Showing 172–180 of 728 results

  • Importance of Personal affiliations and networking to nursing leaders

    $2.50

    Personal affiliations and networking are important for nursing leaders. Why are these important? How will they benefit you in your career future?

    1 page

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  • Part: 1Construct an open-ended question

    $5.00

    Part: 1Construct an open-ended question (see How to Ask an Open-ended Question handout) to ask your peers about the literature you read in the class. Avoid asking closed-end questions that require a “yes” or “no” answer. The question should not be overly broad or too general, but focus on specific literary conflicts, techniques, or themes.Review Clugston (2014) quote from Week One: “[T]here’s a powerful curiosity about human relationships and how to cope in the world in which we find ourselves” (section 1.1, “Connecting: Entering Into a Literary Experience,” para. 2). Based on what you learned about literature, what has changed? How will these changes impact your perspective on literature?
    Your initial post should be at least 200 words in length. The minimum word count does not include references

    Part 2:In the Critical Literary Theories handout, four different kinds of critical approaches are presented. Choosetwo of those critical approaches and address the points below.Describe each critical approach in detail. Compare and/or contrast the two critical approaches. How are they different and similar?Determine which critical approach you find most useful for examining the conflicts and meaning in literature.Explain why you chose this particular approach as the most useful. Why does it appeal to you?
    Your initial post should be at least 200 words in length. The minimum word count does not include references

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  • Best and Worst Problem Solving Collaborations

    $12.00

    Best and Worst Collaborations

    1. Reflect on your own personal experiences solving problems in collaboration with others, and identify the “best” and “worst” of these experiences. Any size group is appropriate in each case (i.e., 2 members or more), as well as multiple groups in collaboration. Your “best” and “worst” experiences may have occurred within the same group or with two different groups. In determining your “best” and “worst” collaborations, consider both the personal interactions of the group’s members (e.g., were Problem B’s managed poorly or well?) and the ultimate results of each experience (i.e., was the relevant Problem A solved successfully and effectively?).
    2. Describe and analyze these experiences in detail based on your knowledge of AdaptionInnovation (A-I) theory – i.e., discuss “what happened” and “why it happened” using problem solving concepts. Please be as specific as possible. At a minimum, be sure to discuss the following five key concepts in relation to each experience: style, level, motive, opportunity, and the Paradox of Structure – including the impact these factors (and their variations) had within the collaborations you are describing.
    3. Finally, discuss any “residual” questions and/or comments that you have about these “best” and “worst” collaborative experiences (e.g., things you are still wondering about or other thoughts you may have about them).

    Task:

    This course focuses on the challenges and benefits of group problem solving. As such, it will be important and useful for you to have several personal “benchmark” experiences to which you can refer as we move along. To this end, please address the lements as part of a cohesive and well-designed

    General Instructions:

    In composing your responses, please pay careful attention to spelling, grammar, punctuation, and clarity of expression. Both the content of your work and its presentation are important and will be evaluated as follows: 80% on quality of content (e.g., completeness, correctness, degree of advanced thinking, etc.); 20% on quality of communication and presentation.

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  • Analysis of Beasts of the Southern Wild

    $3.50

    Class:Aesthetics of Film
    Analyz the film: Beasts of the Southern Wild
    Break down the film in 3.
    First: explain
    Second:Active
    Third:Resolution

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  • Does TV promote violent behavior

    $7.00

    Question: Does TV promote bad (violent) behavior?
    Goal:     Recognize the impact of television and technology on children
    Find three peer-rewieved articles on the affect of television on children.
    Focus on PROs and CONs. Choose a specific topic such as:

    Does TV promote bad (violent) behavior?
    Part 1: (About two paragraphs)
    Introduce your topic and describe why it resonates with you.
    Part 2: (About three paragraphs)
    Summarize each of the three articles you chose.Site all information in this section.
    Part 3: (About three to four paragraphs)

    This is the analysis section.Address the following questions

    What effect has tv had on children in the past? (think cultural,social,and educational)

    What effects does tv have on children today?

    How is today’s computer technology similar or different than the communication channel of tv in the past?

    Part 4: (about three to four paragraphs)
    This part is your conclusion.You can synthesize the information you presented and state your own opinion from your own perspective.

    Part 5: References

    Requirements:
    What I am looking for is creative, critical thinking with detailed explanations. about 2 pages,exluding references.Follow APA style.You cannot use WIKIPEDIA as a reference.

