a research paper on the success of Studio Ghibli Writing Assignment Help. a research paper on the success of Studio Ghibli Writing Assignment Help.
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I have attached the prompt and requirement of my paper below. I have chosen Studio Ghibli as my topic. The research paper consists of three assignments, I have completed the first two assignments. I have also attached the assignments I wrote below and also the comment I received from my TA. This paper need at least 2 primary sources. You are required to submit scanned or downloaded pages of your sources that you use in your paper. You are
also required to highlight/mark, scan, save and submit the title page, copyright page and pages of your sources
that indicate the material that you have paraphrased, quoted and/or cited. Please also submit those to me. The requirement of the paper is clearly written in the requirement file. Please let me know if there is any confusion.
a research paper on the success of Studio Ghibli Writing Assignment Help[supanova_question]
research paper on the various adaptations that elephant evolve for survival in particular habitats. These adaptations can include behavioral and physiological adaptations Writing Assignment Help
This paper is about elephant which are also known as Loxodonta. It’s about how they have evolved as well as their bodies (such as their circulatory system, nervous system, respiratory system, digestive, and behavioral). the format should look something like the following:
Introduction
Describe background for the animal that you have chosen. This background should include classification of the organism and also a description of the habitat in which it lives. Describe the variables of the habitat in which the organism must adapt to for survival. Give brief description of the niche that your organism fills in its habitat.
Body (main part of the paper)
Describe the various ways, either physiological or behavioral in which the organism is adapted for its environment. How do each of the various adaptation increase the survival of the organism. If it is a physiological adaptation how does it differ from the “normal”. You should then also include the description of the role that it plays in its environment, expand as to what would happen if the organism were to go extinct from the habitat. How would the environment change? Which organisms would be impacted?
Conclusions
Briefly summarize what you have discussed above. Expand on the importance that each animal has to its ecosystem and how this impacts human population
I could provide you with the resources. if you have your own resources you want to use, check with me first please and thank you.
SINLGE SPACED!!
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Market Segments – Discussion Post for Marketing Business Finance Assignment Help
Companies use different resources to learn more about the specific market segments they plan to target. Using the resources in this module, search for information using a zip code of your choice. Some options to consider include Beverly Hills 90210, Las Vegas 89101, Miami Beach 33139, or Manchester, NH, 03101. First, enter your chosen zip code to access information about that area. Review the information provided about the area. In your initial post, describe the attributes of the segments in your area and what strategies marketers should use if they were trying to reach someone in this area.
Overview:
Consumer behavior is the study of how “individuals, groups, and organizations select, buy, use, and dispose of goods, services, ideas or experiences to satisfy needs and wants” (Kotler & Keller, 2012, p. 151). These are heavily influenced by cultural, social, and personal factors. Marketing is one part psychology, and to understand where, what, why, and how consumers buy, consumer motivations need to be understood.
The study of consumer behavior has two main categories: motivation and perception. Motivation is studying what it is that influences or persuades a consumer to buy. Many experts have studied motivation and how it impacts marketing decisions. The theories of two researchers, Freud and Maslow, have greatly shaped this area. Sigmund Freud believed that psychological forces that shape human behavior are unconscious. In other words, people do not fully understand what motivates them.
This has significant implications for marketing. Freud’s theory indicates that when making decisions about logos, packaging, and advertisements, consideration needs to be given to the less conscious elements of marketing such as the shape, size, weight, material, color, and even product placement in a store. For example, if Lucky Charms cereal is considering redoing its packaging, the company needs to consider how consumers might respond if its cereal was no longer in a tall, red, rectangular box with gold lettering.
- What does the box represent to consumers?
- Does it represent quality? Security (in that the box protects the cereal from being crushed)?
- How would consumers react to no box? To a box that was a different shape, like a triangle or a square?
- What about color choices? Certain meanings are associated with colors that go beyond being descriptive.
Individuals make connections with these aspects of a product in an unconscious way, so marketing professionals must consider what those colors and shapes may mean to a consumer and choose carefully, especially when changing an established brand or moving into a new cultural market.
To explain human motivations, Abraham Maslow developed Maslow’s Hierarchy of Needs. He argued that this hierarchy demonstrated why people were driven to fulfill certain needs at certain times. For example, if someone’s need for safety were not fulfilled, his or her purchases would not be based on meeting the need for esteem. For marketers, this means that they need to understand where in the hierarchy the product falls and then develop appropriate messaging and market targeting. Another example is that if an individual is concerned about where he or she is going to sleep next week, he or she is not as likely to be concerned with what movie is leading sales at the box office or the latest news on interest rates.
The second component of consumer behavior is perception. There are a few ways that perceptions can be categorized. The first, selective attention, comes into play because humans cannot internalize and react to all of the messages that they are bombarded with every day. A scan of the internet indicates that daily exposure to ads can range from as few as around 200 to as high as 30,000. Consequently, marketers need to identify ways to break through the clutter. There is no one right answer here, and success requires the right mix of channel, message, and offering (product or service).
