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Mise En Scene Of Titanic Film Studies Essay

This is the final chapter; the Mise-en-scene and Ideological model will be discussed and applied to the findings and analysis that have been discussed in chapter four. Besides that, this chapter will be answering the research question in chapter one, the achievement of the objective of this study will be discussed also. At last, there will have some suggestion for the future research in order to improve and develop a better thesis on this particular topic. 5.1 Concepts and Theories Applied There have two concepts and theories that applied in this research, which is the mise-en-scene and ideological models. Both theories will be discussed and applied to the findings and analysis that have been discussed in chapter four. 5.1.1 Concepts and Theories Applied – Mise-en-scene The film ‘Titanic’ has attracted audience’s mind successfully, this is applicable to the theory mise-en-scene. According to Timothy Corrigan (1994), ‘the mise-en-scene is a French term that roughly translated as “what is put into the scene” (put before the camera).’ So, based on the mise-en-scene theory, in order to produce a successful film, filmmaker needs to decide what put into the scene before the shooting work. There have five elements of mise-en-scene which are the setting, costume and make-up, lighting, space and also acting style. These five mise-en-scene elements are the key to make the film ‘Titanic’ successfully. The setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, it’s also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. According to Heather Logas and Daniel Muller (2005), mise-en-scene in used in all genres of fill to shows the full range of human emotion. Through the focus group, respondent M1 and F1 are telling that the scene of Jack lets Rose lying on the wood after the ship sank is memorable to them, because this scene is emotional, and showing that the best human emotion in that kind of situation. Respondent F2 has credited to the scene the flying scene of Jack and Rose at the ship, this scene is romantically, she said that the mise-en-scene elements in this scene have done well. Based on the results on focus group, more than a half respondent are preferred the acting style when viewing a film. Debi Buckner (1983) stated that the actor’s job is to convey a message to the particular audiences. They will fail in their task if their work is so obvious that audiences are more concerned with their effort than with the message to be conveyed in the film. In the focus group, all respondents are only called the name of the main characters as ‘Jack and Rose’, there has nobody to call their name as ‘Kate Winslet and Leonardo DiCaprio, this is fulfilled the statement of Debi Buckner (1983), because audiences watching the film are only remember their character’s name and their characteristic in the film, the actor and actress has convey the message successfully in this film, the name ‘Jack and Rose’ are still memorable while people discussing about the film ‘Titanic’. Heather Logas and Daniel Muller (2005) stated that the exploration of the concept of mise-en-scene has allowed filmmakers to communicate information to the particular viewers. Mise-en-scene is a holistic approach in the frame constructing process. Through the focus group in chapter 4, all the respondents are agreed that the film ‘Titanic’ is a film successfully attracted audience’s mind and created a lot of memorable scene. Until today, they are still remembering some particular scene in this film. 5.1.2 Concepts and Theories Applied – Ideological Models Ideological models refer to the relationship between the films and society in terms of the representation of social and political realities. So, most of the films would add in the ideological elements into the plot or story. Teun A. Van Dijk (1996) stated that a variety of discursive structures and strategies might be used in order to express the ideological beliefs and also the social or personal opinions derived from them. Through the focus group, most of the respondents are stated that the class studies are strong portrayed in the film ‘Titanic’. The contrasting between higher and lower classes is obviously seen in this film. Respondent M1 said that the scene that the memorable class studies applied in this film is the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship while higher class peoples are playing violin, piano at the upper floor of the ship, the different treat to the different class in the ship is most obvious to portray the class studies in this film. Respondent F3 has noticed that the lifestyle of the passenger in the ship is also the class studies that the filmmaker intends to portrayed in the film ‘Titanic’, because the film was shows that the same social status people should group together. Most of the respondent in the focus group has stated that the ideological class studies were applied in the film ‘Titanic’. According to Douglas Kellner (1991), ideology refers to primarily, which those ideas that legitimate the particular class rule of the capitalist ruling class, ideology is those sets of ideas to promote the capitalist class economic interests. Respondent F4 stated that most of the time the higher class will look down at the lower class in the film ‘Titanic’. In this film, audiences can see the higher class, which is the rich person is having the special treatment in the ship. After the ship hits the iceberg, most of the save boat in the ship are given seat primary to the higher class, this is showing the contrasting between the poor and rich person treatment. Furthermore, Mise-en-scene elements in this film are aided to portray the ideological elements, especially the costume and setting between the lower and higher class people in the ship. Higher class is wearing the high quality and extravagantly shirt/dress, but the dressing of lower class is casually and low quality. For the setting, higher class are in the upper level with extravagant decoration, but the lower class are in the lower level with simple decoration. Because the mise-en-scene makes the ideological elements obvious in the scene, so, audiences can easily to get the message that the filmmaker intended to send out. Answering Research Questions How were the five elements of mise-en-scene applied into the movie ‘Titanic’? Through the content analysis, findings showed that the film ‘Titanic’ has successful with well done of mise-en-scene elements. These five mise-en-scene elements are acting style, setting, space arrangement, costume and lighting. All the above elements was applied into the film ‘Titanic’ to enhanced the storyline and also make the story run smoothly. Based on the findings of content analysis in chapter 4, the setting in this film has created the contrast between higher