Chapter Four examines the second case study in this dissertation, Saudi women em

Chapter Four examines the second case study in this dissertation, Saudi women empowerment, and how the U.S. media coverage framed the Princess Rema campaign’s performance. The chapter provided a detailed exploration of how Princess Reema’s campaign has been a major driving force in promoting women’s empowerment and improving the job status of women in Saudi Arabia.
It shows that the former Saudi Arabia ambassador to the United States, Princess Reema bint Bandar, is the most vocal advocate working to help advocate for more job opportunities for women and promote gender equality in the country. her campaign BALADI and SAUDIZATION.
1- (A) Add an intro telling readers where the chapter will take them and an overview of what the chapter is about. (B) State in a few sentences what media outlets you looked at. (C) then the background job status for women before and now, women participation in political office, serving in the military and the armed forces. Take decision-making positions they can’t have before, like the president of King Abdulaziz University or the US ambassador, then the other section. Etc.
2- Use the language of framing theory in the chapter.
3- Add more media coverage (citing the media itself); it must be US newspapers only. Use other scholars’ work as a background, and state how you add to what they wrote. Mix and find from other scholars with your own findings.
4- What papers were analyzed in the US? and how would you describe the method?
5- The role of PR Princess Reema campaign. Any PR campaign, whether governmental or non-governmental campaign. How US media covers them.
Please read the dissertation file carefully: the introduction, the method, the theory that I will examine, and how. Then start writing.

Informative Speech Outline Purpose: The goal of this assignment is to outline yo

Informative Speech Outline
Purpose: The goal of this assignment is to outline your informative speech. You will use this
skill the rest of the semester outlining your speeches.
Task: Your task is to use the informative speech outline template to outline your informative
speech. Make sure to complete all parts of the outline and cite any sources using APA style.
Submit your completed outline by the deadline.
Successful students will:
 Outline all parts of their informative speech thoroughly and completely.
 Submit their completed outline by the deadline.
SPC 3602 Informative Speech and Outline Guidelines
Purpose: This goal of this speech is for you to deliver an informative speech that raises
awareness and increases audience knowledge about an object, process, person, concept, policy,
place, or event. This is a skill you can apply both in your coursework and once you enter the
Task: In this 4-6—minute speech, you will select a topic and increase your audience’s
knowledge or raise awareness about that topic. Be sure not to include any persuasive elements in
this speech. Use one of the organizational patterns detailed in the textbook to organize your
speech. You will need to do research in order to prepare and develop this speech. You should
back up your thoughts with supporting material. Use the FIU Library resources to find credible
sources for your speech. You should cite at least 3 sources using APA style both verbally in your
speech and in your outline. Two sources should be academic and one can be non-academic. An
outline is required for this speech. A visual aid, such as PowerPoint, Prezi, handout, or physical
object/s, is required for this speech as well. You should have two audience members.
A successful speaker will:
 Select a topic appropriate for your audience and speech situation.
 Use an appropriate organizational pattern.
 Include fully developed introduction, main points, conclusion, transitions in your speech.
 Write a clear thesis.
 Cite the minimum number of sources properly using APA style, both verbally and in your
 Use proper elements of vocal and physical delivery, such as avoiding vocal fillers,
pausing between thoughts, making direct eye contact, and having strong posture, among
 Not go over or under time.
 Speak extemporaneously.
 Dress professionally.
 Have two audience members.
 Use visual aid.
please see attached template.
please see the article below and also do the research for references.

Paper will be 4-6 pages, using APA style 1. Select an issue related to media, ma

Paper will be 4-6 pages, using APA style
1. Select an issue related to media, marketing, public relations, or effective management. Describe why that issue is important and controversial. How many people does it affect? How much money is involved? Time?
2. Conduct an inquiry: Discuss who/what is associated with the issue? How many people are affected? Who is for it and who is against it? Etc.
3. Discuss the premise of the argument, the various types of supporting evidence or justification, and the ethical ramifications.
4. Articulate your judgment of and position on the issue.
I have attached what I have done, please fix what I’ve started and add details for completeness.

Central to these films are the tensions between women or womanhood and society.

