situation, from your perspective, including perception/attention issues you encountered. Evaluate a different perception/attention concept than the one you evaluated and explain why it does or does not apply. Be specific, provide examples, and justify your response with citations from the resources in your Learning Activities or from your search from the Walden Library. PART 2: MEMORY DISTORTIONS (3–4 PAGES) Identify and view a media program (i.e., movie, television show, or docuseries) based on a real-life crime. In the Memory Distortions part of your paper, you should do the following: Describe relevant examples of memory distortion among the witnesses in your chosen media program. Evaluate memory distortion concepts that applied to each example identified. If you were an expert called in to comment on the crime, what incorrect reasoning would you point out based upon another factor distorting the memory (e.g., weapon). Be specific, provide examples, and justify your response with citations from the resources in your Learning Activities or from your search from the Walden Library. PART 3: PROBLEM SOLVING/DECISION MAKING CASE STUDY (2–9 PAGES) Based on the information you gain from reviewing the Module 3 Learning Resource, “Vincennes: A Case Study,” do the following: Analyze four decisions that led to the disaster. Evaluate what decision-making concepts should have been applied to the USS Vincennes situation. Be sure to use Learning Activity resources and your own scholarly resources to justify your evaluation. Be specific, provide examples, and justify your response with citations from the resources in your Learning Activities or from your search from the Walden Library.

Discussion The Dying Process 1. What are the components of the death system? What are the functions of the death system? 2. Do you agree with the stage theory of dying? What are the criticisms to it? Each of your answers should be around 200 words for a total of approximately 400 words. After posting your answer enter into a discussion on the topic.

Hi there! I need help with completing my final research paper for my Psych (Research Methods) class. It’s an incredibly important assignment, and I want to make sure it’s done right. This assignment consists of a template for the final paper which is about 20 pages long that I have attached and you will have to use it as well as edit it. My final research paper consisted of 4 parts (MD1 - MD4) and this is the collection/combination of all of them into one. Additionally, I have attached all previous assignments that lead up to this final research paper including MD1-MD4. You will use them to complete the template my prof has given me and make SURE IT IS ACCURATE! Furthermore, there is some data that you will need to use which I will give to you in the form of pdfs (results). I already completed MD1 - MD4 (however; my prof gave me some feedback on my previous assignments SO BE SURE TO LOOK AT THAT AND TAKE THAT INTO ACCOUNT then complete the final research paper! MD1, MD2, MD3, and MD4 are all just pieces that lead to the final research paper (but remember like I said my prof gave feedback on some of them so BE SURE to look at it then revise it nicely then do the final paper!) Moreover, you will need to create a 2 x 2 factorial design on the final page and I will attach some instructions the professor gave me on how to do it! Lastly, I would greatly appreciate it if you can give me my answer in the form of a word document, thanks! :)

Make sure you cite them and write references at the end. 1st discussion topic is: Discuss best, worst, and average case running times 2nd discussion topic is: Discuss the importance of sorting algorithms in today’s society.