Selective distortion comes into play as consumers view products through the lens of the preconceptions they already have about a product category, brand, or issue. For example, when some people see a cat, they think it is cute or soft. It may remind them of their childhood or give them a sense of companionship. For others, that same image of a cat may cause them to feel anxious because cats cause a bad allergic reaction, or maybe they were scratched or bitten when they were younger. Marketers need to try to identify and compensate for preconceptions. Consider the messaging BP (British Petroleum) used after the 2010 oil spill in the Gulf of Mexico. BP recognized that the preconception about the company and the work it was doing (offshore drilling) was negative and sought to offset that through a marketing campaign. The article BP Oil Spill Advertisements Since the Deepwater Horizon Disaster provides an overview and examples of the ads BP has run since the spill to try to repair its reputation.
Selective retention is another perception-based component that may reward companies with consumer loyalty. This theory outlines how people remember the good aspects or elements of a company or product that they like or are loyal to and how they disregard the good features of competitors. For example, someone highly loyal to the Apple brand may be well aware that Samsung is rapidly gaining in the cell phone market; however, selection retention maintains their connection and loyalty to Apple, and information in a Samsung advertisement would not be retained.
There is a specific buying process for consumers and businesses outlined in the text. The video The Consumer Buying Process provides additional details about that process and provides an example of how the pet supply store would use that process.
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Malware Protection Procedure Guide Writing Assignment Help
Scenario
Always Fresh allows external users, such as vendors and business partners, to access the Always Fresh Windows environment. You have noticed a marked increase in malware activity in the test environment that seems to originate from external users. After researching the likely source of new malware, you conclude that allowing external users to connect to your environment using compromised computers exposes Always Fresh to malware vulnerabilities.
After consulting with your manager, you are asked to create a policy that will ensure all external computers that connect to Always Fresh environment are malware free. You create the following policy:
“To protect the Always Fresh computing environment from the introduction of malware of any type from external sources, all external computers and devices must demonstrate that they are malware free prior to establishing a connection to any Always Fresh resource.”
Consider the following questions:
1.What does “malware free” mean?
2.How can a user demonstrate that their computer or device is malware free?
3.What are the steps necessary to establish a malware-free computer or device?
4.How should Always Fresh verify that a client computer or device is compliant?
Tasks
Create a malware protection procedure guide that includes steps for installing and running anti-malware software. Fill in the following details to develop your procedure guide:
1.Provide a list of approved anti-malware software solutions—include at least three leading antivirus and two anti-spyware products. You may include Microsoft products and third-party products. Instruct users to select one antivirus and one anti-spyware product and install them on their computer.
2.Describe the process of:
a.Ensuring anti-malware software and data is up to date. Mandate daily updates.
b.Running regular malware scans. Mandate that automatic scans occur whenever the computer is idle. If that setting is unavailable, mandate daily fast scans and biweekly complete scans.
3.Provide steps to follow any time malware is detected.
a.Immediate reaction—what to do with current work, leave the computer on or turn it off
b.Who to contact
c.What information to collect
The procedure guide may be used by company security professionals in the future. Hence, all steps listed should be clear and self-explanatory.
Required Resources
§Internet access
§Course textbook
Submission Requirements
§Format: Microsoft Word (or compatible)
§Font: Arial, size 12, double-space
§Citation Style: Follow your school’s preferred style guide
§Length: 2 to 4 pages
Self-Assessment Checklist
§I created a procedure guide that provides clear instructions that anyone with a basic technical knowledge base can follow.
§I created a well-developed and formatted procedure guide with proper grammar, spelling, and punctuation.
§I followed the submission guidelines.
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250 *3 Rock and Roll Music analysis in 5 hours Humanities Assignment Help
Part I
Please listen to the Dominoes Sixty Minute Man, Chuck Berry’s Maybellene, and Little Richard’s Long Tall Sally, and
- Describe the overall sonic texture including the rhythm and the groove, instrumentation,
- Two specific features from each recording that stand out musically.
- Read the lyrics posted below, and provide an analysis of what the song is about.
- What is a 60-minute man?
- Is Maybellene really about cars, or something else?
- Describe how Chuck Berry uses language, including the use of metaphor.
- Similar for Long Tall Sally, what is the song about
- How does Richard use language?
Describe Little Richard’s vocal style. (250 words)Dominoes – Sixty Minute Man (1951)
Chuck Berry – “Maybellene” (1955)
Little Richard – “Long Tall Sally” (1956)
Part II
Please listen to Ritchie Valens’ La Bamba and Wanda Jackson’s Hard Headed Woman, both from the end of rocks golden age, and two examples from two artists (a Latino and a woman) who, while popular, were also kinda on the margins of rock’s first wave.
- Complete a free write on your aural experiences.
- Briefly discuss two specific features present in each recording.
- For Ritchie, discuss how this song might represent a fusion of music styles?
- For Wanda, describe the overall sound and production
- Discuss Ms Jackson’s vocal style
- What is something about each recording you can appreciate? (250 words)
Ritchie Valens – La Bamba (1958)
Ritchie Valens – La Bamba (1958)
Wanda Jackson – Hard Headed Woman (1960)
Part III
Please listen the following three golden age rock and roll songs by Carl Perkins, Chuck Berry and Eddie Cochran,
- describe the overall sonic texture for each recording
- two features that stand out musically for each one.
