My Blog

Tag: Homework Solution

  • [Solved] Application 6: Narration:

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    check plagiarismo – ## inglestarea.docx **## inglestarea.docx** Melissa Perez Pino Miami Regional University English Composition I June,06,2025 Application 6: Narration – Content, Structure, and Style ## Application 6: Narration – Content, Structure, and Style ### Outline of Lessons from the Narrati…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    check plagiarismo

    – ## inglestarea.docx

    **## inglestarea.docx**

    Melissa Perez Pino Miami Regional University English Composition I June,06,2025
    Application 6: Narration – Content, Structure, and Style

    ## Application 6: Narration – Content, Structure, and Style

    ### Outline of Lessons from the Narrative (30 points)

    Thesis Statement:

    Jada F. Smith’s narrative explores how family stories—especially those passed through oral tradition—serve as powerful records of resistance, pride, and identity, even when public history attempts to erase or sanitize the truth.

    Body 1: The Power of Oral History

    Family stories, like those about Auntie Jean, preserve truth where public records fail.

    These stories carry emotional weight and cultural knowledge.

    Oral traditions act as resistance against historical erasure.

    Body 2: Shaping Identity Through Family Legacy

    Smith feels pride and connection to civil rights activism through these stories.

    Personal encounters with family memories deepen her understanding of history.

    Auntie Jean’s courage helps Smith see herself as part of a lineage of strength.

    Body 3: Conflict Between Public History and Personal Memory

    The newspaper article omits crucial details (e.g., gunshots).

    This reveals how official history can misrepresent events.

    Smith realizes the importance of preserving her family’s version.

    ### Question Responses

    1. What is the main purpose of Smith’s narrative?

    The main purpose is to emphasize the importance of oral family stories in preserving truth and legacy, especially when formal history omits or distorts key events. Through Auntie Jean’s story, Smith comes to understand that her family’s lived experiences are as valid and valuable as any official record. The story shapes her understanding by giving her a deep sense of pride in her roots and connecting her to a lineage of bravery and activism.

    2. How does Smith create a mental picture of the scene in the roller rink?

    Smith uses vivid sensory imagery and emotional detail to recreate the roller rink confrontation. She describes Auntie Jean with “knees buckling and hands shaking,” yet standing firm—a powerful visual of fear and courage. The owner is painted as an almost monstrous figure who “loomed” and was “foaming at the mouth with rage,” intensifying the danger and drama. The sound of the gunshots into the ceiling is another sharp sensory cue that brings the tension to life. These details help readers feel as if they are right there, witnessing the standoff.

    3. What does “History is written by the victors” mean, and how does it apply?

    This quote means that those in power often control how stories are recorded and remembered—frequently omitting or altering facts to suit their narrative. In Smith’s story, the official newspaper article erases key events: the threat, the gunshots, the fear. It presents a calm version, protecting the image of authority and silencing the youth’s resistance. Auntie Jean’s version, passed through the family, holds the emotional and factual truth. The adage applies here because it shows how history can be rewritten unless personal testimonies are preserved and shared.

    4. Describe the author’s style. What impact does it have?

    Smith’s style is conversational, reflective, and emotionally honest. She uses humor, dialogue, and vivid anecdotes to draw the reader in. Her casual tone (“Y’all? This ain’t right!”) makes the story feel personal and relatable. This style enhances the reader’s engagement and appreciation because it feels authentic and human—like sitting in on a family conversation. It helps convey the warmth, pride, and emotional weight of her memories, and reinforces the message that history lives through storytelling.

    **## inglestarea.docx**

    Melissa Perez Pino Miami Regional University English Composition I June,06,2025
    Application 6: Narration – Content, Structure, and Style

    ## Application 6: Narration – Content, Structure, and Style

    ### Outline of Lessons from the Narrative (30 points)

    Thesis Statement:

    Jada F. Smith’s narrative explores how family stories—especially those passed through oral tradition—serve as powerful records of resistance, pride, and identity, even when public history attempts to erase or sanitize the truth.

    Body 1: The Power of Oral History

    Family stories, like those about Auntie Jean, preserve truth where public records fail.

    These stories carry emotional weight and cultural knowledge.

    Oral traditions act as resistance against historical erasure.

    Body 2: Shaping Identity Through Family Legacy

    Smith feels pride and connection to civil rights activism through these stories.

    Personal encounters with family memories deepen her understanding of history.

    Auntie Jean’s courage helps Smith see herself as part of a lineage of strength.

    Body 3: Conflict Between Public History and Personal Memory

    The newspaper article omits crucial details (e.g., gunshots).

    This reveals how official history can misrepresent events.

    Smith realizes the importance of preserving her family’s version.

    ### Question Responses

    1. What is the main purpose of Smith’s narrative?

    The main purpose is to emphasize the importance of oral family stories in preserving truth and legacy, especially when formal history omits or distorts key events. Through Auntie Jean’s story, Smith comes to understand that her family’s lived experiences are as valid and valuable as any official record. The story shapes her understanding by giving her a deep sense of pride in her roots and connecting her to a lineage of bravery and activism.