Central to these films are the tensions between women or womanhood and society. Choose three films( I have attached the link below) and analyze what are some of the tensions and obstacles facing women? How do women mitigate these tensions? Your response should use specific examples from the films. References to readings are recommended but not required. You are only permitted to use course materials. Your response should be 3-4 pages long. Late or emailed exams receive a zero, no exceptions. When doing the essay please reference the directer name and film name and character name as well

Paris Is Burning

The Invisible War

Instructions: As you embark on this investigative task of dissecting a generic c

As you embark on this investigative task of dissecting a generic community health program, you will dive into the very essence of what makes such initiatives tick. This task is a foundational step in your path to becoming an effective healthcare professional.
Why is this important, you ask? Understanding the core components of a community health program is akin to understanding the anatomy of a living organism. Just as each organ plays a critical role in sustaining life, each element of a health program contributes to its overall success and impact. As future healthcare professionals, it is imperative that you grasp these concepts not only to design effective programs but also to critically analyze existing ones, ensuring they meet the complex needs of diverse communities.
In your careers, whether you find yourselves in clinical settings, policy development, health education, or community outreach, recognizing the essential components of health programs will allow you to:
Develop comprehensive and responsive health initiatives.
Collaborate effectively with a spectrum of health professionals and community members.
Adapt and refine health programs to maximize their impact and reach.
As you undertake this task, try to understand not just what the components are, but also why they are important in the context of community health. This task is an opportunity to demonstrate your understanding of how a community health program is structured and what makes it effective.
Embrace this challenge with curiosity and critical thinking. I look forward to seeing your insights and understanding of what constitutes the backbone of effective community health programs.
Step by Step Directions
Step 1: Read the Program Descriiption Carefully
Begin by thoroughly reading the provided community health program investigations.
Choose one Investigation to focus on for this assignment.
Pay attention to both the explicit details and the underlying aspects of the program.
Community Health Program Investigation 1
Community Health Program Investigation 2
Step 2: Identify Essential Components
After examining your chosen Investigation, identify and list the essential components of the community health program.
You will compare what you come up with to the essential components shared in the Community Health Initiative Breakdown below.
Community Health Initiative Breakdown
Step 3: Explain the Significance of Each Component
After checking your list of essential components, write a brief explanation of the significance of each component.
Include why each component is essential to the program’s overall effectiveness and how it contributes to achieving the program’s goals.
Step 4: Organize Your List
Organize your list in a logical order, grouping related components together. You will determine how you want to group the components.
Grouping or categorizing elements of a successful community health program not only aids in organizing complex information but also deepens your understanding by revealing patterns, relationships, and priorities. This task of ranking elements and elucidating their rationale will sharpen your analytical skills, enabling you to discern the most critical aspects of effective community health initiatives.
As you embark on this task, remember that grouping systems can vary based on different criteria or themes. Here are two example grouping systems you might explore:
Impact-Based Grouping: Categorize elements based on their level of impact on community health outcomes.
For example, group elements into ‘Direct Impact’ (like patient care methods), ‘Indirect Impact’ (like community education), and ‘Supportive Impact’ (like administrative functions).
Operational Framework Grouping: Organize elements according to the operational framework of a health program.
This could include ‘Program Design’ (planning and structure), ‘Implementation’ (execution and delivery), and ‘Evaluation and Feedback’ (assessment and improvement).
These grouping systems will not only assist you in structuring your thoughts but also challenge you to think critically about why certain elements are more pivotal than others in the success of a community health program. The process of ranking and grouping is integral to developing a holistic understanding of complex systems, a skill that is invaluable in the field of community health.
Step 5: Analyze the Overall Program Structure
After explaining and grouping the components, reflect on how these components work together in the Investigation you chose in Step 1. Think about how each part contributes to a cohesive and comprehensive community health program.
Program Objectives
How do the program’s objectives align with its strategies and activities?
In what ways do the strategies employed directly contribute to achieving the set objectives?
Target Population
Reflect on how the program’s activities are tailored to its target population. Are the activities appropriate and accessible for the intended audience?
Consider the cultural, social, and economic factors of the target population. How does the program address these factors?
Use of Resources
Analyze how effectively the program uses its resources (funding, personnel, technology). Are there areas where resource allocation could be improved?
Navigating Challenges
Reflect on the challenges faced by the program. How are these challenges addressed, and what additional solutions might be effective?
Consider the role of innovation and flexibility in overcoming these challenges.