- What sounds similar and feels between them?
- Read the lyrics posted below, and provide an analysis of what each song is about.
Based on these lyrics, what are the main themes present in rock music’s golden age? (250 words)
Carl Perkins – “Blue Suede Shoes” (1956)
Chuck Berry – “School Days” (1957)Eddie Cochran – “Summertime Blues” (1958)
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week 2 assignment. Humanities Assignment Help
Prompt:
As you have learned from several of your readings, diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.
Each week, you will be tasked with identifying a standardized assessment instrument to measure at least one of the disorders you will read about. You identify an instrument and:
- Identify a scholarly, peer reviewed article that addresses the use of the instrument.
- Discuss if the instrument is appropriate for diagnosing the condition it is designed to assess, or if the instruments developers report that the instrument is only part of a comprehensive assessment for the condition.
- Describe whether or not the instrument can be used to measure patient response to therapy/treatment.
- Discuss the psychometrics of the instrument including reliability and validity.
- Discuss any limitations associated with the use of the instrument.
For week three, you will identify at least two (2) assessment instruments-that can be used in the assessment/diagnosis of an anxiety or related disorder.
DUE DATE: Your Assessment Notebook Assignment should be submitted to the dropbox no later than Sunday evening, 11:59 pm, Eastern.
Grading Criteria:
Your assignment will be graded according to the rubric.
Rubric
Semester-long project: The Psychiatric Assessment Notebook Rubric
| Criteria | Ratings | Pts | |||
|---|---|---|---|---|---|
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This criterion is linked to a Learning OutcomeInstruments Assessed Using Scholarly Sources |
|
1.0 pts |
|||
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This criterion is linked to a Learning OutcomeAssignment Content |
|
4.0 pts |
|||
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Total Points: 5.0 |
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week 2 assignment. Humanities Assignment Help[supanova_question]
IO 613 UOPX Revised Intervention & Program Evaluation Methods Paper Writing Assignment Help
Using the revised Interventions and Program Evaluation Methods Outline, and instructor feedback, begin to fill in the outline and convert it into a full draft of the respective sections for your ARP.
Your proposed interventions section should include three proposed interventions, and the selected intervention along with supporting research and a rationale for the selected solution. Refer to the ARP Standards guide for detail guidance on what should be included in the Interventions section.
Your Program Evaluation Methods section should include details on the participants and population of interest, data collection and data analysis strategies, and instruments and measures. Refer to the ARP Standards Guide for detail guidance on what should be included in the Program Evaluation Methods section.
Be sure to follow all normal writing conventions, keeping the following things in mind:
-
Clearly state main points and sub-points
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Use transitions between main points and sub-points
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Use paragraphs with between 3 and 5 sentences
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Use a respectful, professional language throughout paper (i.e., tone is formal, unbiased, inclusive, and positive)
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Use hesitant language (e.g., may contribute, suggest…)
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Use strong, simple, direct statements without unnecessary words
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Use statements where concepts are presented first, followed by author citations (e.g., steer clear of “According to…”)
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Paraphrase all information; refrain from using direct quotations unless absolutely necessary
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Check for agreement, punctuation, spelling, and grammar errors prior to submitting the assignment
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Introduction and Conclusion
5.0 pts
Introduction and conclusion are included in narrative; introduction sets the stage for the literature review succinctly; conclusion summarizes the literature completely4.5 pts
Introduction and conclusion are included in narrative4.0 pts
Introduction and/or conclusion are brief, does not set the stage for the literature review, or does not summarize the literature review3.5 pts
Fails to include either of the following: introduction and conclusion in narrative5.0 ptsThis criterion is linked to a Learning OutcomeBackground Statement10.0 pts
Background statement has a very clear focus on the topic that is precise and well-articulated9.0 pts
Background statement has a clear focus that is adequately precise8.0 pts
Background statement has a discernable focus but lacks precision7.0 pts
Background statement has an imprecise or unclear focus or focus needs to be narrowed or clarified10.0 ptsThis criterion is linked to a Learning OutcomeProblem Statement10.0 pts
Problem is clear, focused and well stated. Very concise and wellformed/ measureable problem9.0 pts
Problem statement is adequately stated and precise8.0 pts
Problem statement is too broad or vague7.0 pts
Problem statement does not identify a problem or undesired state10.0 ptsThis criterion is linked to a Learning OutcomeGoal/Purpose Statement10.0 pts
Accurately and completely describes the purpose of the project with a high level of detail9.0 pts