    2. How does Smith create a mental picture of the scene in the roller rink?

    Smith uses vivid sensory imagery and emotional detail to recreate the roller rink confrontation. She describes Auntie Jean with “knees buckling and hands shaking,” yet standing firm—a powerful visual of fear and courage. The owner is painted as an almost monstrous figure who “loomed” and was “foaming at the mouth with rage,” intensifying the danger and drama. The sound of the gunshots into the ceiling is another sharp sensory cue that brings the tension to life. These details help readers feel as if they are right there, witnessing the standoff.

    3. What does “History is written by the victors” mean, and how does it apply?

    This quote means that those in power often control how stories are recorded and remembered—frequently omitting or altering facts to suit their narrative. In Smith’s story, the official newspaper article erases key events: the threat, the gunshots, the fear. It presents a calm version, protecting the image of authority and silencing the youth’s resistance. Auntie Jean’s version, passed through the family, holds the emotional and factual truth. The adage applies here because it shows how history can be rewritten unless personal testimonies are preserved and shared.

    4. Describe the author’s style. What impact does it have?

    Smith’s style is conversational, reflective, and emotionally honest. She uses humor, dialogue, and vivid anecdotes to draw the reader in. Her casual tone (“Y’all? This ain’t right!”) makes the story feel personal and relatable. This style enhances the reader’s engagement and appreciation because it feels authentic and human—like sitting in on a family conversation. It helps convey the warmth, pride, and emotional weight of her memories, and reinforces the message that history lives through storytelling.

  • [Solved] Wk 3 Summative Assessment: Criminal Justice Public Policy Presentation

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    The criminal justice system is developed through **public policy**, which ensures a variety of checks and balances for all parties involved in a criminal justice case. You will demonstrate your understanding of due process and illustrate how it is applicable throughout the **different subdomains of …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    The criminal justice system is developed through **public policy**, which ensures a variety of checks and balances for all parties involved in a criminal justice case. You will demonstrate your understanding of due process and illustrate how it is applicable throughout the **different subdomains of the criminal justice system**.
    As a **victim’s advocate**, you will assist victims of crime or their families by guiding them through criminal justice proceedings. In situations where you must explain a defendant’s right to due process, a clear understanding of the adjudication process will help you properly serve your clients.
    ##### **Assessment Deliverable**
    Research criminal trials in the United States with convictions (e.g., Aaron Hernandez, Jodi Arias, Drew Peterson, Amber Guyger). Select one case to address in your presentation.
    Create a **10- to 12-slide Microsoft® PowerPoint® presentation** about your chosen case, **illustrating how criminal justice policy and due rights processes were applied** as the case was processed throughout the 3 subdomains of the criminal justice system (law enforcement, courts, corrections).
    Audience: Your presentation will be given in a workshop for newly hired victim’s advocates.
    Consider the following examples of policies and procedures in criminal justice as you create your presentation:
    – Bail guidelines
    – Jury selection/jury duty/jury instructions/jury deliberations
    – Plea bargaining
    – Sentencing guidelines
    – Truth in sentencing
    – Verdict/mistrial
    – Capital punishment
    – Appeals process
    Include the following in your presentation:
    – Case Overview: Describe your selected case from arrest to sentencing and appeal (if applicable).
    – What was the legal basis for making the arrest?
    – What were the trial steps/phases of the case (e.g., jury selection, presentation of evidence, deliberation)?
    – If the defendant appealed, what level of court was involved in the appeal?
    – Criminal Justice Policy and/or Procedures: Provide 2 examples of a criminal justice policy or procedure that had a significant impact on the case in one or more of the criminal justice system subdomains.
    – Due Process: Explain how the due process model was applied in at least 2 subdomains of the criminal justice system (law enforcement, courts, corrections).
    – Relationships Between Subdomains: Explain how police, the courts, and corrections work together to process cases in the criminal justice system. Explain how each of these subdomains influenced the other in the selected case.
    Include relevant images to support your ideas.
    _Notes_: Use of images is encouraged but not required. The slide count does not include the title, conclusion, or reference list slides.
    Cite 2 scholarly sources in addition to the textbook.
    Format any citations in your presentation according to APA guidelines.

  • [Solved] Wk3 inter prof assig

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – Identify and describe at least two competing needs impacting your selected healthcare issue/stressor. – Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor. – Critique the policy for ethical considerations, and explain the policy’s…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
    – Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
    – Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
    – Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
    – Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.