Program Evaluation
How does the program’s evaluation method ensure that objectives are being met?
Reflect on the importance of feedback (from participants, staff, community leaders) in the program. How does feedback influence program adjustments?
Reflect on any potential gaps or weaknesses in the program structure. How might these be addressed to improve cohesiveness?
Community Engagement and Impact
Consider the level of community engagement in the program. How does the program foster community involvement and ownership?
Reflect on the long-term impact of the program on the community. How does it contribute to sustainable health improvements?
Step 6: Submission
Compile your component categorization, explanation of how you chose to categorize those components, connection back to the program you chose and your analysis of the program you chose to investigate into a clear, well-structured document.
Submit your document to this assignment.
Your analysis should synthesize your thoughts to each of the topics: Program Objectives, Target Population, Use of Resources, Navigating Challenges, Program Evaluation and Community Engagement and Impact.
Step 7: Peer Reply
Reply to ONE of your classmates posts.
Choose one or two of the following focus topics for your reply:
If you could add one innovative element to the program analyzed by your peer, what would it be and why?
Imagine implementing the program in a different setting (e.g., rural vs. urban, another country). What adaptations would you suggest based on your peer’s analysis to suit this new environment?
From your peer’s analysis of the other program, what key learning or strategy could be borrowed or adapted to enhance the program you analyzed?
Create a hypothetical scenario where the program might face a new challenge (e.g., budget cuts, demographic changes). How do you think the program should adapt, based on your peer’s analysis?
If you were a participant in the program your peer analyzed, what would be your main feedback or suggestion for improvement?”
Discuss any potential unexpected positive or negative outcomes that might arise from the program as analyzed by your peer.”
From your field of study or professional background, what unique perspective or insight can you offer to enhance the understanding of the program your peer reviewed?
Relate the program your peer analyzed to a historical public health initiative. Are there lessons from history that could inform the future success of this program?
How might cultural differences impact the effectiveness of the program reviewed by your peer? Suggest ways to enhance cultural sensitivity.
Looking five years into the future, how do you envision the success or evolution of the program based on your peer’s analysis? What factors will contribute to its long-term sustainability or challenges?
Guidlines.gif Guidelines
Clarity and Conciseness:
Ensure your submissions are clear and to the point. Aim to communicate key information effectively without unnecessary repetition.
Focus on quality over quantity; insightful and well-articulated responses are more valuable than lengthy ones.
Use headings, bullet points, or paragraphs effectively to enhance the readability of your submissions.
Maximum Length Specification:
Limit your responses to a maximum of approximately 500 words to maintain engagement and clarity.
Relevance and Focus:
Stay on topic and ensure your submissions directly address the assignment or discussion question.
Relate your responses to the course material, using specific examples or references where applicable.
Critical Thinking and Analysis:
Demonstrate critical thinking by analyzing, synthesizing, and evaluating information rather than merely summarizing or restating it.
Offer unique perspectives or insights where possible, backed by logical reasoning and evidence.
Respectful and Constructive Engagement:
Maintain a respectful and professional tone in all interactions.
Adhere to the deadlines set for the discussion.
Academic Integrity:
Uphold academic integrity by ensuring all submissions are your original work and avoid plagiarism.
Student Exemplar
Brighter Smiles, Brighter Futures” Initiative Analysis
After a thorough review of the “Brighter Smiles, Brighter Futures” initiative, I’ve identified several key components that contribute to its success. Firstly, the program’s multifaceted approach, combining educational workshops and free dental screening camps, directly addresses the need for both preventive care and immediate intervention. The initiative’s clear objectives, aiming to reduce pediatric dental diseases by 30% and enhance dental health literacy, provide a focused direction for all activities.
The program’s effective use of resources is evident in its collaboration with local dentists and utilization of dental students, which not only optimizes funds but also enriches the program with diverse expertise. The challenges of engaging a culturally diverse community are adeptly navigated by offering multilingual materials and flexible event timings, demonstrating an inclusive and adaptable approach.
In terms of organization, I categorized the components into three main groups: ‘Direct Health Interventions’, ‘Community Engagement and Support’, ‘Infrastructure and Resource Management’, ‘Evaluation and Adaptation’, and ‘Long Term Sustainability.’ Each group plays a critical role in achieving the program’s goals, from raising awareness to ensuring sustainability.
Direct Health Interventions
Health Screenings and Clinics: Regular health check-ups and specialized clinics.
Just as health screenings are pivotal in general initiatives, the free dental screening camps in “Brighter Smiles” serve as the frontline service, offering essential dental health checks to children.
Educational Workshops and Seminars: Programs focused on health literacy and disease prevention.
The educational workshops in “Brighter Smiles” are a direct implementation of this component, providing valuable information and skills about dental care in an engaging manner.
These are ‘Direct Health Interventions’ because they represent the front-line efforts in improving community health. These are the boots-on-the-ground strategies that directly interact with the community, offering tangible health services and education.