Describes the purpose of the project but, it may lack minor details8.0 pts
Describes the purpose of the project, but it may lack in level of detail7.0 pts
Fails to describe the purpose of the project10.0 ptsThis criterion is linked to a Learning OutcomeMain Points (Proposed Interventions)10.0 pts
Proposed interventions contain overall main themes, with a clear connection to the theory/framework described in the literature narrative, clearly support student’s ARP Topic, and are aligned with sound I/O Psychology principles.9.0 pts
Proposed interventions contain overall main themes, with some connection to theory. Main themes or interventions somewhat support the ARP topic, but align with sound I/O Psychology principles.8.0 pts
Proposed interventions contain overall main theme, but does not connect to theory. At least one intervention supports the ARP topic, but does not align with sound I/O Psychology principles.7.0 pts
One or more interventions are missing or does not contain an overall main theme. Proposed interventions do not connect to theory or align with I/O Psychology.10.0 ptsThis criterion is linked to a Learning OutcomeSupporting Points10.0 pts
Several supporting points with multiple pieces of evidence or arguments are included for each main point and proposed intervention.9.0 pts
At least one supporting point is included for each main point and proposed intervention; one piece of evidence or one argument is included with each supporting point.8.0 pts
Some supporting points are added to main topics in narrative; supporting points may or may not include evidence or an argument7.0 pts
Fails to include supporting points to main topics in narrative; includes supporting points without evidence or an argument10.0 ptsThis criterion is linked to a Learning OutcomeFunnel Structure/ Logical Order10.0 pts
Themes are in logical order that leads reader to understand the topic, provides background literature to the problem, and delivers the foundation of that topic area9.0 pts
Themes follow a logical order; provides some background literature to the problem, and provides some foundation of that topic area8.0 pts
Themes are in a somewhat logical order, but may not provide background literature or the foundation of that topic area7.0 pts
Fails to place themes in logical order so that reader understands what the research topic is10.0 ptsThis criterion is linked to a Learning OutcomeProgram Evaluation Detail10.0 pts
Program evaluation methodology is detailed and thorough; logical order of narrative is clearly supported by the completeness of the information provided by the student. It is very clear how the student will evaluate the program; the detail provided supports replication.9.0 pts
Several details are included that mostly support logical order of the program evaluation methodology. It is clear how the student will evaluate the program; however, additional detail is needed.8.0 pts
Some details are included that somewhat support logical order of the program evaluation methodology. It is somewhat clear how the student will evaluate the program.7.0 pts
Very few details, if any, are included to support logical order of the narrative. It is not clear how the student will evaluate the program.10.0 ptsThis criterion is linked to a Learning OutcomeAPA Style & Formatting5.0 pts
Exceptional application of APA Style to paper with only a minor error4.5 pts
Reasonable APA Style applied to paper; less than 2 APA Style requirements are incorrect4.0 pts
Fails in 2 or more APA Style requirements for paper, e.g., no title page, references are incorrect, citations not included, etc.3.5 pts
Fails to reasonably apply APA style to paper, e.g., no title page, references are incorrect, citations not included, etc.5.0 ptsThis criterion is linked to a Learning OutcomeWritten Communication20.0 pts
See Below19.0 pts
See Below18.0 pts
See Below17.0 pts
See Below15.0 pts
see20.0 ptsThis criterion is linked to a Learning OutcomeA. Organization (Clearly States Main Points)0.0 pts
Clearly states the main points at the beginning of the paper and sticks to them0.0 pts
Clearly states the main points at the beginning of the paper, but fails to stick to them throughout the paper0.0 pts
States the main points but not at the beginning of the paper0.0 pts
Vaguely states the main points or fails to state the main points at the beginning of the paper0.0 ptsThis criterion is linked to a Learning Outcome(Clearly States Sub-Points)0.0 pts
Clearly outlines the sub-points of each main point0.0 pts
Does not outline the sub-points of one of the main points0.0 pts
Does not outline the sub-points of several main points0.0 pts
Fails to outline the sub-points of each main point0.0 ptsThis criterion is linked to a Learning Outcome(Transitions for Main Points)0.0 pts
Fails to transition between main points0.0 pts
Transitions between each main point by connecting the two points0.0 pts
Transitions between each main point by using meaningless transitions (however, in other words, furthermore, thus…)0.0 pts
Transitions between one or two main points by using meaningless transitions (however, in other words, furthermore, thus…)0.0 ptsThis criterion is linked to a Learning Outcome(Transitions for Sub-Points)0.0 pts
Fails to transition between sub-points0.0 pts
Transitions between each sub-point by connecting the two points0.0 pts
Transitions between each sub-point by using meaningless transitions (however, in other words, furthermore, thus…)0.0 pts
Transitions between one or two sub-points by using meaningless transitions (however, in other words, furthermore, thus…)0.0 ptsThis criterion is linked to a Learning Outcome(Paragraphing length)0.0 pts
Consistently uses no fewer than 3 sentences and no more than 5 sentences per paragraph0.0 pts
Lengthy, rambling, paragraphs throughout the paper0.0 pts
Many paragraphs are too long or too short0.0 pts
