Author: chris

How have American debates on a main CH 203 idea changed.

or your final writing assignment, you will select a substantial New York Times OpEd piece from this Fall (i.e. published no earlier than August 24, 2015). In your essay, address the following question: How have American debates on a main CH 203 idea changed? Your thesis should argue for the nature of the change and explain what it says about the way American society is today versus the way it was in the past, suggesting what has changed and why. Your paper must draw on both the OpEd piece and at least two common course readings to support your argument.

Briefly discuss the historical aspect and background of the issue.

-Briefly discuss the historical aspect and background of the issue. -Discuss the issue in relation to federalism: -Where does the federal government stand on the issue? -What policies has the federal government passed on the issue? -Where do the various states stand on the issue? -Discuss any differences between the federal and state polices. -Discuss any court cases relevant to the issue. -Discuss any referendums relating to the issue.

Descartes undertakes a project of doubt in order to establish what we can know with certainty.

Prompt: In his Meditations, Descartes undertakes a project of doubt in order to establish what we can know with certainty. (1) By the end of the Meditations, what does he think he knows with certainty, and (2) what arguments has he used to establish these positions? While Fichte’s Vocation of Man also begins with doubt, Fichte concludes that we can never have certainty about the world outside of us through knowledge alone. (3) Why does he think this and (4) how does he think we obtain conviction about the world instead (and explain his position)? (5) Do you think we can obtain knowledge about the world, and how do we do so (through knowledge alone, as Descartes would have it, through faith, as Fichte would, or by some other means)? Support your thinking with reasons. Specifications: a) Your essay must be 1000-1500 words b) It is due Monday, November 23 c) You must turn in a hard-copy in class and submit an electronic copy to canvas (by the start of class). d) Underline your thesis and topic sentences. e) Use several carefully chosen quotes to support your argument. It does not matter how you cite them, so long as you do.

 

Identify a suitable strategic decision that a small to medium sized local company either needs to justify in terms of the financial implications and the forecast improvement in firm’s performance this would provide.

Dear Writer,
I am looking for a small nationally based company which I can get financial data(balance sheet income statement for ratio analysis, etc.. which include a part of my assignment ) to write an assignment.
Assignment Subject is Management of Financial Resources and Performance at Master Level .
Assignment topic should be one of these

The first step is to identify a suitable strategic decision that a small to medium sized local company

either needs to justify in terms of the financial implications and the forecast improvement in firm’s performance this would provide

or

a decision that has been made for which financial rationale must be presented, and an appraisal of the balance between the forecast outcomes and the performance that actually resulted.
The decision chosen must be relevant to one of the following strategic options:
Investment in new technology
New market opportunity
An acquisition (product/market related or unrelated)
New product development
Divestment/consolidation

If you have a small company that is willing to supply me

with the data required to complete the assignment, I would like to start my order. Then I will send all detail requirement for the assignment( 3000 words).

Identify the key issues for all parties involved in the 1st journal entry.

I need the same writer please – re writing my journal and do third one please.
Course Name: MEDIATION AND CONFLICT RESOLUTION.
Name of the book:
•Doherty, N., & Guyler, M. (2008). The essential guide to workplace mediation & conflict resolution: Rebuilding Working Relationships. London: Kogan Page Limited.

RE-DO-Section 2:
Second Journal Entry:

Identify the key issues for all parties involved in the 1st journal entry.
Please if you need any further information on me to write a journal let me know. I am international student in the united states.

My professor comment :

the 1st journal entry was good. The second one must continue your professional conflict step by step following the six stages. Please resubmit 2nd entry.
you can find the stages on Chapter 3: How Does Mediation Work? The Golden Question and the Six Stages of Mediation; Active Listening Skills.

Then do chapter 7: Third Journal Entry: Describe plan for discussion and ground rules to resolve conflict from journal entry #2.
Journal one the writer wrote :

Professional or workplace conflicts are unavoidable regardless of how one tries to escape them. These conflicts emanate from competitive tensions, power struggles, pride, jealousy, compensation issues, opposing positions, mood swings, and many more. I am currently under a manipulative supervisor who uses emotion to create conflict. When he is confronted regarding the lack of performance, he is quick to point a finger in my direction. He is fond of using such emotional tirades as little lies, blame shifting, half-truths, and crocodile tears, and other forms of manipulations and lame excuses just to get away. The worst thing frustrating me is that the management does not know the pain I am going through.