and lower classes. The vivid acting style by several main and supporting characters has enhanced the storyline, and also made the story run smoothly. Lighting in this film has created meaning in all scenes, the mood has enhanced through different lighting in several scenes. The costume in this film is functional in telling audiences that the different characteristic of the characters in the scene, it’s also enhanced the contrasted class level in this film. Space arrangement in this film has giving the meaning to the particular scene through different camera placement and camera shot. So, these five mise-en-scene elements in the film ‘Titanic’ is the important key to make this film successfully and memorable. What are the ideological elements portray in the movie ‘Titanic’? Through the discussion of the focus group, findings showed that respondent M1, F1, F3 and F4 also agreed that the film ‘Titanic’ has portrayed the class studies, Because ,most the scene has showing the different classes life obviously. There have several scene in this movie has strongly portrayed the class studies in the discussion such as the scene of the lower class peoples are playing lousy instrumental and sing the local song at the lower floor of the ship, while the high class peoples are playing violin, piano and so on at upper level has showing the different lifestyle of different classes lifestyle. The film ‘Titanic’ always showing different classes of people can get different treat in the ship. This film has shows the social status obviously through their lifestyle, this film has shows that same social status should be grouping together. The status symbol in this film is being portrayed most of the time especially the higher class will look down at the lower class. Besides that, respondent F2 said that the race studies were portrayed in this film; because the film has shows there have different races passengers in the ship, this show obviously through their costume and spoken language. What is the most preferred mise-en-scene element by the viewers in the movie ‘Titanic’? From the discussion of the focus group, findings showed that the most preferred mise-en-scene element by the viewers in the movie ‘Titanic’ is the setting, there have three respondents are preferred the setting when viewing the film ‘Titanic’. The setting in this film mostly is in the ship, it is suitable and luxurious setting, show the social status of some character obviously in this film and also the Titanic cruise is grand and extravagant, it’s look real and viewer can feel like they are inside the ship while watching this film. Following is the costume; because it can giving audiences the knowledge about the England last century high and low classes people costumes. Besides that, findings showed that the most preferred mise-en-scene element by when viewing a film is the acting style. Four of the respondents said that they are preferred acting style when viewing a film. They are preferred acting style, the reason is because the good acting style can lead the movie into higher level and credit for the whole artwork, audiences will have no interest to certain film that the poor performance of actor or actress. The acting style of character can enhance the storyline of film. Achievement of Objectives This research has investigated the five mise-en-scene elements those are seen in the movie ‘Titanic’. We can know this through the findings of content analysis. The results showed that these five mise-en-scene elements (acting style, setting, space arrangement, lighting and costume) are done well in this film in order to make it run smoothly and memorable. Besides that, the finding of the focus group has showed that the ideological elements portrayed in the movie ‘Titanic’. Among five of the respondent, four of them agreed that the ideological element that portrayed the most in the film ‘Titanic is the class studies. It is because the contrasting between high and low culture is strong portrayed in this film. Besides, the race studies also have portrayed in the film, because audiences can able to view that the passengers in the ship is consist by different races, this shows obviously through their costume and spoken language. The most preferred mise-en-scene of ‘Titanic’ by viewers also has found in the focus group. The result shows that the setting in this film is the most preferred mise-en-scene aspect when they are viewing this. Among the five respondents, there have three respondent that is preferred the setting of the film ‘Titanic’. Besides that, the focus group also found out that normally audiences are preferred the acting style while watching a film. Suggestions for Future Research Researcher need to do a lot of research from various sources and aspects to develop a better understanding about the mise-en-scene and ideological models in conducting this research. Readings of the journals regarding the researched by past researcher was needed in the progress. So, the journal, past research and book is helpful for this research because it can give the researcher the ideas and suggestion which are helpful in guiding the researcher from the beginning until the end of this research. Furthermore, the focus group is useful for this research topic, better to find the respondent that who have the basis understanding about the mise-en-scene and ideological models, students of film studies was preferred, so that the result can be more deeply and accurate. Additionally, Researcher need to me consistent, persistent and stay awake all the time when conducting research, although it is stress, but the researcher need to be patient and confidence to finish it. Conclusion The main purpose of this research is to analyze the mise-en-scene and ideological elements portrayed in the film ‘Titanic’, and also to discover which mise-en-scene aspect that viewers preferred by viewing the film ‘Titanic’. The five mise-en-scene elements have been analyzed through content analysis at the end of this study. Besides that, setting, the most preferred mise-en-scene element by the viewers when viewing the film ‘Titanic’ has found out through the focus group discussion. And the ideological elements portrayed in this film which is the class studies has found out through the focus group discussion. In order to get the better understanding and concepts for this study, readings for the pass research is very important either through online or book. These concepts can help to researcher conduct the research smoothly. As a conclusion, through this research assignment, the three objective of research has been achieved, and also answered the three question of study, hopefully the film ‘Titanic’ can be conducted by future researcher because this film is the good example of film successfully.
NRNP 6670 WU Young Woman with Depression Decision Tree & Treatment Discussion.