  • [Solved] Psychology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## GOVESPSYCH.docx **## GOVESPSYCH.docx** _Please consider the following prompt and craft a response that sufficiently captures all aspects of it from your unique point of view and original research. Please cite and reference any source(s) you use to help write this response in APA format.* Notic…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## GOVESPSYCH.docx

    **## GOVESPSYCH.docx**

    _Please consider the following prompt and craft a response that sufficiently captures all aspects of it from your unique point of view and original research. Please cite and reference any source(s) you use to help write this response in APA format.*  Notice that in addition to your Main Entry post, you will need to offer two substantive classmate response posts to complete this exercise. See below instructions that will guide your peer engagement thinking/posting. See syllabus or course calendar for due dates for both main entry posts and peer engagement._

    **Main Entry (Parts 1, 2,**
    **and 3):**

    **Part 1:  Neuroanatomy**

    Share about a time when you were hit with a major bolt of insight, an amazing, exciting idea, a sudden burst of creativity, or when you otherwise were experiencing something meaningful or profound in your life. Walk us through what was happening in your central nervous system (brain, spinal cord, peripheral nerves) at the time. What lobes were activated? Support structures? Hemispheres? Describe how that information flowed through the central nervous system (CNS) and your subjective experience of how it felt to you at the time. Use this as an opportunity to showcase your knowledge of neuroanatomy!

    **Part 2:  Synaptic Survival**

    In this unit, you learned about synaptic survival. As Lyons et al. (2014) describe it “in order for a synapse to survive, it must be used by the organism on a fairly regular basis. Regular use reinforces the synaptic connection and ensures the survival of that connection and the neuron itself.” This is true in the early developmental period and throughout our lives as well (forming the basis of what is called neuroplasticity).

    In the context of your unique cognitive and physical strengths, think back over your life and consider the habits you practiced in order to retain dense neural connections.

    a. What were the activities/habits you performed to create that strength?

    b. What neural structures (lobes, hemispheres, cortexes, etc.) are denser and stronger now as a result?

    c. How does that work to make you good at what you do?

    You can focus on any developmental period here – from the enrichments your early caregivers gave you to what you are practicing and developing now as an adult.

    **Part 3:  Genetic Contributions**

    In addition to practice and habit, do you think genetics played a role in you developing this strength, too? You learned about epigenetics in your Hedges (2022) reading. Briefly, discuss how your genetic background coupled with practices, habits, and other more environmental factors have shaped your particular set of strengths. If this is a challenging exercise, you can consider how epigenetics manifest in someone else’s life – a friend, a person in popular culture, etc.

    **Peer Engagement:**

    _Remember to circle back and substantively respond to two classmates by the due date specified in the syllabus. Your peer engagement posts must go beyond summarizing and praising. To aid you in this endeavor,_
    _incorporate one or more of the following lines of thinking in your peer engagement posts, ensuring both a hearty, meaningful conversation and that your work meets criteria for substance and depth:_

    · Maybe you had a similar “Part 1” experience as your classmate. Offer your account of that shared experience – what areas of your brain were activated? What was going on inside you during this profound moment?

    · Perhaps you have a weakness in the area your classmate had a strength in. Take advice from their story, come up with a plan for shoring up that strength. Ask them if they agree with your plan and what would they suggest?

    · Add any follow up thoughts you may have had or any additional resources you might share with your classmate regarding their points about epigenetic influences.

    **## GOVESPSYCH.docx**

    _Please consider the following prompt and craft a response that sufficiently captures all aspects of it from your unique point of view and original research. Please cite and reference any source(s) you use to help write this response in APA format.*  Notice that in addition to your Main Entry post, you will need to offer two substantive classmate response posts to complete this exercise. See below instructions that will guide your peer engagement thinking/posting. See syllabus or course calendar for due dates for both main entry posts and peer engagement._

    **Main Entry (Parts 1, 2,**
    **and 3):**

    **Part 1:  Neuroanatomy**

    Share about a time when you were hit with a major bolt of insight, an amazing, exciting idea, a sudden burst of creativity, or when you otherwise were experiencing something meaningful or profound in your life. Walk us through what was happening in your central nervous system (brain, spinal cord, peripheral nerves) at the time. What lobes were activated? Support structures? Hemispheres? Describe how that information flowed through the central nervous system (CNS) and your subjective experience of how it felt to you at the time. Use this as an opportunity to showcase your knowledge of neuroanatomy!

    **Part 2:  Synaptic Survival**

    In this unit, you learned about synaptic survival. As Lyons et al. (2014) describe it “in order for a synapse to survive, it must be used by the organism on a fairly regular basis. Regular use reinforces the synaptic connection and ensures the survival of that connection and the neuron itself.” This is true in the early developmental period and throughout our lives as well (forming the basis of what is called neuroplasticity).

    In the context of your unique cognitive and physical strengths, think back over your life and consider the habits you practiced in order to retain dense neural connections.

    a. What were the activities/habits you performed to create that strength?

    b. What neural structures (lobes, hemispheres, cortexes, etc.) are denser and stronger now as a result?

    c. How does that work to make you good at what you do?

    You can focus on any developmental period here – from the enrichments your early caregivers gave you to what you are practicing and developing now as an adult.

    **Part 3:  Genetic Contributions**

    In addition to practice and habit, do you think genetics played a role in you developing this strength, too? You learned about epigenetics in your Hedges (2022) reading. Briefly, discuss how your genetic background coupled with practices, habits, and other more environmental factors have shaped your particular set of strengths. If this is a challenging exercise, you can consider how epigenetics manifest in someone else’s life – a friend, a person in popular culture, etc.