One or two paragraphs are too long or too short0.0 ptsThis criterion is linked to a Learning Outcome(Paragraphing focus)0.0 pts
Each paragraph sticks to its theme and clearly makes a point0.0 pts
Many paragraphs’ themes do not make clear points or some themes stretch across more than one paragraph0.0 pts
Most paragraphs make a clear point but a couple of paragraph themes do not make a clear point0.0 pts
Paragraphs lack themes or themes are strewn incoherently across multiple paragraphs0.0 ptsThis criterion is linked to a Learning OutcomeB. Reference citation0.0 pts
Appropriate and consistent APA citations and reference page0.0 pts
Excessive errors in APA citations and/or reference page or does not use APA Style0.0 pts
Multiple errors in APA citations and/or reference page0.0 pts
Two or less errors in APA citations and/or reference page0.0 ptsThis criterion is linked to a Learning Outcome(Reference page)0.0 pts
Reference page is in APA style but contains multiple errors in the majority of the references0.0 pts
Reference page is in correct APA style0.0 pts
Reference page is in correct APA style with minor errors in a few of the references0.0 pts
Reference page is not APA style or contains excessive errors in most or all of the references0.0 ptsThis criterion is linked to a Learning OutcomeC. Professional Style0.0 pts
Addresses the topic through respectful language (tone is formal, unbiased, inclusive, and positive)0.0 pts
Contains a two or three instances of informality, bias, directive and/or negative style0.0 pts
Contains more than three instances of informality, bias, directive and/or negative style0.0 pts
Contains very few instances of informality, bias, directive and/or negative style0.0 ptsThis criterion is linked to a Learning Outcome(Hesitant language)0.0 pts
Periodically uses absolute language0.0 pts
Rarely uses absolute language0.0 pts
Uses absolute language (e.g. always, never, will contribute, proves…)0.0 pts
Uses hesitant language (e.g. may contribute, suggest…)0.0 ptsThis criterion is linked to a Learning Outcome(Crisp sentences)0.0 pts
Almost all sentences use strong, simple, direct statements with a few unnecessary words0.0 pts
Many statements are wordy with unnecessary words, or partial sentences in some areas of the document0.0 pts
Uses strong, simple, direct statements without unnecessary words0.0 pts
Wordy sentences. Overuse of adjectives/adverbs (very, really…) or partial, incomplete sentences throughout the document0.0 ptsThis criterion is linked to a Learning Outcome(Citations)0.0 pts
Authors are cited at the beginning of sentence or with “According to…”0.0 pts
Information from citations not integrated into the paper well0.0 pts
Rarely cites authors at the beginning of sentences. States the concepts first, followed by author citations in most instances0.0 pts
States the concepts first, followed by author citations0.0 ptsThis criterion is linked to a Learning Outcome(Use of quotations)0.0 pts
Authors are cited at the beginning of sentence or with “According to…”0.0 pts
No quotations; All information is paraphrased0.0 pts
Quotations used throughout0.0 pts
Use two or three quotations0.0 ptsThis criterion is linked to a Learning Outcome(Plagiarism)0.0 pts
Always cites other’s work; paraphrases information clearly; all quotations are appropriately cited and referenced.0.0 pts
Fails to cite others’ work or paraphrases poorly or directly copies other’s work word for word without proper attribution; violates Chicago School Academic Integrity Code0.0 pts
First offense for plagiarism communicated and person corrects actions without further incident.0.0 pts
Incorrectly cites others’ work or paraphrases poorly; does not properly cite or format quotation, but errors are mechanical0.0 ptsThis criterion is linked to a Learning OutcomeD. Fundamental Writing Errors (Agreement)0.0 pts
Paper contains excessive agreement errors (e.g., subject/verb, noun/pronoun, plural nouns, correct use of pronouns)0.0 pts
Paper contains many agreement errors0.0 pts
Paper contains very few agreement errors0.0 pts
Paper is free from agreement errors0.0 ptsThis criterion is linked to a Learning Outcome(Punctuation)0.0 pts
Paper contains excessive punctuation errors (e.g., comma, semi-colon, period, apostrophe)0.0 pts
Paper contains many punctuation errors0.0 pts
Paper contains very few punctuation errors0.0 pts
Paper is free from punctuation errors0.0 ptsThis criterion is linked to a Learning Outcome(Spelling)0.0 pts
Paper contains excessive spelling errors (e.g., their/there, who/whom, its/it’s, etc.)0.0 pts
Paper contains many spelling errors0.0 pts
Paper contains very few spelling errors0.0 pts
Paper is free from spelling errors0.0 ptsThis criterion is linked to a Learning Outcome(Grammar)0.0 pts
Paper contains excessive grammar errors (e.g., dangling modifiers, parallel structure, prepositions at end of sentence, overuse of meaningless words)0.0 pts
Paper contains fewer than three grammar errors - I am attaching my intervention paper with and without comments
- There are 5 pages to review from my completed work
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choose one topic and write 650-700 essay Humanities Assignment Help
Forum 4 (May 24 – May 30, 2020)
You will be expected to use your research and writing skills to craft a response to one of the questions. Each written response to a question or a response must be backed up and supported with a minimum of three (3) appropriate scholarly resources other than the course text. Your answer to the question should be no longer than 650-700 words (not including references) or about a page and a half of text, single spaced at 12 point font. You will notice that the amount of writing required is limited so that you will need to be as clear and concise as possible but also provide enough information so that it is impactful and informative.