Examine Case 2: You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical, as well as mental factors that might impact the client’s diagnosis and treatment.At each Decision Point stop to complete the following:Decision #1: Differential DiagnosisWhich Decision did you select?Why did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?Decision #2: Treatment Plan for PsychotherapyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?Decision #3: Treatment Plan for PsychopharmacologyWhy did you select this Decision? Support your response with evidence and references to the Learning Resources.What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?Also include how ethical considerations might impact your treatment plan and communication with clients and their family.NB: writeup should be in APA 7th edition and should include introduction and conclusion. References should not be more than 5years.Case #2A young woman with DepressionSUBJECTIVEStefanie is a 32-year-old female from Puerto Rico who presents to your office today with complaints of difficulty sleeping. You learn that Stefanie can go for a few days with minimal sleep (about 3 hours/night), but does not seem to be fatigued the next day. Stefanie explains that after 3 days with minimal sleep, she “crashes” and has a good night’s sleep. She states that sleep will be “alright” for a few days, even a few weeks, and then she will have a similar issue with sleep.You learn throughout the assessment process that Stefanie has had this problem for years. She noticed that it began in college and thought it was just because of the workload and academic demands. However, she found that it persisted after college. She also notices that she has periods where she will engage in increased amounts of goal-directed activity. She states that things will just “pile up” at work and she gets this burst of energy to “make everything right.” She states that these bursts will last most of the day. She states that these periods show up probably every 2 to 3 weeks.Stefanie also confesses to problems with being “down in the dumps.” She states that when she has her episodes in which she endeavors to “make everything right,” she feels fantastic and on top of the world. However, when these periods of energy end, she reports that she feels “depressed”—but then states: “well, maybe not depressed, but I definitely feel sad and empty.” She also endorses feelings of fatigue and a decreased ability to concentrate when she is feeling sad. She finally tells you: “I have lived with this for so long, I have to admit that it is finally a relief to tell someone how I feel!”OBJECTIVEStefanie is dressed appropriately to the weather. She has no gait abnormalities. Physical assessment is unremarkable. Gross neurological assessment is within normal limits.MENTAL STATUS EXAMStefanie is alert and oriented × 4 spheres. Her speech is clear, coherent, goal directed, and spontaneous. Self-reported mood is “sad.” Affect does appear consistent with dysphoria. Eye contact is normal. Speech is clear, coherent, and goal directed. She denies visual or auditory hallucinations. No overt evidence of paranoid or delusional thought processes noted. She denies suicidal or homicidal ideation and is future oriented.At this point, please discuss any additional diagnostic tests you would perform on Stefanie.Decision Point OneBASED ON THE INFORMATION PROVIDED IN THE SCENARIO ABOVE, WHICH OF THE FOLLOWING DIAGNOSES WOULD THE PSYCHIATRIC/MENTAL HEALTH NURSE PRACTITIONER (PMHNP) GIVE TO STEFANIE?In your write-up of this case, be certain to link specific symptoms presented in the case to DSM–5 criteria to support your diagnosis. Bipolar I, current phase, depressed Bipolar II, current phase, hypomanic Cyclothymic disorder
NRNP 6670 WU Young Woman with Depression Decision Tree & Treatment Discussion