    **Peer Engagement:**

    _Remember to circle back and substantively respond to two classmates by the due date specified in the syllabus. Your peer engagement posts must go beyond summarizing and praising. To aid you in this endeavor,_
    _incorporate one or more of the following lines of thinking in your peer engagement posts, ensuring both a hearty, meaningful conversation and that your work meets criteria for substance and depth:_

    · Maybe you had a similar “Part 1” experience as your classmate. Offer your account of that shared experience – what areas of your brain were activated? What was going on inside you during this profound moment?

    · Perhaps you have a weakness in the area your classmate had a strength in. Take advice from their story, come up with a plan for shoring up that strength. Ask them if they agree with your plan and what would they suggest?

    · Add any follow up thoughts you may have had or any additional resources you might share with your classmate regarding their points about epigenetic influences.

  • [Solved] THE DATA ANALYTICS JOURNEY — D596

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WGUPerformanceAssessment.pdf **## WGUPerformanceAssessment.pdf** LFN1 — LFN1 TASK 2: CAREERS AND CAREER GOALS THE DATA ANALYTICS JOURNEY — D596 PRFA — LFN1 COMPETENCIES 4156.1.3 : Differentiates the Variety of Careers and Roles The learner differentiates the variety of careers and roles related…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## WGUPerformanceAssessment.pdf

    **## WGUPerformanceAssessment.pdf**

    LFN1 — LFN1 TASK 2: CAREERS AND CAREER GOALS

    THE DATA ANALYTICS JOURNEY — D596

    PRFA — LFN1

    COMPETENCIES

    4156.1.3 : Differentiates the Variety of Careers and Roles

    The learner differentiates the variety of careers and roles related to the broad field of data
    analytics.

    4156.1.4 : Identifies Potential Career Goals

    The learner identifies potential career goals based on foundational knowledge of self and career
    pathways.

    INTRODUCTION

    In this task, you will create a career plan differentiating three different roles or careers in data
    analytics. You will compare data analytics disciplines and address your academic skills and needs
    for the careers you are considering.

    You will use the CliftonStrengths tool to assess your career strengths, describing and reflecting
    upon your personalized results.

    REQUIREMENTS

    Your submission must represent your original work and understanding of the course material.
    Most performance assessment submissions are automatically scanned through the WGU
    similarity checker. Students are strongly encouraged to wait for the similarity report to generate
    after uploading their work and then review it to ensure Academic Authenticity guidelines are
    met before submitting the file for evaluation. See Understanding Similarity Reports for more
    information.

    Preparation Task Overview Submissions Evaluation Report

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 1 of 6

    Grammarly Note:
    Professional Communication will be automatically assessed through Grammarly for Education in
    most performance assessments before a student submits work for evaluation. Students are
    strongly encouraged to review the Grammarly for Education feedback prior to submitting work
    for evaluation, as the overall submission will not pass without this aspect passing. See Use
    Grammarly for Education Effectively for more information.

    Microsoft Files Note:
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is
    specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google
    Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and
    proof of experience, should be collected in a pdf file and submitted separately from the main
    file. For more information, please see Computer System and Technology Requirements.

    You must use the rubric to direct the creation of your submission because it provides detailed
    criteria that will be used to evaluate your work. Each requirement below may be evaluated by
    more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions
    of the course.

    You must do the following:

    A.   Create a career plan.
    1.   Describe three different roles or careers in data analytics.

    a.   Discuss the differences between the roles or careers from part A1.
    2.   Describe how each role from part A1 supports the data analytics life cycle.

    B.   Compare three different data analytics disciplines as described by ProjectPro.
    1.   Identify three types of careers from the Bureau of Labor and Statistics government data

    in your career plan.
    2.   Identify your academic skills and needs for the careers considered in part B1.

    C.   Identify a potential career goal in your career plan based on your strengths and
    academic/MSDA track interests.
    1.   Reflect on your career strengths as identified in your personalized CliftonStrengths

    assessment results.

    D.   Acknowledge sources, using in-text citations and references, for content that is quoted,
    paraphrased, or summarized.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 2 of 6

    E.   Demonstrate professional communication in the content and presentation of your
    submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4,
    wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    RUBRIC

    A:CAREER PLAN

    A1:ROLES OR CAREERS IN DATA ANALYTICS

    A1A:DIFFERENCES BETWEEN ROLES OR CAREERS

    NOT EVIDENT

    The submission does not

    provide a career plan.

    APPROACHING COMPE-
    TENCE

    The submission provides an

    incomplete career plan.

    COMPETENT

    The submission provides a

    clear, complete career plan.

    NOT EVIDENT

    A discussion of roles or ca-

    reers in data analytics is not

    provided.

    APPROACHING COMPE-
    TENCE

    The description addresses 1

    or 2 different roles or ca-

    reers in data analytics.

    COMPETENT

    The description addresses 3

    different roles or careers in

    data analytics.

    NOT EVIDENT

    A discussion of differences

    between roles or careers is

    not provided.