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  • Lola’s maladaptive behaviors and potential treatment issues

    $10.00
    • 2 pages double space Roman time 12 This assignment will be submitted to Turnintin it should be plagiarism-free.
    • For this assignment you are ask to Analyze Lola’s maladaptive behaviors and potential treatment issues.
    • Be sure to support your paper with at least one current peer-reviewed or scholarly resource not more than five years old.

    Personality disorders are defined as a lifelong pattern of behavior that is different from the expectations of an individual’s culture. The DSM-5 identifies specific criteria for diagnosis of a personality disorder. For this assignment, complete the following:

    • Describe the primary features of cluster B personality disorders.
    • Explain common obstacles in the treatment of individuals who experience cluster B personality disorders.
    • Identify the factors that contribute to the development of personality disorders.
    • Explain the issues that make personality disorders resistant to treatment.
    • Explain what type of treatment would be effective for the cluster B personality disorders.

    Case Study: Lola

    Rose (Mother)

    Lola is a girl with some problems. She’s always nervous and angry, and she has conflicts with friends and family. She has never had long friendships and seems to be quite difficult for others to get along with. I can’t seem to ever make her happy, and I can’t try anymore. I never had many friends growing up either, and I came through just fine. I don’t know why she can’t just be more like her sister, Emily.

    Eduardo (Father)

    Lola is a beautiful, sweet girl. She’s experiencing some difficulties now—maybe you could call it an identity crisis. But she’ll come through with flying colors. She always has. She is the apple of my eye, and I know that she will get through this.

    Emily (Sister)

    Lola is my older sister. She was always the smart one. She used to do so well in school. Then I don’t know what happened. She moved away last year when she went away to college. I miss her. I wish we had a better relationship. One day she loves being with me and the next she is picking fights with me and tells me what I’m doing wrong, but she’s my only sister. She is so strong and is never afraid to share what she thinks. I know she is lonely—she doesn’t have many friends. She always seems to fight with everyone, but she is kind at heart, and she is so talented. You should see her paint—so beautiful. I want to be more like her.

    Lola

    I’m Lola. Where do I come from? What are my roots? I’ve often wondered. The facts are simple enough, but the feelings are not. Objectively, it all started twenty years ago, when my father (a warm, loving, teddy-bear character) and my mother (a pretty, icy princess) welcomed me into their arms (I hope). Soon after, they extended another welcome to my sister Emily. As soon as Emily and I were both in school, my mother went back to work. She is a researcher for Jax Enterprises. We moved around a lot when I was little, and I remember being pretty lonely and not having many friends. There didn’t seem to be time for family outings or gatherings. I guess we weren’t that important to my parents.

    In sixth grade things really clicked! I got fantastic grades. I always did well in school. I had some friends, but most of my classmates were very jealous of me. Through a contest in a local department store I got into modeling children’s clothes. I loved the attention and the extra clothes. I was the envy of all the kids in school, and I got a kick out of showing them my photo album. The pictures were amazing!

    Then the bubble burst. I started turning into myself and often hated what I saw. In seventh grade, I was miserable. That’s when my weight problem started. I didn’t have acne, at least, but I didn’t have dates or boyfriends either. At the end of the year, I transferred to an all girls’ school. I made one or two friends, but nothing serious or meaningful. Everyone was always so weird to me. I think most of the girls were jealous of me—they weren’t models, and nothing special really. Some of them acted nice to me, but I know it was because they wanted to know private things about me—things that I don’t share with anyone. What really excited me was painting and music (piano). The school had excellent teachers and facilities, and I really gave it everything I had until I graduated from high school. When I was playing the piano I was out of time, out of space, soaring with the notes. In painting, I was lost in colors—I felt I was actually moving in and out of the canvas. I went from one to the other and felt totally fulfilled and everything seemed right with the world.

    When I graduated high school, I decided to go east to college and was accepted at Williams College. The dorm food was so awful, so I lost a little weight. I worked really hard and got good grades in the classes I cared about, but I broke out into a sweat every time I had to take an exam. I worried a lot about exams, but the objective ones really knocked me out. My sophomore year, I went out with a boy from Harvard, and I thought I was in love. At last, I was in a genuine relationship. He was so sweet to me. He told me I was smart and beautiful. He made me feel special at first, but then after about six months he became cruel. I think he was cheating on me, but he denied it. I think he was lying all along.