Colonization And Neo Colonization History Essay

Colonization is the extension of political and economic control over an area by a state, whose nationals have occupied the area and usually possesses organizational or technological superiority over the native population. MOTIVES OF COLONIZATION: Colonization has occurred through out the history in Europe. Three most influential colonizers work British, Spanish, French. These three countries had three basic motives: Material gain Desire to spread religion. Desire expend territory. Using these motives they created long term effects in the culture religion and economy of areas that they colonize. EARLY COLONIZATION: As early as the 10th cent. B.C., the Phoenicians founded trading posts throughout the Mediterranean area and later exercised political dominion over these commercial colonies. The Greeks, from a desire for wealth or as a result of the expulsion of a political faction or the defeated inhabitants of a city, established colonies in Asia Minor and Italy, spreading Hellenic culture and stimulating trade. BIGGEST COLONIZATION OF HISTORY: Colonization of India Colonization of Africa Colonization of America COLONIZATION IN AFRICA: From the seventh century, Arab trade with sub-Saharan Africa led to a gradual colonization of East Africa, around Zanzibar and other bases. After that Africa remained colonized under French, British

BIOLOGY LAB 3 WEEK QUIZ answer all multiple choose questions and regular questions with the correct answer

essay help online free BIOLOGY LAB 3 WEEK QUIZ answer all multiple choose questions and regular questions with the correct answer. I’m stuck on a Biology question and need an explanation.

1-What carbohydrate energy storage molecule is found in animal liver and muscle cells?

a.
starch

b.
cellulose

c.
a fatty acid

d.
glycogen

e.
cholesterol

2-The primary difference between the amino acids commonly found in proteins is in their:

a.
number of phosphate groups.

b.
number of carbonyl groups.

c.
number of asymmetric carbons.

d.
number of potassium groups.

e.
R or variable groups.

3-Which of the following is a purine base found in nucleotides?

a.
thymine

b.
guanine

c.
steroid

d.
cytosine

e.
uricil

4-What is the purpose of regulatory proteins?

a.
To strengthen and protect cells and tissues

b.
To defend against foreign invaders

c.
To catalyze a specific chemical reaction

d.
To control the expression of specific genes

e.
To store nutrients

5-Glucose and fructose are ____ because they have identical molecular formulas but their atoms are arranged differently.

a.
geometric isomers

b.
tertiary

c.
enantiomers

d.
structural isomers

e.
polar

6-Which description illustrates an amphipathic molecule?

a.
A phospholipid with both a hydrophobic end and a hydrophilic end

b.
A phospholipid with two hydrophobic ends

c.
A phospholipid with two polar ends

d.
A phospholipid with only one hydrophobic end

e.
A phospholipid with only one hydrophilic end

7-Identify three functions of proteins other than enzymes and briefly discuss or describe each.
8-What organic molecules is the primary structural component of cell membranes?

a.
adenine triphosphate

b.
glycogen

c.
phospholipids

d.
cellulose

e.
disaccharides

9-What does the term “functional group” mean in reference to the structure of organic molecules? Identify two types of functional groups and describe their chemical properties.
10-If you partially hydrogenate oleic acid, the resulting molecule most likely would:

a.
lose a carboxyl group.

b.
become soluble in water.

c.
have a double bond changed from cis to trans.

d.
lose a carbon atom.

e.
contain more double bonds.