    APPROACHING COMPE-
    TENCE

    The discussion of differ-

    ences between the roles or

    careers described is not ac-

    COMPETENT

    The discussion of the differ-

    ences between the roles or

    careers from part A1 is accu-

    rate.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 3 of 6

    A2:HOW ROLES SUPPORT THE DATA ANALYTICS LIFE CYCLE

    B:COMPARISON OF DATA ANALYTICS DISCIPLINES

    B1:CAREER TYPES

    B2:ACADEMIC SKILL AND NEEDS

    curate, or the roles or ca-

    reers described differ from

    part A1.

    NOT EVIDENT

    A description of how any

    role supports the data ana-

    lytics life cycle is not provid-

    ed.

    APPROACHING COMPE-
    TENCE

    The description addresses

    how 1 or 2 roles from part

    A1 support the data analyt-

    ics life cycle.

    COMPETENT

    The description addresses

    how each role from part A1

    supports the data analytics

    life cycle.

    NOT EVIDENT

    A description of data analyt-

    ics disciplines is not provid-

    ed.

    APPROACHING COMPE-
    TENCE

    The comparison includes 1

    or 2 data analytics disci-

    plines as described by

    Project Pro.

    COMPETENT

    The comparison includes 3

    different data analytics disci-

    plines as described by

    Project Pro.

    NOT EVIDENT

    The submission does not

    identify types of careers.

    APPROACHING COMPE-
    TENCE

    The submission identifies 1

    or 2 types of careers in the

    career path.

    COMPETENT

    The submission identifies 3

    types of careers in the career

    path.

    NOT EVIDENT

    The submission does not

    APPROACHING COMPE-
    TENCE

    The identified academic

    COMPETENT

    The identified academic skills

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 4 of 6

    C:CAREER GOAL

    C1:CLIFTONSTRENGTHS REFLECTION

    D:SOURCES

    identify any academic skills

    and needs.

    skills and needs for the ca-

    reers considered in part B1

    are incomplete or do not

    accurately align with the

    careers considered in part

    B1.

    and needs for the careers

    considered in part B1 are

    complete and accurately

    align with the careers consid-

    ered in part B1.

    NOT EVIDENT

    The submission does not

    identify a potential career

    goal.

    APPROACHING COMPE-
    TENCE

    The potential career goal is

    not based on the candidate's

    strengths and academ-

    ic/MSDA track interests, or

    it is unclear or inappropri-

    ate.

    COMPETENT

    The potential career goal is

    clear and is based on the can-

    didate's strengths and acade-

    mic/MSDA track interests.

    NOT EVIDENT

    A reflection on the candi-

    date's career strengths is

    not provided.

    APPROACHING COMPE-
    TENCE

    The reflection on the candi-

    date's career strengths is

    incomplete or not aligned

    with the personalized

    CliftonStrengths assess-

    ment results.

    COMPETENT

    The reflection on the candi-

    date's career strengths is

    complete and aligned with

    the personalized Clifton-

    Strengths assessment re-

    sults.

    NOT EVIDENT

    The submission does not

    include both in-text cita-

    tions and a reference list for

    sources that are quoted,

    APPROACHING COMPE-
    TENCE

    The submission includes in-

    text citations for sources

    that are quoted, para-

    COMPETENT

    The submission includes in-

    text citations for sources

    that are properly quoted,

    paraphrased, or summarized

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 5 of 6

    E:PROFESSIONAL COMMUNICATION

    WEB LINKS

    CliftonStrengths

    paraphrased, or summa-

    rized.

    phrased, or summarized and

    a reference list; however,

    the citations or reference

    list is incomplete or inaccu-

    rate.

    and a reference list that ac-

    curately identifies the au-

    thor, date, title, and source

    location as available.

    NOT EVIDENT

    This submission includes

    pervasive errors in profes-

    sional communication relat-

    ed to grammar, sentence

    fluency, contextual spelling,

    or punctuation, negatively

    impacting the professional

    quality and clarity of the

    writing. Specific errors have

    been identified by Gram-

    marly for Education under

    the Correctness category.

    APPROACHING COMPE-
    TENCE

    This submission includes

    substantial errors in profes-

    sional communication relat-

    ed to grammar, sentence

    fluency, contextual spelling,

    or punctuation. Specific er-

    rors have been identified by

    Grammarly for Education

    under the Correctness cate-

    gory.

    COMPETENT

    This submission includes sat-

    isfactory use of grammar,

    sentence fluency, contextual

    spelling, and punctuation,

    which promote accurate in-

    terpretation and under-

    standing.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 6 of 6

    **## WGUPerformanceAssessment.pdf**

    LFN1 — LFN1 TASK 2: CAREERS AND CAREER GOALS

    THE DATA ANALYTICS JOURNEY — D596

    PRFA — LFN1

    COMPETENCIES

    4156.1.3 : Differentiates the Variety of Careers and Roles

    The learner differentiates the variety of careers and roles related to the broad field of data
    analytics.

    4156.1.4 : Identifies Potential Career Goals

    The learner identifies potential career goals based on foundational knowledge of self and career
    pathways.

    INTRODUCTION

    In this task, you will create a career plan differentiating three different roles or careers in data
    analytics. You will compare data analytics disciplines and address your academic skills and needs
    for the careers you are considering.

