Summary about Michael Boylan, Georgia . “IF YOU DO NOT HAVE THE BOOK DO TAKE THE QUESTION” Writing Assignment Help. Summary about Michael Boylan, Georgia . “IF YOU DO NOT HAVE THE BOOK DO TAKE THE QUESTION” Writing Assignment Help.

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Summary about Michael Boylan, Georgia: A Trilogy—part one, part two, part three/

FROM 3.4 TO 5.5

1 -2 sentences for each chapter

!!!!! you must have the book because i don’t have it !!!!!!

Step One: Review the number of chapters involved in the assignment (given in page numbers).

Step Two: Read the given section of pages.

Step Three: Create chapter summaries for each chapter in the given assignment. Tell what goes on in the chapter, to whom, and to what effect. Use the chapter numbers as headers: Chapter One: (then give summary), etc.

Step Four: Find some part of a scene in one of the chapters that strikes you as unusual (an anomaly). Decide whether you are positively or negatively disposed to this anomaly. Summarize the anomaly and your reaction under the header: Anomaly.

Step Five: Cite one philosophical principle that you think in some way connects to the anomaly. Header: Philosophical Principle.

Summary about Michael Boylan, Georgia . “IF YOU DO NOT HAVE THE BOOK DO TAKE THE QUESTION” Writing Assignment Help[supanova_question]

Unit 1 Discussion Topic 1 Economics Assignment Help

Self-interest and Economic Choices

The concept of rational choice is a frontier of economic theory. A fundamental assumption for economic analysis is that economic agents, a household and a firm, tend to make the best choices from among viable alternatives, given the available resources at their disposals (money, time, etc.) and information.

The rational economic choice implies that people are driven by the rational pursuit of self-interest, and engaged in economic decisions to maximize this rational self-interest. Self-interest is individual’s economic decisions that are made to fulfill individual’s best interest. On the other hand, social interest indicates choices that are made to benefit society as a whole. Economists argue that social interest can be attained by individual decision makers acting in their own self-interest. This process is what Adam Smith called the invisible hand, which is the foundation of the theory of the market economy.

Give an example to demonstrate how a firm acting out of self-interest to maximize its profits by offering goods or services in economic markets benefits consumers – even if it does not care about them. In other words, how does self-interest help achieve society’s economic goals?
What is the relationship between self-interest and social interest in the economic decision (economic choice) process? Is there a conflict between the two in the economic world?
Do people always make rational decisions? What are the factors that lead to bounded rationality? What are the factors that lead to irrational economic decisions?

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Unit 1 Discussion Topic 2 Economics Assignment Help

Price Controls

One of the major types of government interventions in markets is price controls. The government intervenes to regulate prices by imposing price controls, which are legal restrictions on how high or low a market price may go for certain products. Price ceiling is the maximum price sellers are allowed to charge for a good or service, whereas price floor is the minimum price buyers are required to pay for a good or service. These price controls may have adverse impacts on productive and allocative (marketing) efficiency. However, price controls are used despite their well-known problems.

Based on the Reading in Chapter 3 on price ceiling and price floor, explain the impacts of the following price control measures.

What would happen to the supply and demand of Super Bowl tickets if the government mandated that no more than $20 a ticket could be charged?
What would happen to supply and demand if a law passed dictating that kindergarten teachers could make no less than $100,000 per year?

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Critical Thinking Essay Writing Assignment Help

Myportfolio paper is over Autism. Attach is my outline with a few references. The topics in my outline are what my paper should be about. Attach is also the rubric requirement. The paper has to be 8-10 pages.

Begin the process of constructing your Portfolio Project by selecting a specific social, economic, political, scientific, public health, technical, leadership, or educational issue or problem. It could be related to your community, work, or an ethical dilemma.

The goal is then to align this problem or issue with a specific logic model from Chapter Five (Exhibit 5.5, p. 115-122) in your Paul and Elder text. Where appropriate, you may use other critical thinking tools you have been learning throughout the course.

As you construct your critical analytical paper or annotated bibliography, utilize the critical thinking ‘Standards for Thinking’ Chapter 5, p. 99-122, tools to evaluate your data—which “brings together the elements of reasoning and the intellectual standards” (Paul and Elder).

Accessing and implementing credible research from the CSU-Global Library is vitally important in the process of constructing your final projects (and it will also be important in all your future coursework).

Portfolio Project Option 1: Critical Thinking Essay

Becoming a college student means that you have a responsibility to apply knowledge to advance your field and to make the world a better place. Through practicing critical thinking skills, we learn not only to avoid being manipulated in our thinking, but to fully support and provide evidence for our ideas. Your critical thinking journal, if you kept one, will help inform your final project.

Write an 8-10 page critical thinking essay (not counting required title or reference page).