Figure 3-1

11-What chemical process is represented in the accompanying figure?

a.
dehydration synthesis

b.
denaturation

c.
hydrolysis

d.
protein synthesis

e.
condensation

12-How many carbon sugars are there in a pentose sugar?

a.
two

b.
three

c.
five

d.
six

e.
eight

13-Unlike lipids, hydrophilic functional groups typically contain ____ atoms, which make them more soluble in water.

a.
oxygen

b.
nitrogen

c.
phosphate

d.
carbon

e.
hydrogen

Figure 3-1

14-The products of the process in the accompanying figure are:

a.
molecules of glycerol.

b.
monosaccharides.

c.
amino acids.

d.
representative of a glycoside linkage.

e.
enzymes

15-At which level of protein structure are peptide bonds most important?

a.
primary

b.
secondary

c.
tertiary

d.
quaternary

e.
globular

16-What group of molecules is represented in this structure?

a.
phospholipids

b.
triacylglycerols

c.
structural proteins

d.
polysaccharides

e.
polypeptides

17-A pyrimidine is a double-ring molecule. __________________
True
False
18-What is the purpose of molecular chaperones?

a.
To transfer an amino acid

b.
To strengthen the tertiary structure of a protein

c.
To straighten other molecular proteins

d.
To attach a carboxyl group

e.
To assist the folding of other molecular proteins

19-When we know what kinds of ____ are present in an organic compound, we can predict its chemical behavior.

a.
macomolecules

b.
functional groups

c.
triacylglycerols

d.
enzymes

e.
proteins

20-An amino group is weakly basic and includes a(n) ____ atom covalently bonded to two hydrogen atoms.

a.
oxygen

b.
sulfur

c.
phosphate

d.
carbon

e.
nitrogen

21-A molecule of a saturated triacylglycerol contains:

a.
alternating single and double bonds between carbons in the fatty acid chains.

b.
the maximum number of double bonds between carbons in the fatty acid chains.

c.
the maximum number of triple bonds between carbons in the fatty acid chains.

d.
the maximum number of hydrogen atoms in the fatty acid chains.

e.
fatty acid chains with both amino and carboxyl groups.

22-Methane, which is composed of carbon and hydrogen, lacks functional groups and is a gas at room temperature. Upon replacing one of the hydrogen atoms with a hydroxyl group, methane is converted to methanol, which is a liquid at room temperature. Explain the reason behind this difference in physical properties.
23-Which lipid can be identified by its isoprene units?

a.
fats

b.
carotenoids

c.
amino acids

d.
phospholipids

e.
Steroids

24-The helical coil shape of an α-helix fibrous protein provides what type of property to that protein?

a.
rigidity

b.
strength

c.
elasticity

d.
heat tolerance

e.
water retention

25-If tyrosine and isoleucine undergo condensation, where does the new bond form?

a.
Between oxygen of the R group and the hydrogen of the amino group

b.
Between carbon of the carboxyl group and the nitrogen of the amino group

c.
Between carbon of the carboxyl group and the hydrogen of the amino group

d.
Between carbon of the carboxyl group and the hydrogen of the R group

e.
Between carbon of the R group and the nitrogen of the amino group

26-Analysis of a certain polymer shows that it contains phosphate groups, ribose groups, and pyrimidines. Based on this information, what statement best describes this compound?

a.
It is RNA.

b.
It is an inorganic compound.

c.
It is a polypeptide.

d.
It is DNA.

e.
It is cylic AMP.

27-What type of protein accelerates the thousands of different chemical reactions that take place in an organism?

a.
enzyme

b.
amino acid

c.
transport protein

d.
regulatory protein

e.
protective protein

28-Which is a property of unsaturated fats?

a.
They contain more hydrogen than do saturated fats having the same number of carbon atoms.

b.
They have fewer fatty acids per fat molecule than do saturated fats.

c.
They are generally liquid at room temperature.

d.
They are more common in animals.

e.
They have no double bonds in the carbon chains of their fatty acids.