    When we broke up, I just fell apart, and so did my world. I’d wake up at night with terrible nightmares. During the day, I just couldn’t concentrate—perhaps I didn’t even want to. I had trouble sleeping at night and drank whole quarts of hot chocolate with marshmallows—trying to fill up the empty places. I gained weight and couldn’t look at myself in a mirror. I had trouble studying, got very scared in exams, and started cutting classes. My grades got so bad, I was put on probation. I couldn’t decide what to major in and didn’t think any department would want me as a major anyway.

    People are always telling me how beautiful I am, but I’m not always sure they’re being sincere. I think they want something from me and they are just trying to be nice to get over on me. I know that I am pretty, but why are they saying these things? It just doesn’t make sense.

    I still don’t have a major—I don’t even have a meaning. How can someone decide what field to concentrate in until they know what they want to be? I’m still searching. I’m thinking seriously about dropping out of school—at least for a while until I find out. But if I drop out of school, I will have to leave the dorm and I won’t have anywhere to live. Where will I go? The dorm gives me a place to stay and three meals each day so I really can’t leave, can I?

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  • Discuss what the term ‘sufficient’ means in this context and whether the statement is accurate in regards to Australian contract law.

    $25.00

    “Consideration need not be adequate or commercially realistic. It merely needs to be sufficient”

    Discuss what the term ‘sufficient’ means in this context and whether the statement is accurate in regards to Australian contract law.

    Your answer should discuss, by reference to reputable academic sources, what is meant by ‘inadequate’ or ‘nominal’ consideration and provide contrasting scenarios of what is and is not ‘sufficient’ in the eyes of the law, citing the relevant cases and judicial decisions.

    Pages: 7 double spaced

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  • Parenting of Amy Chua and Hanna Rosin

    $15.00

    The sixth option is to write a comparison-contrast on the ideas of parenting of Amy Chua and of Hanna Rosin. This option does not involve analyzing MOOCs or online education at all. It might be a nice option if you do not prefer to write on the topic of MOOCs or online education. Please click here for the instructions.

    • Comparison-Contrast

    you will either compare and contrast two authors or you will take the position of one author and respond to another author. Reading material will be provided to you on this assignment.

    Instructions

    Students,

    You have various options for Writing Assignment #1. The options are listed at the following url:

    http://info.umuc.edu/academicwrtg/WRTG101_101S/wa1_WRTG101_101S_options_.html

    Your first draft is due by the end of Week 2. Submit your draft as an attachment (Microsoft Word is preferred) to this assignment folder This should be as complete a draft as possible, in order to receive the most helpful feedback.

    During Week 3, you will receive feedback on your draft.

    By the end of Week 4, submit your revised as an additional attachment to this same assignmet folder. This version will be graded. The following rubric will be used:

    • Introduction and thesis: Topic is introduced in an engaging way and  has a clear and effective thesis statement. (10 points)
    • Body content: supports the thesis statement with strong, well-reasoned support. (30 points)
    • Body organization: Body Organization:  is logically organized into focused paragraphs. (15 points)
    • Conclusion: has an effective concluding paragraph that reflects and/or looks forward. (10 points)
    • Sources: gives credit to the source authors by citing the authors’ names in parentheses for all quotes and paraphrases. (5 points)
    • Mechanics:  uses standard English grammar, punctuation, spelling, and diction. (25 points)
    •  length and format:  is 1000-1200 words (5 points)

     

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  • ART 215 – Art Across Borders: Contemporary Globalism

    $5.00

    Note: Answer each question in full sentences. Each answer should be from three to six sentences in length.

    1. In reading Canaday’s writing on early Picasso and early Cubism, I’m less interested that you memorize all of the intricacies of Cubism than that you get a sense of what Canaday thought was important about Picasso. Canaday’s describes Picasso in a manner that defined what people of the 1940s and 1950s expected of a “modern” artist. Answer two questions:
      1. What are some of the words that Canaday uses to characterize Picasso as a person and artist? Pick a few choice ones.
      2. How many times did Picasso change in the period described by Canaday? Why do you think that “changing” is important in describing a “modern” artist?
    1. On Gaiger:
      1. Summarize Gaiger’s argument about what American modern (abstract) art of the 1940s and 1950s stood for? Reading Stonor’s article on the CIA will help you to understand Gaiger’s text.
      2. What was “the primitive” for Newman? Does it seem different than the way that Picasso related to that term?
    1. Smarthistory videos: Summarize briefly how space and form work in each of the paintings discussed.
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