Select one of the following questions to write your Forum Discussion on.
1. In your opinion are Canada and/or Ontario doing enough to prevent or mitigate climate change? Explain why? What are you basing your opinion on? Provide examples pro/con?
2. If you were asked to advise the Prime Minister and Premiers on what the next step should be with regard to Canada’s action on Climate Change what would you recommend? What have other towns, cities, states, nations done that you would like to see implemented in your province or country?
3. Document five (5) ways your town, city or region is working to mitigate climate change. Post photos of what you find. Explain how or why this has been shown to work or why that method was chosen?
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MGMT672-2002B-01 Colorado Technical University Manage Organizational Change Writing Assignment Help
Assignment Is As Follows:
You have been given the task of increasing the workforce in the organizational development (OD) department. Part of this task is the onboarding process and the standardization of the methods and processes that are used to intervene when it is appropriate and necessary. One of the first things you will need to do is go back and refresh yourself about all of the possible models, strategies, and specific steps that would make sense in this environment and in the current business situation of the company. Determine the estimated cost of the onboarding process. What are cost-effective ways to build an onboarding program that prepares employees for their new work experiences and prepares them for embracing change? The people are used to change, and there is not much resistance with change efforts as long as the people understand what it is, why it is being done, and how they fit into the change. Your vice president (VP) has asked for you to give her a proposal on what your actions will be to become successful in this new role with this high-level task.
Your proposal must include the following:
- An explanation of the 3 applicable models, strategies to use, and the cost benefit of each model
- Definitions of these models and strategies (taking caution to use the proper terminology)
- A cost comparison of the potential improvements your client could expect by using the models and strategies that you are recommending
- An explanation of at least 5 specific recommended steps that can be taken in the present situation described by creating a pros and cons analysis, objectively reviewing each item in the recommendation
- A brief outline of an action plan that could serve as a template for future action plans, including who in the organization would be responsible, how long it would take to implement each item, and the potential cost for each
- A minimum of 1 chart used in your analysis or description of a model or strategy being recommended
- The use of at least 2 valid graduate-level references and APA formatting for references
Note: You have the choice of the following delivery options for this assignment:
- A paper of 1,350–1,650 words
- A PowerPoint presentation with speaker notes totaling 1,500 words
- Visio flow charts with an accompanying script of 1,350–1,650 words
- Viseo with accompanying script with 2,000 words (plus or minus 10%)
- Smart charts
PLEASE DO A POWERPOINT PRESENTATION WITH GRAPHICS AND SPEAKER NOTES ON EACH SLIDE
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Best Story Ever Writing Assignment Help
This is a news report. Please see attachments for instruction and one material that you need.
Topic: How coronavirus influence the service industry, especially beauty stylist (hair and nail stylist)
word requirement: at least 1000 words
reminders:
1. You need to interview at least 4 people (nail stylists, customer of nail salons)
2. Don’t mention the word “interview”, talk from the interviewee’s perspective
3. Use third-person, you’re telling a story
4. Online sources can only be used in the first paragraph, where you introduce what is service industry and bring out some background data of the topic.
5. You need to have a headline of no more than 6 words long
6. you need to have an attractive lead.
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https://anyessayhelp.com/ for detail guidance on what should be included in the Program Evaluation Methods section.
Be sure to follow all normal writing conventions, keeping the following things in mind:
-
Clearly state main points and sub-points
-
Use transitions between main points and sub-points
-
Use paragraphs with between 3 and 5 sentences
-
Use a respectful, professional language throughout paper (i.e., tone is formal, unbiased, inclusive, and positive)
-
Use hesitant language (e.g., may contribute, suggest…)
-
Use strong, simple, direct statements without unnecessary words
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Use statements where concepts are presented first, followed by author citations (e.g., steer clear of “According to…”)
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Paraphrase all information; refrain from using direct quotations unless absolutely necessary
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Check for agreement, punctuation, spelling, and grammar errors prior to submitting the assignment
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Introduction and Conclusion
5.0 pts
Introduction and conclusion are included in narrative; introduction sets the stage for the literature review succinctly; conclusion summarizes the literature completely4.5 pts
Introduction and conclusion are included in narrative4.0 pts
Introduction and/or conclusion are brief, does not set the stage for the literature review, or does not summarize the literature review3.5 pts
Fails to include either of the following: introduction and conclusion in narrative5.0 ptsThis criterion is linked to a Learning OutcomeBackground Statement10.0 pts