Journal 2 the writer answer:

There are various issues that are bound to affect the parties involved in mediation and various conflicts in the workplace.

Mediator

The mediator must maintain neutrality during the whole of the mediation process. This involves a great deal of dedication and lack of favoritism of any group involved in the conflict. This ensures that the issues that are identified are justified thus increasing the probability of attaining a mutual agreement on the position.

The Conflicting Groups

The conflicting groups should avoid emotional outbursts that may serve to further escalate the conflict. Consequently, the conflicting groups should be willing to negotiate and discuss to end the conflict. The unwillingness of any party to engage in the mediation process may lead to chaos, thus render the mediation process impractical. Most importantly, the conflicting parties should avoid physical and verbal confrontation during the mediation process.

Bully Boss

Workplace bullying is mainly brought about by self-esteem issues present in the boss. I such an issue is identified, the bully boss should be advised to seek psychological assistance to help eliminate any issues associated with ego, which may be the primary trigger of the boss engaging in workplace bullying. This is bound to minimize incidents of workplace bullying and prevent the emotional part of the boss from interfering with the management duties of the boss.

Employee

The employee should maintain a high sense of self regard in any workplace. However, the employee should aim at fulfilling his duty in the organization and respecting the boss. Being lower in the hierarchical structure in the organization should not justify workplace bullying. The employee should ensure that he or she understands his or her worth in the company. There are different coping strategies that an employee can employ to avoid the negative impacts that accompany workplace bullying.

The Culture and Politics of Cyberspace and the Internet (pp. 1-99)

Please pay careful attention to the instructions. Last time I ordered a paper for the same course this is what happened, the professor sent me the paper back telling me that the paper was wrong in every aspect and that I have to do better on the second paper which I want you to write. I will attach the paper to show you the comments of the professor.

The instructions that the professor set for the second paper is:
You will be expected to write three papers paper (5-7 pages each) for the course following the syllabus and the themes developed in each section of course readings: 1) Theoretical Foundations 2) Language and Meaning 3) Ideology and hegemony.

The first paper that was wrong and I got no grade on was on theoretical foundations and the books covered around it. The paper that should be written now is Language and meaning.

the books covered for this section are :

Franz Fanon, Black Skin, White Masks.

Stuart Hall, Representation: Cultural Representations and Signifying Practices. (Chps. 1, 3, 6)

Pierre Bourdieu, Language and Symbolic Power

Michel Foucault, Discipline and Punish

Tim Jordan, Cyberpower: The Culture and Politics of Cyberspace and the Internet (pp. 1-99)

Catherine Lutz and Jane Collins. Reading National Geographic.

What the professor wants in this paper is an overarching theme that you chose and write a thesis on. The paper will need to have a thesis and you will have to find an overarching theme in these books to write on.
You have to choose a theme and discuss it through your understanding of the books chosen. No plagiarism would be tolerated. Please make sure to strengthen and support your argument by explaining and providing examples.The essay should show serious engagement with the theories and principles presented in the readings. You should think critically and fully understand the book because the professor knows all of the books and this time the paper has to be perfect in order to compensate for the grade of the first paper. Also, the professor mentioned that you should try to link back to the books covered in the first section of the course which were used in the first paper. Remember, you have to think critically and know these books well in order to discuss an overarching theme through a strong thesis in the paper. Again I WILL HAVE TO EMPHASIZE ON THIS POINT: The essay should show serious engagement with the theories and principles presented in the readings.

Analyze for the redshift of the H and K lines of calcium and for apparent magnitude.

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Paper details:
Please complete the PDF file title TheExpansionofTheUniverse_1.pdf
PLEASE CONTACT CUSTOMER IMMEDIATELY WITH ANY CONCERNS OR QUESTIONS.
Use only the resources that are provided to you.
Do NOT use outside sources.
ANSWER ALL QUESTIONS IN PDF file titled TheExpansionofTheUniverse_1.pdf

The following ALTERNATE DATA file “Expansion_Hubble Data PDF to answer questions.

Expansion Lab Question Hints PDF can be used to answer any questions.

