Global Poverty essay Writing Assignment Help

The theories and concepts we will explore this term are valuable in figuring out why people buy what they do. This project will help you figure out why YOU buy what you do!

• Review your log, the codes you developed, and the memos you wrote.
• Create an oral and visual presentation (e.g., powerpoint) about your shopping experiences this term. Include:

• A report on your shopping experiences.
  • Examine the channels you use, the times you shop, and the intentions behind your purchases. Consider what kept you from buying things you were thinking about but didn’t buy.
    • What patterns do you see in your shopping behavior? What are the most commonly repeated codes in your notes?
    • Think about things like:
      • Did you buy for yourself or other people? Did you only buy at certain times? Did you buy more of one type of product than another? Did you shop in certain stores for certain products? Did you identify one reason for buying more than any other? Did you favor certain channels or certain categories?
  • This section should include facts only.
• Discussion of your report
  • Now that you’ve seen the report, what do you think it all means? Why do you think you shop this way? What do your shopping behaviors say about you? Address the most important points of the report.
  • Link your experiences to 2 theories or frameworks that will help explain or add context to your conclusions
    • You may apply theories we have not covered in class, but at least two from class are required.
    • Describe how each theory/framework you have selected adds to the understanding of your shopping behavior.
    • Use examples of your shopping behavior to support the theories/frameworks you are applying. Explain how the examples illustrate or relates to the theory/framework.
    • Further reading about each theory you apply will likely be necessary.
• Conclusions about your shopping habits and implications for the future
  • Place the data in context. How was this process meaningful to you? How can this study apply to the future? Who might find this study relevant?
• Works Cited slide
  • Use APA format.
  • List only references you cite.
  • You must have a minimum of 5 references.

Notes:

Prepare to speak for 15 minutes with an additional 5 minutes for questions. Points will be deducted if the presentation is significantly longer or shorter than the allotted time.

Practice any tricky pronunciations ahead of time. Points will be deducted for mispronunciations.

Fashion is a visual discipline. Our powerpoints should have more visuals than other fields.

• Each slide should have one main idea, a maximum of 4 bullet points, and a maximum of 6 words per bullet point.
• Use bullet points instead of sentences
• Use key words and deliver the rest of your content verbally
  • Your powerpoint should not be able to replace you!
• When possible, translate your data into charts or graphs.
• San serif fonts are easier to view on a screen than serif fonts.
• Be aware of the color contrast between your text and background. If the contrast is too low, it will be hard to read
• Keep your font size in the range of 28-40 point.
• Make sure there is enough dead space. Leave room between each element.
• Professional writing, spelling, and grammar are required.

• Have at least one image for each main idea. Images must be clear, not distorted or blurry, and labeled appropriately.

The Excel Homework is based on Personal Finance Knowledge. If I had to rate its problems from 1 (easiest) to 5 (hardest), I would rate the first problem as 1, the second one – as 2 and a half, and the third one – as 3 and a half.

The first problem, you will need the six data which named HW5-1, HW5-2, HW5-3, HW5-4, HW5-5, HW5-6. Due to the limited number of attachments uploaded, I will send it to you after you receive the order.

You are asked to figure out only one new Excel feature on your own that applies to the last two problems: how to populate an entire table in two moves after having done computation in a single cell.

The three question are required complete in one Excel, but three separate pages, page named as question1, question2, question3.

More Information is in the picture.

***Is there anyone who can take
the attached USMC Platoon defensive operation order and create a media
to show the work, the correct operational terms and graphics must be
used.

Visual Aid (map, power point, terrain model)

•
Provides clarity to the operations order (additive) • Addresses both
the company level and the platoon levels. (big to small) • Includes the
following information: current location, direction of north, key
terrain, tactical control measures within the area of operations (AO),
and cardinal direction the defense is oriented. • Employs proper
symbolism