    You will use the CliftonStrengths tool to assess your career strengths, describing and reflecting
    upon your personalized results.

    REQUIREMENTS

    Your submission must represent your original work and understanding of the course material.
    Most performance assessment submissions are automatically scanned through the WGU
    similarity checker. Students are strongly encouraged to wait for the similarity report to generate
    after uploading their work and then review it to ensure Academic Authenticity guidelines are
    met before submitting the file for evaluation. See Understanding Similarity Reports for more
    information.

    Preparation Task Overview Submissions Evaluation Report

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 1 of 6

    Grammarly Note:
    Professional Communication will be automatically assessed through Grammarly for Education in
    most performance assessments before a student submits work for evaluation. Students are
    strongly encouraged to review the Grammarly for Education feedback prior to submitting work
    for evaluation, as the overall submission will not pass without this aspect passing. See Use
    Grammarly for Education Effectively for more information.

    Microsoft Files Note:
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is
    specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google
    Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and
    proof of experience, should be collected in a pdf file and submitted separately from the main
    file. For more information, please see Computer System and Technology Requirements.

    You must use the rubric to direct the creation of your submission because it provides detailed
    criteria that will be used to evaluate your work. Each requirement below may be evaluated by
    more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions
    of the course.

    You must do the following:

    A.   Create a career plan.
    1.   Describe three different roles or careers in data analytics.

    a.   Discuss the differences between the roles or careers from part A1.
    2.   Describe how each role from part A1 supports the data analytics life cycle.

    B.   Compare three different data analytics disciplines as described by ProjectPro.
    1.   Identify three types of careers from the Bureau of Labor and Statistics government data

    in your career plan.
    2.   Identify your academic skills and needs for the careers considered in part B1.

    C.   Identify a potential career goal in your career plan based on your strengths and
    academic/MSDA track interests.
    1.   Reflect on your career strengths as identified in your personalized CliftonStrengths

    assessment results.

    D.   Acknowledge sources, using in-text citations and references, for content that is quoted,
    paraphrased, or summarized.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 2 of 6

    E.   Demonstrate professional communication in the content and presentation of your
    submission.

    File Restrictions

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4,
    wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    RUBRIC

    A:CAREER PLAN

    A1:ROLES OR CAREERS IN DATA ANALYTICS

    A1A:DIFFERENCES BETWEEN ROLES OR CAREERS

    NOT EVIDENT

    The submission does not

    provide a career plan.

    APPROACHING COMPE-
    TENCE

    The submission provides an

    incomplete career plan.

    COMPETENT

    The submission provides a

    clear, complete career plan.

    NOT EVIDENT

    A discussion of roles or ca-

    reers in data analytics is not

    provided.

    APPROACHING COMPE-
    TENCE

    The description addresses 1

    or 2 different roles or ca-

    reers in data analytics.

    COMPETENT

    The description addresses 3

    different roles or careers in

    data analytics.

    NOT EVIDENT

    A discussion of differences

    between roles or careers is

    not provided.

    APPROACHING COMPE-
    TENCE

    The discussion of differ-

    ences between the roles or

    careers described is not ac-

    COMPETENT

    The discussion of the differ-

    ences between the roles or

    careers from part A1 is accu-

    rate.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 3 of 6

    A2:HOW ROLES SUPPORT THE DATA ANALYTICS LIFE CYCLE

    B:COMPARISON OF DATA ANALYTICS DISCIPLINES

    B1:CAREER TYPES

    B2:ACADEMIC SKILL AND NEEDS

    curate, or the roles or ca-

    reers described differ from

    part A1.

    NOT EVIDENT

    A description of how any

    role supports the data ana-

    lytics life cycle is not provid-

    ed.

    APPROACHING COMPE-
    TENCE

    The description addresses

    how 1 or 2 roles from part

    A1 support the data analyt-

    ics life cycle.

    COMPETENT

    The description addresses

    how each role from part A1

    supports the data analytics

    life cycle.

    NOT EVIDENT

    A description of data analyt-

    ics disciplines is not provid-

    ed.

    APPROACHING COMPE-
    TENCE

    The comparison includes 1

    or 2 data analytics disci-

    plines as described by

    Project Pro.

    COMPETENT

    The comparison includes 3

    different data analytics disci-

    plines as described by

    Project Pro.

    NOT EVIDENT

    The submission does not

    identify types of careers.

    APPROACHING COMPE-
    TENCE

    The submission identifies 1

    or 2 types of careers in the

    career path.

    COMPETENT

    The submission identifies 3

    types of careers in the career

    path.

    NOT EVIDENT

    The submission does not

    APPROACHING COMPE-
    TENCE

    The identified academic

    COMPETENT

    The identified academic skills

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 4 of 6

    C:CAREER GOAL

    C1:CLIFTONSTRENGTHS REFLECTION

    D:SOURCES

    identify any academic skills

    and needs.

    skills and needs for the ca-

    reers considered in part B1

    are incomplete or do not

    accurately align with the

    careers considered in part

    B1.

    and needs for the careers

    considered in part B1 are

    complete and accurately

    align with the careers consid-

    ered in part B1.