The following resources are available if questions should arise.

YouTube: Live Lab Help Session Recording – Expansion Lab (Data Table & Hubble Plot)

YouTube: Live Lab Help Session Recording – Expansion Lab

Introduction
• Before Hubble, Vesto Slipher gathered observational evidence that except for the local group all galaxies have spectra with very large redshifts. This indicated that these objects moved away faster from us than anything else inside our Milky Way Galaxy. In 1929, Edwin Hubble independently determined the redshift and the distance of various galaxies. From the redshift he calculated the velocities with which the galaxies were moving away from us. He was the first to propose that these galaxies were each systems of hundreds of billions of stars and interstellar matter similar to the Milky Way Galaxy. Before Hubble, people believed that they were small nebulous objects which were part of the Milky Way Galaxy. Hubble plotted the recessional velocities versus the distances of the galaxies and fit a straight line to his data. The slope of this line is known ans the “Hubble Constant”.
◦ The Hubble Law: v = Hd, where v is the recessional velocity in units of km/s, H is the Hubble constant, and d is the distance in units of Mega parsecs or Mpc. This equation can be solved for the Hubble Constant by dividing both sides by the distance: H = v/d, its units will be km/s/Mpc.
• This lab will simulate observations of galactic spectra that you will analyze for the redshift of the H and K lines of calcium and for apparent magnitude. The redshift will yield the galaxy’s velocity and the apparent magnitude will allow you to calculate the distance. You will then plot your data and find the Hubble constant from the slope of your best fit line.
• Implications of the Hubble Law: All galaxies (except for members of the local group) are moving away from us. In fact, the greater the distance to a galaxy the faster it is moving away from us. This result implies that the universe is getting bigger! If we run the motion of galaxies in reverse (going back in time) we come to the conclusion that the universe had a beginning! We can estimate the age of the universe by taking the inverse of the Hubble constant. The units of the Hubble contant are in km/s/Mpc. You can convert the Mpc to km and then cancel out the km entirely. You are left with a number in units of 1/s. The inverse of this number is the age of the universe in seconds. This, in turn can be converted to billion years.

