US History Gildan Age Discussion Humanities Assignment Help

US History Gildan Age Discussion Humanities Assignment Help. US History Gildan Age Discussion Humanities Assignment Help.

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Week Reading to tie in if you need to: chapter 20…

This assignment grows out of the article I assigned last week — “Windows on the Past: Primary Sources and Why They’re Important.” That reading contains two videos showing you how historians source their documents and the types of questions they ask about them. You cannot do well on this assignment unless you’ve read the earlier article and viewed the videos. They will help you in the work that lies ahead in the course.

What also will help you is reading the assigned reading for this week BEFORE you tackle this assignment. That reading that will give you the context or backstory to this document. That backstory will provide important clues to your understanding of this document. When I come to grade your work, I will look to see if you used the assigned reading in your primary source analysis.

The Primary Source Question Set

The following question set will be used in almost all of our primary source analyses. It contains the questions that all historians ask of their primary sources as they seek to do what I ask you to do in examining primary sources in our course: to understand the past. Here are those questions:

  1. Source the document. That is, who (or what) wrote or produced this source? How do you know? When was the source made? It’s important to know, as precisely as possible, what was going on at the time. List three important events from our history textbook that occurred at about the same time that this document was created.
  2. In at least 250 words, summarize the key points of the source. Put your answer entirely in your own words. Quote nothing. Summarize only what is actually in the document. Therefore, omit commentary, opinion, inference, editorials. Focus on the document and what is in it.
  3. Using only this document and our assigned reading, who was the probable audience for this source? That is, to whom was this document aimed at? Using the document and its context, justify your answer.
  4. What Larger Themes of those listed in the “Principal Themes in Our Class” does this source link to and shed light on? List and discuss at least two. If more linkages exist, discuss them.THEMES :Defining America and Americans / National IdentityWhat does it mean to be an ‘American’? Are there distinctly American values — and if so, what are they? Are Americans bound by these values? How do Americans differ from other peoples and how are they similar to them? Is there the myth of America and a reality?Rights (What is owed to you? What are your obligations as a citizen?)What is a ‘right’? Whose rights? According to whom? And what happens when rights collide? Whose rights come first — and why?EqualityEquality for all? Legal equality? Racial equality? Equality of opportunities? (and by the way, are we all born with equal capacities to reason and think and communicate?)Race / EthnicityWhat is a race (define it)? Are all races equal in the U.S.? How have racial differences been exploited? By whom? Why? Is the history of the color line (i.e. race) the history of the U.S.?Progress / DeclineWhat does progress look like? Progress for whom? For some? For all? Measured by what standard?City vs. CountryIs there a cultural divide between urban and rural America? What is the relationship between the two? Are they unalterably opposed? Why or why not?Multiculturalism / DiversityAre all cultures equally valuable? According to whom? And why? Is Cultural Appropriation a good, bad, or inevitable process? Why or why not? What is diversity and is it always a good or bad feature of the U.S.?Immigration / CitizenshipDo immigrants have rights in the U.S.? When and how far? Who is a citizen and what “rights” does that confer on them?Religion / SecularismWhat does “freedom of worship” mean? What can the state do or not do in regulating religion and religious worship? Is belief in god an American value? Can a person be an American and not be Christian? How far? And where?Patriachy / SexismDo women have the same rights as men in the U.S.? Think of the LGBT. How has discrimination based on a person’s sex, sexual orientation, or gender shaped U.S. history? (Is the “Me Too” movement about sex, rights, power or all three?)The Community v. the IndividualWhen do communal rights outrank the rights of individuals? And vice versa? Do we succeed or fail because of our efforts and choices or because of the “system” and long-term structural realities?The Proper Role of the U.S. Government / The Proper Role of the CitizenWhat IS the proper role of government? What does the Government owe its citizens, and what does its citizens owe their government? For instance, can it force you to buy health insurance?U.S. ExceptionalismIs the U.S. exceptional in the world? If so, in what way? If not, why the claim of exceptionalism?The Proper Role of the U.S. in the WorldWhat is the proper role of the U.S. in the World? As a city on a hill? Should it promote American values abroad? How far? When do those values contradict the interests of the U.S.? – or is that possible?TechnologyWhat has been the impact of technology on the U.S. and its history? Is technology generally good or bad? Why or why not? Do we control IT or does IT control U.S.?DemocracyWhat does democracy mean in the U.S.? According to whom? What promotes democracy? What hinders it? Freedom (see “Rights” above)How do Americans define ‘Freedom’? Whose freedom? Under what conditions is democracy possible? When does “your freedom” violate “my rights”?Environment / ClimateWho owns the water, minerals, and other natural resources of the U.S.? For always? And shared by all equally — or just some? According to what right or rule? “This is your land; this is my land” — but is it?CapitalismWhat is it? Has it made the U.S. great? At what cost? To whose profit? Is there a better system? If so, what is it?Cult of the CelebrityWhat function do celebrities serve in U.S. culture?
  5. What is most memorable about this source for you – you personally?