    NOT EVIDENT

    The submission does not

    identify a potential career

    goal.

    APPROACHING COMPE-
    TENCE

    The potential career goal is

    not based on the candidate's

    strengths and academ-

    ic/MSDA track interests, or

    it is unclear or inappropri-

    ate.

    COMPETENT

    The potential career goal is

    clear and is based on the can-

    didate's strengths and acade-

    mic/MSDA track interests.

    NOT EVIDENT

    A reflection on the candi-

    date's career strengths is

    not provided.

    APPROACHING COMPE-
    TENCE

    The reflection on the candi-

    date's career strengths is

    incomplete or not aligned

    with the personalized

    CliftonStrengths assess-

    ment results.

    COMPETENT

    The reflection on the candi-

    date's career strengths is

    complete and aligned with

    the personalized Clifton-

    Strengths assessment re-

    sults.

    NOT EVIDENT

    The submission does not

    include both in-text cita-

    tions and a reference list for

    sources that are quoted,

    APPROACHING COMPE-
    TENCE

    The submission includes in-

    text citations for sources

    that are quoted, para-

    COMPETENT

    The submission includes in-

    text citations for sources

    that are properly quoted,

    paraphrased, or summarized

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 5 of 6

    E:PROFESSIONAL COMMUNICATION

    WEB LINKS

    CliftonStrengths

    paraphrased, or summa-

    rized.

    phrased, or summarized and

    a reference list; however,

    the citations or reference

    list is incomplete or inaccu-

    rate.

    and a reference list that ac-

    curately identifies the au-

    thor, date, title, and source

    location as available.

    NOT EVIDENT

    This submission includes

    pervasive errors in profes-

    sional communication relat-

    ed to grammar, sentence

    fluency, contextual spelling,

    or punctuation, negatively

    impacting the professional

    quality and clarity of the

    writing. Specific errors have

    been identified by Gram-

    marly for Education under

    the Correctness category.

    APPROACHING COMPE-
    TENCE

    This submission includes

    substantial errors in profes-

    sional communication relat-

    ed to grammar, sentence

    fluency, contextual spelling,

    or punctuation. Specific er-

    rors have been identified by

    Grammarly for Education

    under the Correctness cate-

    gory.

    COMPETENT

    This submission includes sat-

    isfactory use of grammar,

    sentence fluency, contextual

    spelling, and punctuation,

    which promote accurate in-

    terpretation and under-

    standing.

    https://tasks.wgu.edu/student/012610805/course/33080017/task/4406/overview 6/12/25, 04:21
    Page 6 of 6

  • [Solved] Assigment .Apa seven . All instructions attached.

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## PICO_Worksheet13.doc – ## CRITIQUINGAQUANTITATIVESTUDY.docx – swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf **## PICO_Worksheet13.doc** [removed] **## CRITIQUINGAQUANTITATIVESTUDY.docx** GUIDELINES FOR COMPREHENSIVE CRITIC…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## PICO_Worksheet13.doc

    – ## CRITIQUINGAQUANTITATIVESTUDY.docx

    – swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf

    **## PICO_Worksheet13.doc**

    [removed]

    **## CRITIQUINGAQUANTITATIVESTUDY.docx**

    GUIDELINES FOR COMPREHENSIVE CRITICAL APPRAISAL OF QUANTITATIVE RESEARCH ARTICLE.

    INTRODUCTION OF THE RESEARCH

    Please see below samples of the points that should be included in your critical appraisal. Read the attachments very well. They will help you to understand what you are expected to discuss. These include:

    INTRODUCTION OF THE RESEARCH STUDY.

    Research Problems,

    The purpose of the study/ Aim/ Objectives.

    Literature Review

    The study Framework

    Research Question and hypotheses.

    Design

    Samples, Population, and Setting,

    Measurements

    Statistical Analysis, Presentation of the Results

    Discussion

    Significance of the study to Nursing practice, Education and theory.

    Limitations

    Recommendations for further studies.

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)

    ## image7.jpeg

    ## image8.jpeg

    ## image9.jpeg

    ## image1.jpeg

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpeg

    **swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or-pdf)

    **swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or-pdf)

    **## PICO_Worksheet13.doc**

    [removed]

    **## CRITIQUINGAQUANTITATIVESTUDY.docx**

    GUIDELINES FOR COMPREHENSIVE CRITICAL APPRAISAL OF QUANTITATIVE RESEARCH ARTICLE.

    INTRODUCTION OF THE RESEARCH

    Please see below samples of the points that should be included in your critical appraisal. Read the attachments very well. They will help you to understand what you are expected to discuss. These include:

    INTRODUCTION OF THE RESEARCH STUDY.

    Research Problems,

    The purpose of the study/ Aim/ Objectives.

    Literature Review

    The study Framework

    Research Question and hypotheses.

    Design

    Samples, Population, and Setting,

    Measurements

    Statistical Analysis, Presentation of the Results

    Discussion

    Significance of the study to Nursing practice, Education and theory.