Procedures
• Start Up: Run the file “Clea_hub.exe”. The title page of the CLEA Hubble Redshift lab should come up. Click on “File”, then “Log in”. A window opens that prompts you for student names and a table number. It is enough to enter an arbitrary character in the field of the first student name and click ok. A window will ask you whether you are finished logging in, you can answer yes. Then you see the opening screen of the “Hubble Redshift Distance Relation” lab. Click on “File” and “Run”. The telescope control screen will open. Once you have control of the telescope, click “ok”, then click on “Dome”. The setting of the dome will change from closed to open. A field of stars and galaxies will come into view that slowly shifts due to the Earth’s rotation. Click on “Tracking”, so that the telescope will eliminate the effect of Earth’s rotation and track a point in the sky of your choosing.
• Maneuvering the Telescope: The thin red square in the field of view indicates the finder of the telescope. Use the direction buttons to move the telescope such that a galaxy is centered in the finder. The “Slew Rate” indicates how fast the telescope will move. By clicking on it repeatedly you can change the slew rate to faster or slower settings. Once you have a galaxy centered within the finder, click on “Change View”. This will switch the finder with the instrument, a spectroscope, that will take the spectrum. In the field of view the red square changes to two parallel red lines that symbolize the narrow slit of the spectroscope. You may have to readjust the telescope so that the slit is centered on the brightest portion of the galaxy.
• Taking Data: There are a total of six fields of galaxies one of each you need to measure. Once you have adjusted the slit of the spectroscope to the desired position, click “Take Reading”. The window that opens up shows a graph plotting intensity vs. wavelength. When you click on “Start/Resume Count”, the spectrometer will start receiving data points which are instantly plotted on the graph. Clicking on “Stop Count” will stop the data taking and a continuous curve will be plotted through the data points. If you still cannot discern the H and K absorption lines (they are dips in the overall intensity) you can click on “Start/Resume Count” to continue taking data. The further away the galaxy the more “noisy” the data will look like. The data points will be more scattered and the absorption lines harder to discern. Fewer photons are coming in so you’ll have to wait longer to reach a certain number of photons (collect at least 50,000). The further away, the more redshifted the lines are which means they will move to longer wavelengths. When you are sure you can see the lines clear enough click on the minimum of each line to see its wavelength and intensity. From the data below the graph, record the object, photon count, apparent magnitude, and the wavelengths for the H and K lines. The K-line will be the one at shorter wavelength, the H-line at longer wavelength just to the right of the K-line. For the nearby galaxies, you may see a third line at even longer wavelengths called the “G” band (it results from the molecule methane). If you like you can click on “Record Data” and enter, save, and or print your data. Once you’re done with processing the data, click “Return” and a window will pop up to remind you that you’ll lose your spectrum when you return. If you have recorded your data at least on paper you can click “Ok”. To get to the next galaxy field you need to click on “Change View” to change your telescope back to the finder. This releases the “Field” option at the top menu bar which you now select. The field you just studied is still highlighted. Click on another one, then “Ok” and the next field will be loaded. You need to gather spectra from one galaxy in each field to fill in the table.
• Analyzing Data: You can assume that all the galaxies you see would be about equally luminous if you saw them side by side. Their differences in brightness are due to their distance from Earth. Take their absolute magnitude (M) to be 22. You’ll also need the rest wavelengths of the H and K lines of Calcium: 8 K = 3933.7D and 8 H = 3968.5D .
◦ In column 4 of the data table you will calculate the distance of the galaxies. You can use: M = m + 5 – 5logD, where M and m are absolute and apparent magnitudes, respectively, and D is the distance of the galaxy. You can solve this equation for D by subtracting m + 5 from both sides, divide by -5 and then use both sides as the exponent to base 10. The last step will remove the log and D will be isolated: 10(m + 5 -M)/5 = D. This will give you the distance in parsecs, pc.
◦ Column 5 requires the distance in Mpc. Use this conversion factor: 1Mpc = 106pc.
◦ In column 8 and 9 you calculate the recessional velocity of the galaxy based on the redshift of the wavelengths you measured for the H and K lines of Calcium. You can calculate the redshift for each line using ) 8 = 8 measured – 8 rest, then plug that into the formula for the Doppler Shift, v/c = ) 8 /8 rest. This can be solved for the recessional velocity by multiplying both sides by c: v = c ) 8 /8 rest.
◦ Column 10 is the average of column 8 and 9: vaverage = (vH + vK)/2.
◦ Graphing your data: use the graph on page 235 (last page of manual) to plot you data. The average recessional velocity values from column 10 are the values for the vertical axis and the distance values from column 5 go on the horizontal axis. Use a ruler and draw a straight line through the origin and as close to the majority of the data points as you can. DO NOT connect the dots.
◦ You must submit the completed graph. There are three ways you can get a copy of the completed graph to me: 1) send it through regular mail: c./o. Ulrike Lahaise, 3251 Panthersville Road, Decatur, GA 30034. 2) fax it to me: (404)244-5937, 3) scan it in and send it as an attachment to a private mail message.
◦ Calculation Hints for Answering Questions:
▪ Q1: The average value of the Hubble constant is the slope of your graph. Pick one point on the line that is easy to read, for example, where the line intersects gridlines. The other point is the origin (0,0). That makes it easy to calculate the slope as H = velocity value/distance value.
▪ Q2: Use the Hubble law to calculate the recessional velocity of a galaxy that is 800Mpc away: v = your value from Q1 x 800Mpc.
▪ Q3: Conversion of 800Mpc to km. Use the following conversion factors: M stands for Mega = 106, 1pc = 3.26ly, 1ly = 300,000km, 1 year = 3.15 x 107s.
▪ Q4: Knowing the distance and recessional velocity of the galaxy you can calculate how much time it needed to get to its current position. This is the time the universe has been in existence. You can use the simple relationship that distance = velocity x time or d = vt. Solving this for t by dividing both sides by v yields: t = d/v. Plug in your value from Q1 for v, your value from Q3 for d, and you get the age of the universe in seconds.
▪ Q5: Convert the age of the universe to years by using the conversion factor 1 year = 3.15 x 107s.
▪ Q6: Recalculate the age of the universe for galactic distances that are smaller by a factor of 10 with the same velocities. Think about it. All quantities you’ve calculated have been products or quotients. Changing one number by a factor of 10 will also change the others to either ten times smaller or larger. If your numbers are in scientific notation you can do that by changing the power of ten to one more or one less. You just need to figure out which way.
▪ The Hubble constant was calculated as the quotient of velocity in the numerator and distance in the denominator. The distance is going to be ten times smaller in the denominator.
▪ The age of the universe in seconds was calculated by dividing distance by velocity. This time the ten times smaller distance is in the numerator.
▪ To convert into the age of the universe into years you just multiplied the age of the universe in seconds by a number. So, whatever change you made for the age of the universe in seconds will be the same for the age of the universe in years.