Instructions
Begin the process of constructing your project by choosing a particular issue or problem. The goal is then to align this problem or issue with a specific logic model from the text and/or other critical thinking tools you have been learning throughout the course. As you construct your essay, utilize critical thinking tools to evaluate your data and your credible research, interpret this data, and understand your specific problem or issue from a broader, deeper, and more focused perspective. Be sure to refer to your journal and think of how your critical thinking and analysis skills have grown through the course. You will need to devote two to three paragraphs to this reflection as you cite the work from your Journal.

Note: Accessing and implementing credible research from the CSU-Global Library is vitally important in the process of constructing your final essay (and it will also be important in all your future coursework).

In constructing your essay, utilize and integrate the Elements of Thought from Chapter 5, pp. 104-122.

Your paper must:

Cite at least six scholarly peer-reviewed sources that are not required or recommended readings for this course. You may include credible websites. If you are not certain what a credible site is, ask your instructor. Wikipedia, dot coms, cable news, and blogs are not acceptable as scholarly sources (The CSU-Global Library is a good place to find your scholarly resources.)
You may cite the textbook, but that does not count as one of the scholarly peer-reviewed sources.
Incorporate terms and concepts from the class readings and lecture pages.
Be formatted according to the CSU-Global Guide to Writing and APA.

Keep in mind the following preliminary deliverables throughout the course that will go toward completing your project:

Week 1: Submit Portfolio Project Outline (worth 25 points)
Week 4: Submit Portfolio Project Topic (worth 25 points)
Week 6: Submit Portfolio Project Outline (worth 25 points)

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Philosophy paper of War and Peace in Islam tradition Humanities Assignment Help

**Make sure to read Chapter 7 before you start writing**

Title of the book: The Ethics of War And Peace By Terry Nardin (Chapter 7 by Bassam Tibi

The paper should follow the principles of1-Conception of war and peace 2-The grounds for war 3-The conduct of war 4- Islam in the age of the territorial state

* *Make sure to following rules:

8-10 pages
Well-Defined Thesis
Logic and Development of the Argument
Originality of Ideas
Serious Consideration of Counter-Arguments
Well-Informed (incorporates relevant readings and conceptual distinctions)
Reflects Solid Understanding of Readings
Writing Style (clarity, flow, transitions, etc.)
Grammar, Paragraph and Sentence Structure

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English 102 Analysis essay of a short story The house on the mango street by Sandra Cisneros Humanities Assignment Help

Choose a short story that we’ve read (or will read) from the anthology used in class (with the exception of those used in sample papers) and write a critical analysis of that particular work. Be careful not to summarize the story or only offer a biography of the author. Focus instead on analytical aspects (literary elements, such as characterization and symbolism) and explain ideas clearly. What elements seem to dominate the story? How do these elements affect the story? Remember to find a story that you enjoyed or that caught your attention in some way. Use brief quotes from the work to support your comments.

The Requirements:

Do not use research. This assignment needs to be focused on your analysis of the work, not someone else’s. The essay needs to be 4-6 pages in length, typed, double-spaced, following MLA format. The essay will be due Week 7, March 22, 2018.

English 102 Analysis essay of a short story The house on the mango street by Sandra Cisneros Humanities Assignment Help[supanova_question]

political science Humanities Assignment Help

– Please write a summary of the article that I upload it.

-The article should have the same dependent variable as your term paper. It does not need to have the same independent variable(s) or cases.

– The article should be Describe, as precisely as possible, of the following in different paragraphs:

the research question?
the hypothesis: is the guess of the research.
the key independent variables
the dependent variable wish will be the citizenship by right of blood or by right of the soil
the units of observation
the findings: summary of the research.

For the dependent variable discussion, describe, as precisely as possible, the following:

the precise definition of the dependent variable – this will be the dependent variable of your term paper and of the article you are summarizing
the way the author operationalizes the variable
a complete explanation of one example, from the article, of one of the cases (or observations) the author uses and how the author described the state of the dependent variable for that case

-Your summary must include a complete citation don’t use other article just the one that i upload it

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Political Science Humanities Assignment Help

Please write a summary of the article that I upload it.

-The article should have the same dependent variable as your term paper. It does not need to have the same independent variable(s) or cases.

– The article should be Describe, as precisely as possible, of the following in different paragraphs:

the research question?
the hypothesis: is the guess of the research.
the key independent variables
the dependent variable wish will be the citizenship by right of blood or by right of the soil
the units of observation
the findings: summary of the research.

For the dependent variable discussion, describe, as precisely as possible, the following:

the precise definition of the dependent variable – this will be the dependent variable of your term paper and of the article you are summarizing
the way the author operationalizes the variable
a complete explanation of one example, from the article, of one of the cases (or observations) the author uses and how the author described the state of the dependent variable for that case

-Your summary must include a complete citation don’t use other article just the one that i upload it

check the video below to guide you on how to write https://youtu.be/KyNtK7ImY7k

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craft research question and use theories to solve problems Business Finance Assignment Help

I have chosen MARKET POSITION as my problem and it is important to craft it as a RESEARCH QUESTION.