Community Engagement and Support
Community Outreach Programs: Efforts to reach out to various community groups.
The various community events in “Brighter Smiles” are a stellar example of outreach, pulling the community together for a common cause – healthy smiles!
Family and Individual Counseling: Offering personal support for health-related issues.
The initiative’s approach of educating and guiding parents mirrors the essence of individual and family support in broader community health efforts.
Cultural and Language Accessibility: Ensuring services are accessible to all community members.
By offering materials in multiple languages, “Brighter Smiles” embodies the spirit of inclusivity, ensuring that language barriers don’t keep anyone from learning about dental health.
These components could be categorized under ‘Community Engagement and Support’ because they focus on building strong, trusting relationships within the community. This category is all about ensuring that health initiatives are not just available but also welcoming and inclusive.
Infrastructure and Resource Management
Partnerships with Local Organizations: Collaborating with schools, businesses, etc.
The initiative’s partnership with local dental professionals is a textbook example of leveraging community resources for mutual benefit.
Funding and Resource Allocation: Securing and managing funds.
Just like any robust community health initiative, “Brighter Smiles” utilizes a diverse funding pool to sustain its activities.
Volunteer and Staff Training: Ensuring those on the front lines are well-prepared.
Engaging dental students as volunteers is a strategic move in resource management, similar to how general initiatives train and utilize staff and volunteers.
I chose to focus on the behind-the-scenes essentials that keep the health initiative running smoothly. This category is the backbone of the program, ensuring that it has the means and manpower to operate effectively and sustainably.
Evaluation and Adaptation
Feedback Mechanisms: Surveys, focus groups, community feedback.
The way “Brighter Smiles” collects feedback from families is a perfect illustration of this component, ensuring the initiative stays responsive and effective.
Data Collection and Analysis: Monitoring health trends and program effectiveness.
The program’s focus on monitoring dental health trends aligns with the broader practice of using data to steer community health projects.
Program Adjustment Strategies: Adapting the program based on feedback and data.
The initiative’s flexibility and adaptability in response to community feedback reflect the universal principle of continuous improvement in health programs.
This category could be seen as the ‘reflection and growth’ sector of the health initiative. It’s all about learning from experiences, staying dynamic, and continually improving to meet the community’s changing needs.
Long-term Sustainability
Future Planning and Development: Strategies for the program’s longevity.
The long-term objectives of “Brighter Smiles” demonstrate a forward-thinking approach, essential for any successful community health initiative.
Community Education and Empowerment: Fostering independence in health management.
By empowering children through education, the initiative plants the seeds for a healthier future generation.
Policy Advocacy: Working towards supportive health policies.
Although not explicitly mentioned, the potential for “Brighter Smiles” to influence health policies and create robust care networks is a step towards long-lasting impact.
I categorized these components under ‘Long-term Sustainability’ to highlight the forward-thinking aspect of community health initiatives. This is where they’re planting the seeds for a healthier future, ensuring the program’s impact endures for years to come.
By categorizing the components this way, it becomes clear how each aspect of the program interlocks to form a comprehensive approach to pediatric dental health. The Educational Outreach lays the knowledge foundation, Community Engagement builds the necessary bridges with the population, and Resource Utilization ensures that the program can thrive and adapt as needed.
Reflecting on the overall structure, it’s clear that each component, from educational workshops to community feedback, synergizes to create a comprehensive and responsive program. This analysis has highlighted the importance of adaptability, community involvement, and strategic resource management in a successful community health initiative.
Reply to “Brighter Smiles, Brighter Futures” Analysis
Your analysis of the “Brighter Smiles, Brighter Futures” initiative is thorough and insightful. I particularly appreciate how you categorized the components, which clarified the program’s multifaceted approach.
Considering an innovative element, I suggest incorporating a digital engagement strategy. This could include an interactive app for children and parents, offering educational games, reminders for dental check-ups, and tips for daily dental care. The app could be a valuable tool to further engage the target audience, particularly tech-savvy children and busy parents, thereby enhancing the program’s reach and impact.
Your analysis also made me think about the potential application of this program in a rural setting. In such areas, access to dental care might be more limited. Therefore, I would recommend a mobile dental clinic as part of the initiative. This could significantly increase access to dental care and educational resources for children in remote areas.
Your detailed breakdown and categorization of the program’s components offer a clear roadmap for other community health initiatives. The emphasis on cultural sensitivity and adaptability is particularly noteworthy and could be a guiding principle for similar programs globally
Guidance for Students:
When completing this task, focus on identifying each component of the program and understanding its role and impact within the larger context.
Think critically about how each part contributes to the program’s goals, and ensure your explanations are clear and well-reasoned.