The Assignment

Please read the following primary source in order to better understand the past. As you read, answer the questions in the Primary Source Question Set as they pertain to this historical document. Then submit your answers by the deadline in your Initial Post. Next, respond to the Initial Post of another in your Response Post. The deadlines for each type of post are given at the top of this assignment.

The Primary Source

[Editor’s note: this italicized part is NOT the document but some background on the document. The document is below.

The most famous speech in American political history was delivered by William Jennings Bryan on July 9, 1896, at the Democratic National Convention in Chicago. The issue was whether to endorse the free coinage of silver at a ratio of silver to gold of 16 to 1. (This inflationary measure would have increased the amount of money in circulation and aided cash-poor and debt-burdened farmers.) After speeches on the subject by several U.S. Senators, Bryan rose to speak. The thirty-six-year-old former Congressman from Nebraska aspired to be the Democratic nominee for president, and he had been skillfully, but quietly, building support for himself among the delegates. His dramatic speaking style and rhetoric roused the crowd to a frenzy. The response, wrote one reporter, “came like one great burst of artillery.” Men and women screamed and waved their hats and canes. “Some,” wrote another reporter, “like demented things, divested themselves of their coats and flung them high in the air.” The next day the convention nominated Bryan for President on the fifth ballot. The full text of William Jenning Bryan’s famous “Cross of Gold” speech appears below. The audio portion is an excerpt. [Note on the recording: In 1896 recording technology was in its infancy, and recording a political convention would have been impossible. But in the early 20th century, the fame of Bryan’s “Cross of Gold” speech led him to repeat it numerous times on the Chautauqua lecture circuit where he was an enormously popular speaker. In 1921 (25 years after the original speech), he recorded portions of the speech for Gennett Records in Richmond, Indiana. That recording can be accessed on the History Matters website (Links to an external site.)Links to an external site..]

[start of the primary source]

…The humblest citizen in all the land when clad in the armor of a righteous cause is stronger than all the whole hosts of error that they can bring. I come to speak to you in defense of a cause as holy as the cause of liberty—the cause of humanity. When this debate is concluded, a motion will be made to lay upon the table the resolution offered in commendation of the administration and also the resolution in condemnation of the administration. I shall object to bringing this question down to a level of persons. The individual is but an atom; he is born, he acts, he dies; but principles are eternal; and this has been a contest of principle.

Never before in the history of this country has there been witnessed such a contest as that through which we have passed. Never before in the history of American politics has a great issue been fought out as this issue has been by the voters themselves.