***This is just and example of how to make a Fire plan sketch***

Annex
B: Step-by-step how to create a fire plan sketch Step Action 1
Determine appropriate scale required for creation of your platoon fire
plan sketch. This means determining the dimensions, in meters, of each
box on your graph paper. (remember that the ratio of your scale should
grow as the FPS progress from FT to Sqd to Plt). 2 Ensure that you know
the length of each squad battle position (pace it off to be exact) as
well as the attitude of the position. This will allow you to be precise
when you place it on the grid lines. (You can also use a GPS to get the
8-10-digit grid for each position, or the left and right most holes for
the fire teams/squads sectors. This info can also be used to place the
positions on the grid lines.) 3 Use the grid lines available to orient
the grids north. Reference the squad fire plan sketches and, based on
the attitude and size (measure both with a protractor), draw your ME and
both SE squads’ primary positions. Repeat for alternate and
supplementary positions as necessary. 4 Draw and label the platoon CP.
Your company commander may need this information later on. 5 Use the
protractor to measure and draw each squad’s left and right limits
(Magnetic Azimuths) using a dotted line Primary Positions Alternate
Positions Supplementary Positions Write the azimuth for each sector
along its associated line 6 Use the protractor to draw: For Plt – MG
PDFs and FPLs; do not include SAW PDFs (You may choose to include some
SAW PDFs based on the SAWs’ location in the defense and importance in
the overall fire plan.) FPLs are depicted with a bold line for grazing
fire; where grazing fire cannot be achieved, the dead space is shown by a
thin line. FPLs have a magnetic azimuth For Sqd – SAW and M203 PDFs for
each fire team; SAW PDF has magnetic azimuths M203 has magnetic azimuth
and range to target/dead-space in meters Write the azimuth for each
PDF/FPL along its associated line 7 Annotate key terrain on the sketch
(large fingers or draws, roads, steams and large amounts of dead space.
Try not to clutter the sketch. Ensure the terrain matches what you see
in front of you. (This portion falls under the art of developing the
sketch. Try to balance the need for detail with avoiding
clutter/confusion on the sketch). Page 32 of 34 8 Draw and number Target
Reference Points (TRPs) and trigger lines Are TRPs recognizable? Do
they make sense? Do all the Marines know their respective TRPs/trigger
lines? 9 Annotate targets (maintain grids to targets on another piece of
paper) ensure FPF target is drawn with boxes. Each box is labeled with a
number that corresponds to a gun on the gun-line. Annotate whether or
not the FPF has been registered. 10 Annotate obstacles. This includes
both existing and reinforcing obstacles. (Maintain grids to obstacles on
another sheet of paper; this includes early warning devices). 11 Draw
Passage Points for patrols. Draw Check Points for patrols if applicable.
Draw LP/OPs 12 Complete the marginal information 13 Create a copy of
the fire plan sketch. You will keep one and turn the other one over to
your company commander. Ensure to update as required.

PLATOON
FIRE PLAN SKETCH CHECKLIST 1. Significant terrain annotated on the
sketch? a. Streams? b. High Ground? c. Trails? 2. Left and Right Grids
and Sector Limits for Squads (Magnetic Azimuths) a. Primary Positions?
b. Alternate Positions? c. Supplementary Positions? 3. Center Grid for
the Squad position? 4. Left and Right Grids and Sector Limits for the
Platoon (Magnetic Azimuths) a. Primary Positions? b. Alternate
Positions? c. Supplementary Positions? 5. Center Grid for the Platoon
positions? 6. Final Protective Fires for MGs (Principle Direction of
Fire – PDF, or Final Protective Line – FPL) and Rockets/ Missiles (Hot/
Cold Positions) a. SAW has magnetic azimuths? b. M240G has magnetic
azimuths for PDF/FPL? i. Length of Dead Space annotated? ii. Have you
attached copies of the Range Cards to the Sketch? iii. Do you have a
copy of the Range Card at the CP? c. Mk153 hot/cold positions marked? i.
Have you attached Range Cards to the sketch? ii. Do you have a copy of
the Range Card at the CP? d. Vehicles/other attachments marked? i. Grids
to positions? ii. Sectors of Fire/PDFs/FPLs marked? iii. Have you
attached Range Cards to the sketch? iv. Do you have copies of the Range
Cards at the CP? 7. Target Reference Point (TRP) Grids and Descriptions?
a. Are TRPs recognizable? b. Do they make sense? c. Marked in
Additional Information? 8. OP/LP positions marked? a. Grids? i. Primary?
ii. Alt? 9. Targets annotated on sketch? Grids to targets? FPLs noted
for all fire support agencies (60mm, 81mm, Arty, NGF) 10. Wire, Natural
Obstacles, Claymores, Booby Traps, Trip Flares, etc.? a. Annotated on
map in relation to terrain? b. Grid marked in marginal info? 11. IS IT
CURRENT? Is it updated for new additions to the defense? Have you
changed the date/time group (DTG) to reflect the new changes? Name,
Rank, Unit, and DTG on Margin?

I need a 4-5 page research paper for the following research topic. I have attached the grading rubric and assignment requirements. I have also attached the annotated bibliography that provides all the sources to use.

Research topic: How classroom size in elementary schools across the nation affects quality of education for students

Research question: Does the current classroom size limit, if any, in elementary schools in the United States, affect the quality of learning for students?

Thesis: Having caps on classroom sizes for elementary schools in the United States, then the quality of learning for these students will be greater because of the availability to more independent learning opportunities for teachers and students, less classroom disruptions and distractions, and more space to do more hands on activities as another method of learning.