This is a personal portfolio about me for The module Identity and culture and about my country India.

This is a personal portfolio about me for The module Identity and culture and about my country India. please keep writing for any queries. and use all additional material uploaded to complete it. I have to add a lot of personal photos as well, which i will keep on uploading as and when you require also please make use of the draft i have uploaded in order to get an outline about me. Please make it creative, also i would like to include that the portfolio has to be approx 40 pages spread however the word count doesn’t have to be much 2000-3000 words the contents it requires structurisation and pictures etc of me or relevant things to

Analysis of how you think such a structure (whether it be a building, road, dam, canal, bridge, etc.

Summarize the event by reporting such things as WHEN and WHERE it occurred, the SIZE, the CIVILIZATION that built it and the CULTURE that was prevalent in the era, and any other pertinent information concerning this contribution to the built environment.
Report on HOW it was built, based on your own research and understanding of what was available. You should comment on such items as: the MATERIALS used; the METHODS, TOOLS and/or EQUIPMENT used; and the LABOR FORCE at the time. (Hint – this part is at least 25% of your grade)
Lastly, I would like each of you to give your best analysis of how you think such a structure (whether it be a building, road, dam, canal, bridge, etc.) would be built IF IT WAS BUILT TODAY! Speculate, be creative, make a lot of assumptions – whatever it takes! (Hint – this part is at least 25% of your grade)
The minimum number of pages in the body of the report is 10 (this number does NOT include the title page, abstract or reference page!). The report is to be computer generated, 12-font, 1” margins, double-spaced with page numbers in the lower right corner. Any sketches, photos, etc., will be counted in the page count – up to a point!
A Bibliography is mandatory. A minimum of three references are required and a minimum of two references must be from sources other than the internet. You also must indicate in the text where each of the references are being cited or quoted. Use MLA format for references.
Comments from Support Team: Discipline: Construction and Culture

Analyzes current district practices and procedures against key concepts from the selected journal articles and books that i upload.

please use the sources that I will upload and write research paper about ( New Employee Induction, Orientation, Mentoring, Staff Development) cluster. This paper have to address to utilize course theories and concepts to interpret and critique personnel practices in a school district or other approved organization and develop recommendations for improving 3 areas of personnel administration in that district based on the critique. The assessment is carried out in three parts as follows:

a. Part 1 – you have to develop an organizational profile of personnel systems, practices, and processes relating to the cluster of topics which is (New Employee Induction, Orientation, Mentoring, Staff Development). The profile analyzes current district practices and procedures against key concepts from the selected journal articles and books that i upload.
b. Part 2 – you have to critique the major strengths and weaknesses of the organization’s current personnel practices in the selected areas based on course and student selected readings, theories, and concepts.
This critique should identify, at least, 4 overall or particular strengths in the organizations systems, processes, and practices relating to the topics you address within the set of topics you are analyzing. It should also, identify, at least, 4 areas where you can see the potential for growth and improvement in the organizations systems, processes, or practices relating to the set of topics you are analyzing. Be sure to develop your rationale and cite support for the areas you select to illustrate strengths and to identify potential targets for growth or improvement.
c. Part 3 – Based on the student’s critique of the selected areas which is ( b. New Employee Induction, Orientation, Mentoring, Staff Development), the student chooses (and defends the choices based on the critique) a minimum of 4 improvement targets for their selected areas. Identify the improvement target, state the rationale for the improvement target and develop a set of recommendations to improve the personnel practices, systems, and processes in that area. For each recommendation, identify the improvement strategy, suggest a set of action steps to implement the strategy, and identify any resources that are needed to implement the strategy. If relevant, you can also suggest a timelin