On the 4th of March, 1895, a few Democrats, most of them members of Congress, issued an address to the Democrats of the nation asserting that the money question was the paramount issue of the hour; asserting also the right of a majority of the Democratic Party to control the position of the party on this paramount issue; concluding with the request that all believers in free coinage of silver in the Democratic Party should organize and take charge of and control the policy of the Democratic Party. Three months later, at Memphis, an organization was perfected, and the silver Democrats went forth openly and boldly and courageously proclaiming their belief and declaring that if successful they would crystallize in a platform the declaration which they had made; and then began the conflict with a zeal approaching the zeal which inspired the crusaders who followed Peter the Hermit. Our silver Democrats went forth from victory unto victory, until they are assembled now, not to discuss, not to debate, but to enter up the judgment rendered by the plain people of this country.

But in this contest, brother has been arrayed against brother, and father against son. The warmest ties of love and acquaintance and association have been disregarded. Old leaders have been cast aside when they refused to give expression to the sentiments of those whom they would lead, and new leaders have sprung up to give direction to this cause of freedom. Thus has the contest been waged, and we have assembled here under as binding and solemn instructions as were ever fastened upon the representatives of a people.

We do not come as individuals. Why, as individuals we might have been glad to compliment the gentleman from New York [Senator Hill], but we knew that the people for whom we speak would never be willing to put him in a position where he could thwart the will of the Democratic Party. I say it was not a question of persons; it was a question of principle; and it is not with gladness, my friends, that we find ourselves brought into conflict with those who are now arrayed on the other side. The gentleman who just preceded me [Governor Russell] spoke of the old state of Massachusetts. Let me assure him that not one person in all this convention entertains the least hostility to the people of the state of Massachusetts.

But we stand here representing people who are the equals before the law of the largest cities in the state of Massachusetts. When you come before us and tell us that we shall disturb your business interests, we reply that you have disturbed our business interests by your action. We say to you that you have made too limited in its application the definition of a businessman. The man who is employed for wages is as much a businessman as his employer. The attorney in a country town is as much a businessman as the corporation counsel in a great metropolis. The merchant at the crossroads store is as much a businessman as the merchant of New York. The farmer who goes forth in the morning and toils all day, begins in the spring and toils all summer, and by the application of brain and muscle to the natural resources of this country creates wealth, is as much a businessman as the man who goes upon the Board of Trade and bets upon the price of grain. The miners who go 1,000 feet into the earth or climb 2,000 feet upon the cliffs and bring forth from their hiding places the precious metals to be poured in the channels of trade are as much businessmen as the few financial magnates who in a backroom corner the money of the world.

We come to speak for this broader class of businessmen. Ah. my friends, we say not one word against those who live upon the Atlantic Coast; but those hardy pioneers who braved all the dangers of the wilderness, who have made the desert to blossom as the rose—those pioneers away out there, rearing their children near to nature’s heart, where they can mingle their voices with the voices of the birds—out there where they have erected schoolhouses for the education of their children and churches where they praise their Creator, and the cemeteries where sleep the ashes of their dead—are as deserving of the consideration of this party as any people in this country.

It is for these that we speak. We do not come as aggressors. Our war is not a war of conquest. We are fighting in the defense of our homes, our families, and posterity. We have petitioned, and our petitions have been scorned. We have entreated, and our entreaties have been disregarded. We have begged, and they have mocked when our calamity came.

We beg no longer; we entreat no more; we petition no more. We defy them!

The gentleman from Wisconsin has said he fears a Robespierre. My friend, in this land of the free you need fear no tyrant who will spring up from among the people. What we need is an Andrew Jackson to stand as Jackson stood, against the encroachments of aggregated wealth.

They tell us that this platform was made to catch votes. We reply to them that changing conditions make new issues; that the principles upon which rest Democracy are as everlasting as the hills; but that they must be applied to new conditions as they arise. Conditions have arisen and we are attempting to meet those conditions. They tell us that the income tax ought not to be brought in here; that is not a new idea. They criticize us for our criticism of the Supreme Court of the United States. My friends, we have made no criticism. We have simply called attention to what you know. If you want criticisms, read the dissenting opinions of the Court. That will give you criticisms.