Background statement has a very clear focus on the topic that is precise and well-articulated9.0 pts
Background statement has a clear focus that is adequately precise8.0 pts
Background statement has a discernable focus but lacks precision7.0 pts
Background statement has an imprecise or unclear focus or focus needs to be narrowed or clarified10.0 ptsThis criterion is linked to a Learning OutcomeProblem Statement10.0 pts
Problem is clear, focused and well stated. Very concise and wellformed/ measureable problem9.0 pts
Problem statement is adequately stated and precise8.0 pts
Problem statement is too broad or vague7.0 pts
Problem statement does not identify a problem or undesired state10.0 ptsThis criterion is linked to a Learning OutcomeGoal/Purpose Statement10.0 pts
Accurately and completely describes the purpose of the project with a high level of detail9.0 pts
Describes the purpose of the project but, it may lack minor details8.0 pts
Describes the purpose of the project, but it may lack in level of detail7.0 pts
Fails to describe the purpose of the project10.0 ptsThis criterion is linked to a Learning OutcomeMain Points (Proposed Interventions)10.0 pts
Proposed interventions contain overall main themes, with a clear connection to the theory/framework described in the literature narrative, clearly support student’s ARP Topic, and are aligned with sound I/O Psychology principles.9.0 pts
Proposed interventions contain overall main themes, with some connection to theory. Main themes or interventions somewhat support the ARP topic, but align with sound I/O Psychology principles.8.0 pts
Proposed interventions contain overall main theme, but does not connect to theory. At least one intervention supports the ARP topic, but does not align with sound I/O Psychology principles.7.0 pts
One or more interventions are missing or does not contain an overall main theme. Proposed interventions do not connect to theory or align with I/O Psychology.10.0 ptsThis criterion is linked to a Learning OutcomeSupporting Points10.0 pts
Several supporting points with multiple pieces of evidence or arguments are included for each main point and proposed intervention.9.0 pts
At least one supporting point is included for each main point and proposed intervention; one piece of evidence or one argument is included with each supporting point.8.0 pts
Some supporting points are added to main topics in narrative; supporting points may or may not include evidence or an argument7.0 pts
Fails to include supporting points to main topics in narrative; includes supporting points without evidence or an argument10.0 ptsThis criterion is linked to a Learning OutcomeFunnel Structure/ Logical Order10.0 pts
Themes are in logical order that leads reader to understand the topic, provides background literature to the problem, and delivers the foundation of that topic area9.0 pts
Themes follow a logical order; provides some background literature to the problem, and provides some foundation of that topic area8.0 pts
Themes are in a somewhat logical order, but may not provide background literature or the foundation of that topic area7.0 pts
Fails to place themes in logical order so that reader understands what the research topic is10.0 ptsThis criterion is linked to a Learning OutcomeProgram Evaluation Detail10.0 pts
Program evaluation methodology is detailed and thorough; logical order of narrative is clearly supported by the completeness of the information provided by the student. It is very clear how the student will evaluate the program; the detail provided supports replication.9.0 pts
Several details are included that mostly support logical order of the program evaluation methodology. It is clear how the student will evaluate the program; however, additional detail is needed.8.0 pts
Some details are included that somewhat support logical order of the program evaluation methodology. It is somewhat clear how the student will evaluate the program.7.0 pts
Very few details, if any, are included to support logical order of the narrative. It is not clear how the student will evaluate the program.10.0 ptsThis criterion is linked to a Learning OutcomeAPA Style & Formatting5.0 pts
Exceptional application of APA Style to paper with only a minor error4.5 pts
Reasonable APA Style applied to paper; less than 2 APA Style requirements are incorrect4.0 pts
Fails in 2 or more APA Style requirements for paper, e.g., no title page, references are incorrect, citations not included, etc.3.5 pts
Fails to reasonably apply APA style to paper, e.g., no title page, references are incorrect, citations not included, etc.5.0 ptsThis criterion is linked to a Learning OutcomeWritten Communication20.0 pts
See Below19.0 pts
See Below18.0 pts
See Below17.0 pts
See Below15.0 pts
see20.0 ptsThis criterion is linked to a Learning OutcomeA. Organization (Clearly States Main Points)0.0 pts
Clearly states the main points at the beginning of the paper and sticks to them0.0 pts
Clearly states the main points at the beginning of the paper, but fails to stick to them throughout the paper0.0 pts
States the main points but not at the beginning of the paper0.0 pts
Vaguely states the main points or fails to state the main points at the beginning of the paper0.0 ptsThis criterion is linked to a Learning Outcome(Clearly States Sub-Points)0.0 pts
Clearly outlines the sub-points of each main point0.0 pts
Does not outline the sub-points of one of the main points0.0 pts
Does not outline the sub-points of several main points0.0 pts
Fails to outline the sub-points of each main point0.0 ptsThis criterion is linked to a Learning Outcome(Transitions for Main Points)0.0 pts
Fails to transition between main points0.0 pts
Transitions between each main point by connecting the two points0.0 pts
Transitions between each main point by using meaningless transitions (however, in other words, furthermore, thus…)0.0 pts