Topic Choose a topic that is significant, contemporary, meaningful, and relevant

Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement. For Speech 4 (persuasive – action) the topic should be addressed in a way that allows you to convince the audience to do something.
This outline must be at least 2 1/2 pages long and use 12-point font.
Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. use list form for 3rd order, 4th order, and 5th order sub-points.
Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level.
Transitions between major sections and the main points should be provided in the outline. Use transitions to move the audience’s attention from one section to another or from one main point to another.
Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points.
Use the following system to label the points in the body:
Main Points: upper case Roman numerals [I, II, III, IV, V]
1st -order sub-points: upper case letters [A, B, C, D, E]
2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5]
3rd -order sub-points: lower-case letters {a, b, c, d, e],
4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)]
Specific Purpose:
Your specific purpose should consist of the following three parts:
Specific Communication Word (use an infinitive phrase…to inform, to persuade, to explain)
Target Audience (classmates, colleagues, students…)
The Content (how to do something, why one thing is better than the other…)
Thesis (or Central Idea Statement):
This should be one complete sentence that provides an overview of your presentation.
The introduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to
gain the attention of the audience;
establish the speaker’s credibility; and
establish rapport, offering a compelling reason for listening; and
orient the audience to your topic/purpose/central idea; and
preview your main points.
Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” outline or write the question here. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the speech.
The body must contain 2-5 main points using patterns of organization covered in the textbook; other patterns of must have prior approval by the instructor. Each main point must be well supported by 2-5 1st-order sub-points designed to illustrate the main points (examples, illustrations, facts, quotations, etc.) Don’t overload the audience with information. Move from simple to complex ideas. Move from familiar to unfamiliar ideas. Define your terms.
The body develops your ideas, condenses your thinking and research, ensuring that you have done an adequate job of preparation. The entire outline should contain more material than you have time to use in your speech and must be at least 3 pages in length [2 full + 1/2 partial). You must use two-five (2-5) main ideas and two-five (2-5) subordinate (sub-points) points for each main point or higher-level sub-point. The conclusion should restate or summarize the main points and communicate a sense of finality (verbally or nonverbally indicate that you have finished talking). You may end with a story or quotation.
The conclusion (which may be outline or written word-for-word) communicates a sense of finality and should:
signal the end of your speech; and
recap your main points; and
provide a clincher.
References: The References section reports where you found the information for your speech. There are two general sources of information: your own personal experience and what you have learned from outside sources (reading or interviewing). You must indicate where you obtained your information. You are expected to provide at least five credible sources for this speech.
If some of your information came from your own experience, specify that personal experience in the reference. For example, “I based this speech on water safety totally upon my personal experience as a lifeguard at Norms’ Resort, Cottage Lake, for the seven summers from 1959 until 1965.” Your personal experience will count as only one of five or more sources of information required.
You must include and cite properly (in APA format) at least one source from the Columbia College library database. Do not use Wikipedia as a source of information. However, if you cite electronic sources, provide enough information so that I could duplicate your search. Include at least the author or editor, title, date, publication medium, publisher, and the Universal Resource Locator, which includes protocol, site, path, and file.
Please make sure to follow all directions and make sure one source is from the school library. Please remember this is an outline. Make sure there is enough information to write a five-minute speech.