They say we passed an unconstitutional law. I deny it. The income tax was not unconstitutional when it was passed. It was not unconstitutional when it went before the Supreme Court for the first time. It did not become unconstitutional until one judge changed his mind; and we cannot be expected to know when a judge will change his mind.

The income tax is a just law. It simply intends to put the burdens of government justly upon the backs of the people. I am in favor of an income tax. When I find a man who is not willing to pay his share of the burden of the government which protects him, I find a man who is unworthy to enjoy the blessings of a government like ours.

He says that we are opposing the national bank currency. It is true. If you will read what Thomas Benton said, you will find that he said that in searching history he could find but one parallel to Andrew Jackson. That was Cicero, who destroyed the conspiracies of Cataline and saved Rome. He did for Rome what Jackson did when he destroyed the bank conspiracy and saved America.

We say in our platform that we believe that the right to coin money and issue money is a function of government. We believe it. We believe it is a part of sovereignty and can no more with safety be delegated to private individuals than can the power to make penal statutes or levy laws for taxation.

Mr. Jefferson, who was once regarded as good Democratic authority, seems to have a different opinion from the gentleman who has addressed us on the part of the minority. Those who are opposed to this proposition tell us that the issue of paper money is a function of the bank and that the government ought to go out of the banking business. I stand with Jefferson rather than with them, and tell them, as he did, that the issue of money is a function of the government and that the banks should go out of the governing business.

They complain about the plank which declares against the life tenure in office. They have tried to strain it to mean that which it does not mean. What we oppose in that plank is the life tenure that is being built up in Washington which establishes an office-holding class and excludes from participation in the benefits the humbler members of our society. . . .

Let me call attention to two or three great things. The gentleman from New York says that he will propose an amendment providing that this change in our law shall not affect contracts which, according to the present laws, are made payable in gold. But if he means to say that we cannot change our monetary system without protecting those who have loaned money before the change was made, I want to ask him where, in law or in morals, he can find authority for not protecting the debtors when the act of 1873 was passed when he now insists that we must protect the creditor. He says he also wants to amend this platform so as to provide that if we fail to maintain the parity within a year that we will then suspend the coinage of silver. We reply that when we advocate a thing which we believe will be successful we are not compelled to raise a doubt as to our own sincerity by trying to show what we will do if we are wrong.

I ask him, if he will apply his logic to us, why he does not apply it to himself. He says that he wants this country to try to secure an international agreement. Why doesn’t he tell us what he is going to do if they fail to secure an international agreement. There is more reason for him to do that than for us to expect to fail to maintain the parity. They have tried for thirty years—thirty years—to secure an international agreement, and those are waiting for it most patiently who don’t want it at all.

Now, my friends, let me come to the great paramount issue. If they ask us here why it is we say more on the money question than we say upon the tariff question, I reply that if protection has slain its thousands the gold standard has slain its tens of thousands. If they ask us why we did not embody all these things in our platform which we believe, we reply to them that when we have restored the money of the Constitution, all other necessary reforms will be possible, and that until that is done there is no reform that can be accomplished.

Why is it that within three months such a change has come over the sentiments of the country? Three months ago, when it was confidently asserted that those who believed in the gold standard would frame our platforms and nominate our candidates, even the advocates of the gold standard did not think that we could elect a President; but they had good reasons for the suspicion, because there is scarcely a state here today asking for the gold standard that is not within the absolute control of the Republican Party.

But note the change. Mr. McKinley was nominated at St. Louis upon a platform that declared for the maintenance of the gold standard until it should be changed into bimetallism by an international agreement. Mr. McKinley was the most popular man among the Republicans ; and everybody three months ago in the Republican Party prophesied his election. How is it today? Why, that man who used to boast that he looked like Napoleon, that man shudders today when he thinks that he was nominated on the anniversary of the Battle of Waterloo. Not only that, but as he listens he can hear with ever increasing distinctness the sound of the waves as they beat upon the lonely shores of St. Helena.