There are examples provided in the attached.

PURPOSE OF THE ASSIGNMENT:

This assignment is designed to get you to think more deeply about how you might solve the management challenge and why your chosen approach is/is not the “best way.” The main focus is on you discovering the latest management thinking to help you determine cutting-edge solutions.

REQUIREMENTS FOR THE ASSIGNMENT:

Re-state the problem in the context of your chosen management perspective as a research question.
- You should do some research on ‘how best to formulate a research question.’
Undertake a literature review of contemporary management literature that will help you to better understand the nature of the management challenge, how theory can inform a solution and what (if anything) has been tried before to solve this kind of problem (e.g. Has this challenge occurred before? Maybe in another industry? Has it been solved?)
Continue to conduct industry and company research involving critically analysing and synthesising business information. (CLO3)
- Your information should be both broad and deep. Once you have collected the information, you have to critically analyse it.
Identify and select appropriate tools, models and theories that will help you to understand the problem through the lens you have chosen.
- These should be from scholarly sources.
Identify the strengths and weaknesses of the tools, models and theories you’ve selected. Suggest alternative methods to eliminate weaknesses.
- Again, rely on scholarly sources.
Write a report justifying why your research approach to solving the management challenge should be adopted.
- Use a report format.

Appendix: Write a 500-word response to the feedback you received in your first assignment and what you did in reaction to that feedback to develop your approach to achieving success in this assignment (this does not count towards your total word count).

RUBRIC:

	High Distinction 80%–100%	Distinction 70%–79%	Credit 60%–69%	Pass 50%–59%	Fail 30%–49%	Serious Fail <30%
Problem definition(15%)	Demonstrates the ability to construct a clear and insightful problem statement with evidence of all relevant contextual factors. Identifies potentially significant yet previously less-explored aspects of the issue(s). Highly original or insightful work.	Demonstrates a comprehensive knowledge of the subject. Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors considered and analysed. Appropriately addresses most relevant aspects of the issue.	Demonstrates the ability to construct a problem statement with evidence of most relevant contextual factors. The volume of reading of sufficient breadth and depth for a competent understanding of main issues, underlying principles and concepts but without the comprehensiveness of higher grades.	Demonstrates an ability in identifying a problem statement or related contextual factors. Important aspects of the problem not addressed. The depth of reading insufficient to award a credit grade. Problem statement may be factual and descriptive rather than analytical.	Develops a problem statement but lacks academic rigour, with material that is incomplete or irrelevant. Little evidence of knowledge of the relevant body of knowledge to make a persuasive case.	Unable to or poorly demonstrates an ability to write a problem statement or identify important contextual factors. Work may have failed for one or more of the following: non-submission, academic misconduct, answering a different question from the one asked, poor or incoherent vocabulary, no evidence of correct scholarly referencing.
Breadth and depth of research(15%)	Provides an in-depth synthesis of information from relevant sources, representing various points of view/approaches.	Demonstrated the ability to critically review, analyse, synthesise, and apply a theoretical and technical body of knowledge in a broad range of areas and diverse contexts perhaps with some synthesis.	Presents information from relevant sources representing various points of view/approaches. Demonstrates some analysis of those views/approaches.	Presents factual information from some relevant sources representing limited points of view/approaches. Lack of analysis or critical appreciation of knowledge sources.	Little evidence of knowledge of the relevant body of knowledge to make a persuasive case. Failure to review critically, analyse, consolidate and combine knowledge and draw relevant conclusions.	Presents information from irrelevant sources or in very insufficient quantity.
Use of appropriate management theory (30%)	All elements of the theoretical frameworks are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesised from across disciplines or from relevant sub-disciplines. Identifies flaws in published work. Identifies tools, models, theories from a range of management disciplines. Performs a critical analysis of the tools and describes strengths and weaknesses in the context of the chosen management lens. Synthesises results and suggests alternative methods.	Shows reasoning and creative skills to use knowledge and awareness to exercise critical thinking and judgement in selecting and applying methods and technologies in identifying and solving problems with intellectual independence. Identifies tools, models, theories from a range of management disciplines. Performs a critical analysis of the tools and describes strengths and weaknesses. Synthesises results and suggests alternative methods. Critical elements of the methodology or theoretical framework are thoroughly developed, however, more subtle elements may be ignored or unaccounted for.	Identifies tools, models, theories from a range of management disciplines. Performs a critical analysis of the tools and describes strengths and weaknesses, although work of this standard does not demonstrate the complexity and nuance required for the higher grades. Suggests alternative methods. The elements of the methodology or theoretical framework are developed but some elements may be missing, incorrectly developed, or unfocused. Coherent arguments supported by evidence and illustration from the work of other authorities or by direct empirical analysis, but without the intellectual independence found in the higher grades.	Identifies and describes tools, models, theories from a range of management disciplines. Describes strengths and weaknesses. The work demonstrates a basic understanding of the methodology or theoretical frameworks. Theories and/or frameworks are applied in an unsophisticated manner.	Fails to identify tools, models, theories from a range of management disciplines and/or work is of a poor quality. Work may contain factual errors. The work demonstrates a poor understanding of the methodology or theoretical frameworks. There may be basic errors in the application of the theories and/or frameworks.	Fails to demonstrate any coherent understanding or application of theoretical frameworks. Fails to identify tools, models, theories from a range of management disciplines and/or work is of a poor quality. Work may contain factual errors. Work may be unrelated to the question. Work is unsubstantiated by references.
Analysis(15%)	Organises and synthesises evidence to reveal insightful patterns, differences, or similarities related to issues being addressed.	Organises evidence to reveal important patterns, differences, or similarities related to issues being addressed. The work is clearly structured and convincingly supported by appropriate evidence, argument or illustration.	The work is clearly structured and the exposition of knowledge and ideas is clear and competent. Organises evidence, but the organisation may not be effective in revealing important patterns, differences, or similarities in issues being addressed.	Lists evidence, but it is not well organized and/or may be unrelated to issues being addressed. The evidence is descriptive and factual in nature.	Use of insufficient evidence to support analysis. Students did not undertake enough reading or empirical data collection to allow conclusions to be made.	Fails to use evidence in a meaningful way.
Conclusions(15%)	States a conclusion that is a logical extrapolation from the inquiry findings. Evidence of formulated and sustained arguments with sophisticated analysis, inferences, synthesis of material.	States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings.	States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.	States a conclusion that is not based on analysis and evidence, but rather represents a basic interpretation.	States an ambiguous, illogical, or unsupportable conclusion from inquiry findings.	Fails to state a conclusion or states a conclusion that is irrelevant.
Report structure and academic standards(10%)	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains no flaws in spelling, grammar, format and exhibits high degrees of creativity and professionalism.	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains no flaws in spelling, grammar, format, and is of a professional standard.	Work is fully referenced according to accepted scholarly standards (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains no flaws in spelling, grammar, format and is of a good standard.	Students use correctly some of the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution). The report contains minor flaws in spelling, grammar, format.	Improper citation of sources and referencing of work. (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains some flaws in spelling, grammar, formatting.	Students fail to use the following information use strategies (use of citations and references; choice of paraphrasing, summary, or quoting; using information in ways that are true to original context; distinguishing between common knowledge and ideas requiring attribution) Report contains extensive flaws in spelling, grammar, format, or the students failed to use a report format at all.