Theory Overview/Literature Review of Concepts/Theories. Prior to this paper, I h

Theory Overview/Literature Review of Concepts/Theories. Prior to this paper, I had to submit my proposal/overview of my research paper topic. The instructions were to select a TV show and analyze an interpersonal relationship depicted in the show and incorporate two concepts relevant to interpersonal communication, which we then have to do scholarly research on in order to frame our analysis of the relationship in the TV show. I chose to focus on the relationship of Daphne and Cameron from the series White Lotus (specifically season 2). Since we had to establish two research questions on our proposal, I chose to focus on the concept of power along with the theory of Social Exchange Theory (for my research question 1) and the concept of lying along with the framework of Relational Maintenance (for my research question 2). I’ve attached a document of my written proposal, which also has my professor’s suggestions on what I should consider for the literature review, as well as another document with the theory overview/literature review instructions and the specific topics I want to focus on. Hope this, along with the attached documents, is enough, but please let me know if you’d like more information.

By no later than 11:59pm TUESDAY, create a video post please respond to at leas

By no later than 11:59pm TUESDAY, create a video post please respond to at least TWO questions from Chapter 7 and TWO questions from Chapter 8:
Chapter 7
1. Why are so many stereotypes negative? Are these stereotypes harmless or dangerous? Explain your answer. What impact do stereotypes have in your life?
2. Ethnocentrism is sometimes linked to patriotism. Is it possible to be patriotic without being ethnocentric? Explain your answer.
3. Prejudice is grounded in an emotional reaction and cannot just be gotten rid of by simply being told that it is not a good idea. What are some ways you would suggest that a person could get rid of prejudice in their own life?
4. What examples of the different forms and functions of prejudice can you identify in your community? What negative consequences are suffered by the specific individuals and the community as a whole as a result of the manifestations of prejudice?
5. Which of the rationalizing narratives do you recognize in your own life and in the lives of those around you? How could you change these narratives so as to avoid the negative impacts of prejudice in your own life?
Chapter 8
1. What are the most recognizable differences for you among the three types of intercultural conflicts: Object conflicts, relationship conflicts, and priority conflicts? Give an example of each as it occurs in your life today. If you do not currently have one of these conflicts in your life, did you experience one in the recent or distant past? How was it resolved?
2. Which approach to conflict do you most typically use? Is that your consistent approach, or is it contextually driven? In other words, are there situations where you use avoidance? Situations where you use accommodation? What factors determine your approach to conflict?
3. Describe the differences between intercultural and intergroup conflicts. Give an example of each that you have experienced and/or observed. How was the conflict managed? Would awareness of the “other(s)” have minimized the conflict?
4. Is the concept of forgiveness a practical one? Why or why not? Does it depend on the situation? If so, how? Does a person have to be religious for this concept to have any value?
5. What is the “trigger” that you notice most frequently leads to intergroup conflict? Is there a way to minimize the impact of the trigger? Is there a way to move toward less “othering”? What strategies are you willing to try in your life to minimize being influenced by triggers that could lead to intergroup conflicts?

I have a topic titled ‘The challenges facing Kuwaiti women working in the politi

I have a topic titled ‘The challenges facing Kuwaiti women working in the political field and how to overcome them through political communication strategies.’
I need three or four theories related to this title ( from communication theories and from any other field) and describe in paragraph for each of them how it is related to the topic
also I need to describe the main problem and the methodology for this topic