3-Chitin is a polymer composed of N-acetyl glucosamine monomers. __________________
True
False
30-Which carbohydrate is the most structurally complex?

a.
monosaccharide

b.
phospholipid

c.
monomer

d.
polysaccharide

e.
polymer

31-The following amino acid would be characterized as ____ based on the chemical properties of its side chain.

a.
nonpolar

b.
electrically charged

c.
basic

d.
hydrophilic

e.
acidic

32-Amyloplasts are organelles that store:

a.
lipids.

b.
DNA.

c.
fat.

d.
starch.

e.
protein.

33-Which is an example of a disaccharide?

a.
fructose

b.
ribose

c.
tricylglycerol

d.
glucose

e.
maltose

34-Which description illustrates the tertiary structure of a protein molecule?

a.
three-dimensional shape of an individual polypeptide chain

b.
association of several polypeptide chains by weak bonds

c.
bonding of two amino acids to form a dipeptide

d.
folding of a peptide chain to form an alpha helix

e.
order in which amino acids are joined in a peptide chain

35-Assume that the shaded portions of the molecule in the accompanying figure each represent different polypeptide chains. What does this represent?

a.
an amino acid

b.
a carotenoid

c.
a steroid hormone

d.
cellulose

e.
the quaternary structure of a protein

36-When a nucleic acid undergoes hydrolysis, the resulting subunits are:

a.
fatty acids.

b.
nucleotides.

c.
amino acids.

d.
carotenoids.

e.
monosaccharides.

37-How many electron pairs are shared between carbon 2 and 3 in the accompanying figure?

a.
one

b.
one and a half

c.
two

d.
three

e.
four

38-Which functional group forms bridges to help stabilize a protein’s quaternary structure?

a.
hydroxyl

b.
amino

c.
carbonyl

d.
phosphate

e.
sulfhydryl

BIOLOGY LAB 3 WEEK QUIZ answer all multiple choose questions and regular questions with the correct answer

Efficiency & Effectiveness in Business Processes Questions

Efficiency & Effectiveness in Business Processes Questions.

DIRECTIONS: Read and answer the questions below.Also, be sure to include a Work Cited Page that is in APA style. Efficiency and Effectiveness Analysis Jose and Beth are friends and are customers of Amazon Prime shoppers at Whole Foods. They both use the delivery service offered by Amazon Prime App. Beth uses the Instacart app. (Please note that if you are not familiar with these apps please do an Internet) Jose recently ordered groceries from the Amazon Whole Foods App and had it scheduled to be delivered to his home on Feb. 13th. He realized that he had forgotten a few important items and he wanted to add these forgotten items to his original whole foods order to be delivered on Feb. 13th. Jose found out that he could only edit his original order and could not add to his original order so he had to make an additional 2nd order for the items he forgot. Jose was frustrated as there weren’t any delivery times available on Feb. 13th or 14th. Jose couldn’t understand why since the 2 orders were for the same address, they couldn’t both be delivered by the same person to his address on Feb. 13th. Jose told Beth of his frustration and she said she had been able to add items when she had a similar situation using Instacart (both Shaw’s and Market Basket) and she was surprised that a company like Amazon that invests in technology couldn’t allow adding to an additional order. Students are to prepare a 1-2-page paper that answers the following questions below:1.Should Jose contact Amazon Whole Foods division and ask if they have plans to change their app so that Jose and other’s in the future can add to their orders? WHY OR WHY NOT?2.Where does the Amazon/Whole Foods app fit into figure 1.5 AND EXPLAIN/justify your reasoning.3.Where does the Instacart app fit into figure 1.5 AND EXPLAIN/justify your reasoning.4.Where does management & managers come into play in this scenario?
Efficiency & Effectiveness in Business Processes Questions

COMM 120 American Military University Wk 8 Big 6 Research Model Discussion

COMM 120 American Military University Wk 8 Big 6 Research Model Discussion.

I’m working on a communications discussion question and need guidance to help me learn.

Reflect on your use of the Big6 Research Model .
What step was the most challenging? How did you overcome the challenge?
Using the steps in the Big 6 Research Model, consider your process of locating sources, categorizing, organizing, critiquing, and presenting information for the project. What worked well for you?

Part 2 connecting to your future 

How will you use information and digital literacy in your place of work and future career ? 
How will you sustain your new knowledge in order to support your career goals?
Why is civility important at your place of work and in politics ?

COMM 120 American Military University Wk 8 Big 6 Research Model Discussion