    Limitations

    Recommendations for further studies.

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)

    ## image7.jpeg

    ## image8.jpeg

    ## image9.jpeg

    ## image1.jpeg

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpeg

    **swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or-pdf)

    **## PICO_Worksheet13.doc**

    [removed]

    **## CRITIQUINGAQUANTITATIVESTUDY.docx**

    GUIDELINES FOR COMPREHENSIVE CRITICAL APPRAISAL OF QUANTITATIVE RESEARCH ARTICLE.

    INTRODUCTION OF THE RESEARCH

    Please see below samples of the points that should be included in your critical appraisal. Read the attachments very well. They will help you to understand what you are expected to discuss. These include:

    INTRODUCTION OF THE RESEARCH STUDY.

    Research Problems,

    The purpose of the study/ Aim/ Objectives.

    Literature Review

    The study Framework

    Research Question and hypotheses.

    Design

    Samples, Population, and Setting,

    Measurements

    Statistical Analysis, Presentation of the Results

    Discussion

    Significance of the study to Nursing practice, Education and theory.

    Limitations

    Recommendations for further studies.

    ![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)![](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20921679)

    ## image7.jpeg

    ## image8.jpeg

    ## image9.jpeg

    ## image1.jpeg

    ## image2.jpeg

    ## image3.jpeg

    ## image4.jpeg

    ## image5.jpeg

    ## image6.jpeg

    **swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/swenson-et-al-2022-scheduled-simultaneous-dosing-of-pregabalin-celecoxib-and-acetaminophen-markedly-reduces-or-pdf)

    – 1
    – 2
    – 3

  • [Solved] Scholarly P Maternity

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    health topic related to women’s health and migraines, with an emphasis on population health in Plainfield community of Illinois. Detail the disease process (pathophysiology), epidemiology, diagnostic measures (including pertinent lab tests), diagnosis (including differential diagnoses), evaluation, …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    health topic related to women’s health and migraines, with an emphasis on population health in Plainfield community of Illinois. Detail the disease process (pathophysiology), epidemiology, diagnostic measures (including pertinent lab tests), diagnosis (including differential diagnoses), evaluation, management (including pharmacology), and the role of the nurse practitioner in the management of this patient utilizing the Shuler framework. APA format (current 7th edition) with all the references and bibliography in the correct format within the last 5 years **.** 10 pages not including title page, reference page, and bibliography.
    Addresses the importance of the work, contextualizes it within the existing literature, and states the aims of the work. Specific population focus.
    Includes social determinants of health, cultural and ethnic diversity. Include:  PICO statement, Healthy People 2030 objectives and goals.
    \
    ScholarlypaperrubricrevisionMay2025.docx](https://www.sweetstudy.com/files/scholarlypaperrubricrevisionmay2025-docx "ScholarlypaperrubricrevisionMay2025.docx")

  • [Solved] 501 mod 4 resp

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering 501 mod 4 resp.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] gcu wee

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## gcutodoweek5db.docx **## gcutodoweek5db.docx** 1.1 Discuss how your understanding of group dynamics, communication patterns, and developmental stages can inform your decision-making process when selecting and adapting group exercises. Based on your Christian worldview, how might this knowledge …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## gcutodoweek5db.docx

    **## gcutodoweek5db.docx**

    1.1

    Discuss how your understanding of group dynamics, communication patterns, and developmental stages can inform your decision-making process when selecting and adapting group exercises. Based on your Christian worldview, how might this knowledge enhance your ability to meet the unique needs of your group?

    Include at least one scholarly source to support your response. Cite any scholarly references accordingly using in-text citations and a reference list.

    _This discussion question meets the following NASAC Standard:_

    _93) Understand the concepts of "process" and "content," and shift the focus of the group when such an intervention will help the group move toward its goals._

    2.1

    As a counselor, how will you determine which specific skills should be targeted for development within individual group members? What factors, such as client needs, goals, and presenting issues, would influence your decision-making in this regard?

    Include at least one scholarly source to support your response. Cite any scholarly references accordingly using in-text citations and a reference list.

    _This discussion question meets the following NASAC Standard:_

    _92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type._

    **## gcutodoweek5db.docx**

    1.1

    Discuss how your understanding of group dynamics, communication patterns, and developmental stages can inform your decision-making process when selecting and adapting group exercises. Based on your Christian worldview, how might this knowledge enhance your ability to meet the unique needs of your group?

    Include at least one scholarly source to support your response. Cite any scholarly references accordingly using in-text citations and a reference list.

    _This discussion question meets the following NASAC Standard:_

    _93) Understand the concepts of "process" and "content," and shift the focus of the group when such an intervention will help the group move toward its goals._

    2.1

    As a counselor, how will you determine which specific skills should be targeted for development within individual group members? What factors, such as client needs, goals, and presenting issues, would influence your decision-making in this regard?

    Include at least one scholarly source to support your response. Cite any scholarly references accordingly using in-text citations and a reference list.

    _This discussion question meets the following NASAC Standard:_

    _92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type._

  • [Solved] biology

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering biology.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.