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asians in classical Hollywood cinema Humanities Assignment Help

Please read carefully

Asians in Classical Hollywood Cinema

As far as Hollywood was (is still?) concerned the Asian, regardless of where he comes from* has always been considered and treated as the “other” and that sensibility extended to its refusal to cast an Asian in the very successful series of Charlie Chan films of the 1940s and blockbuster films of the 1980s and 1990s.

(1) read the pages outlined below (total of five);

(2) select a Charlie Chan film to view from the links in the movie section of our content area. You will notice that the CC character is always treated with the utmost respect by the white characters (in contrast to how black characters were treated and presented during the same cinematic time period). Tell us which actor plays Charlie Chan in your film. Is it possible to view your CC film on its own merits knowing what we learned from our text?

(3) the text mentions many karate/kung-fu/martial arts themed movies that contain Asian characters in prominent roles. Have we moved forward from the time period of our text book so that we now see Hollywood movies with prominent Asian characters that do NOT have a karate/kung-fu/martial arts theme? Can you name one? Also are you aware of any 21^st century villains of the Fu Manchu type?

(3) view Wayne Wang’s film “Chan is Missing (1982) in its entirety.

(4) read Film Comment Magazine’s “Film of the Week” 2016 article about the “Chan is Missing” movie and compare your own present-day viewing experience to a point Film Comment makes (you only have to read the upper part of the article that relates to “Chan is Missing”). The article’s author first viewed “Chan is Missing” in 1982 but finds it still fresh in 2016. Do you agree with his assessment? Have you ever viewed a Chinese-centered film remotely similar to this one? Did you enjoy any part of this film? What do you think are the different layers of meaning to the title?

Read Textbook (I will attach pages)

page 120 (1^st and 2^nd paragraphs: “Arguably the two most pervasive; and Charlie Chan was a Chinese detective…”);

pages 121-top of 123;

page 126 (last paragraph: “While the Vietnam war was being mostly ignored…”)

page 127 (first paragraph: “The kung fu movie…”)