Transitions between one or two main points by using meaningless transitions (however, in other words, furthermore, thus…)0.0 ptsThis criterion is linked to a Learning Outcome(Transitions for Sub-Points)0.0 pts
Fails to transition between sub-points0.0 pts
Transitions between each sub-point by connecting the two points0.0 pts
Transitions between each sub-point by using meaningless transitions (however, in other words, furthermore, thus…)0.0 pts
Transitions between one or two sub-points by using meaningless transitions (however, in other words, furthermore, thus…)0.0 ptsThis criterion is linked to a Learning Outcome(Paragraphing length)0.0 pts
Consistently uses no fewer than 3 sentences and no more than 5 sentences per paragraph0.0 pts
Lengthy, rambling, paragraphs throughout the paper0.0 pts
Many paragraphs are too long or too short0.0 pts
One or two paragraphs are too long or too short0.0 ptsThis criterion is linked to a Learning Outcome(Paragraphing focus)0.0 pts
Each paragraph sticks to its theme and clearly makes a point0.0 pts
Many paragraphs’ themes do not make clear points or some themes stretch across more than one paragraph0.0 pts
Most paragraphs make a clear point but a couple of paragraph themes do not make a clear point0.0 pts
Paragraphs lack themes or themes are strewn incoherently across multiple paragraphs0.0 ptsThis criterion is linked to a Learning OutcomeB. Reference citation0.0 pts
Appropriate and consistent APA citations and reference page0.0 pts
Excessive errors in APA citations and/or reference page or does not use APA Style0.0 pts
Multiple errors in APA citations and/or reference page0.0 pts
Two or less errors in APA citations and/or reference page0.0 ptsThis criterion is linked to a Learning Outcome(Reference page)0.0 pts
Reference page is in APA style but contains multiple errors in the majority of the references0.0 pts
Reference page is in correct APA style0.0 pts
Reference page is in correct APA style with minor errors in a few of the references0.0 pts
Reference page is not APA style or contains excessive errors in most or all of the references0.0 ptsThis criterion is linked to a Learning OutcomeC. Professional Style0.0 pts
Addresses the topic through respectful language (tone is formal, unbiased, inclusive, and positive)0.0 pts
Contains a two or three instances of informality, bias, directive and/or negative style0.0 pts
Contains more than three instances of informality, bias, directive and/or negative style0.0 pts
Contains very few instances of informality, bias, directive and/or negative style0.0 ptsThis criterion is linked to a Learning Outcome(Hesitant language)0.0 pts
Periodically uses absolute language0.0 pts
Rarely uses absolute language0.0 pts
Uses absolute language (e.g. always, never, will contribute, proves…)0.0 pts
Uses hesitant language (e.g. may contribute, suggest…)0.0 ptsThis criterion is linked to a Learning Outcome(Crisp sentences)0.0 pts
Almost all sentences use strong, simple, direct statements with a few unnecessary words0.0 pts
Many statements are wordy with unnecessary words, or partial sentences in some areas of the document0.0 pts
Uses strong, simple, direct statements without unnecessary words0.0 pts
Wordy sentences. Overuse of adjectives/adverbs (very, really…) or partial, incomplete sentences throughout the document0.0 ptsThis criterion is linked to a Learning Outcome(Citations)0.0 pts
Authors are cited at the beginning of sentence or with “According to…”0.0 pts
Information from citations not integrated into the paper well0.0 pts
Rarely cites authors at the beginning of sentences. States the concepts first, followed by author citations in most instances0.0 pts
States the concepts first, followed by author citations0.0 ptsThis criterion is linked to a Learning Outcome(Use of quotations)0.0 pts
Authors are cited at the beginning of sentence or with “According to…”0.0 pts
No quotations; All information is paraphrased0.0 pts
Quotations used throughout0.0 pts
Use two or three quotations0.0 ptsThis criterion is linked to a Learning Outcome(Plagiarism)0.0 pts
Always cites other’s work; paraphrases information clearly; all quotations are appropriately cited and referenced.0.0 pts
Fails to cite others’ work or paraphrases poorly or directly copies other’s work word for word without proper attribution; violates Chicago School Academic Integrity Code0.0 pts
First offense for plagiarism communicated and person corrects actions without further incident.0.0 pts
Incorrectly cites others’ work or paraphrases poorly; does not properly cite or format quotation, but errors are mechanical0.0 ptsThis criterion is linked to a Learning OutcomeD. Fundamental Writing Errors (Agreement)0.0 pts
Paper contains excessive agreement errors (e.g., subject/verb, noun/pronoun, plural nouns, correct use of pronouns)0.0 pts
Paper contains many agreement errors0.0 pts
Paper contains very few agreement errors0.0 pts
Paper is free from agreement errors0.0 ptsThis criterion is linked to a Learning Outcome(Punctuation)0.0 pts
Paper contains excessive punctuation errors (e.g., comma, semi-colon, period, apostrophe)0.0 pts
Paper contains many punctuation errors0.0 pts
Paper contains very few punctuation errors0.0 pts
Paper is free from punctuation errors0.0 ptsThis criterion is linked to a Learning Outcome(Spelling)0.0 pts
Paper contains excessive spelling errors (e.g., their/there, who/whom, its/it’s, etc.)0.0 pts
Paper contains many spelling errors0.0 pts
Paper contains very few spelling errors0.0 pts
Paper is free from spelling errors0.0 ptsThis criterion is linked to a Learning Outcome(Grammar)0.0 pts
Paper contains excessive grammar errors (e.g., dangling modifiers, parallel structure, prepositions at end of sentence, overuse of meaningless words)0.0 pts
Paper contains fewer than three grammar errors - I am attaching my intervention paper with and without comments
- There are 5 pages to review from my completed work