Why this change? Ah, my friends. is not the change evident to anyone who will look at the matter? It is because no private character, however pure, no personal popularity, however great, can protect from the avenging wrath of an indignant people the man who will either declare that he is in favor of fastening the gold standard upon this people, or who is willing to surrender the right of self-government and place legislative control in the hands of foreign potentates and powers. . . .

We go forth confident that we shall win. Why? Because upon the paramount issue in this campaign there is not a spot of ground upon which the enemy will dare to challenge battle. Why, if they tell us that the gold standard is a good thing, we point to their platform and tell them that their platform pledges the party to get rid of a gold standard and substitute bimetallism. If the gold standard is a good thing, why try to get rid of it? If the gold standard, and I might call your attention to the fact that some of the very people who are in this convention today and who tell you that we ought to declare in favor of international bimetallism and thereby declare that the gold standard is wrong and that the principles of bimetallism are better—these very people four months ago were open and avowed advocates of the gold standard and telling us that we could not legislate two metals together even with all the world.

I want to suggest this truth, that if the gold standard is a good thing we ought to declare in favor of its retention and not in favor of abandoning it; and if the gold standard is a bad thing, why should we wait until some other nations are willing to help us to let it go?

Here is the line of battle. We care not upon which issue they force the fight. We are prepared to meet them on either issue or on both. If they tell us that the gold standard is the standard of civilization, we reply to them that this, the most enlightened of all nations of the earth, has never declared for a gold standard, and both the parties this year are declaring against it. If the gold standard is the standard of civilization, why, my friends, should we not have it? So if they come to meet us on that, we can present the history of our nation. More than that, we can tell them this, that they will search the pages of history in vain to find a single instance in which the common people of any land ever declared themselves in favor of a gold standard. They can find where the holders of fixed investments have.

Mr. Carlisle said in 1878 that this was a struggle between the idle holders of idle capital and the struggling masses who produce the wealth and pay the taxes of the country; and my friends, it is simply a question that we shall decide upon which side shall the Democratic Party fight. Upon the side of the idle holders of idle capital, or upon the side of the struggling masses? That is the question that the party must answer first; and then it must be answered by each individual hereafter. The sympathies of the Democratic Party, as described by the platform, are on the side of the struggling masses, who have ever been the foundation of the Democratic Party.

There are two ideas of government. There are those who believe that if you just legislate to make the well-to-do prosperous, that their prosperity will leak through on those below. The Democratic idea has been that if you legislate to make the masses prosperous their prosperity will find its way up and through every class that rests upon it.

You come to us and tell us that the great cities are in favor of the gold standard. I tell you that the great cities rest upon these broad and fertile prairies. Burn down your cities and leave our farms, and your cities will spring up again as if by magic. But destroy our farms and the grass will grow in the streets of every city in the country.

My friends, we shall declare that this nation is able to legislate for its own people on every question without waiting for the aid or consent of any other nation on earth, and upon that issue we expect to carry every single state in the Union.

I shall not slander the fair state of Massachusetts nor the state of New York by saying that when citizens are confronted with the proposition, “Is this nation able to attend to its own business?”—I will not slander either one by saying that the people of those states will declare our helpless impotency as a nation to attend to our own business. It is the issue of 1776 over again. Our ancestors, when but 3 million, had the courage to declare their political independence of every other nation upon earth. Shall we, their descendants, when we have grown to 70 million, declare that we are less independent than our forefathers? No, my friends, it will never be the judgment of this people. Therefore, we care not upon what lines the battle is fought. If they say bimetallism is good but we cannot have it till some nation helps us, we reply that, instead of having a gold standard because England has, we shall restore bimetallism, and then let England have bimetallism because the United States have.

If they dare to come out in the open field and defend the gold standard as a good thing, we shall fight them to the uttermost, having behind us the producing masses of the nation and the world. Having behind us the commercial interests and the laboring interests and all the toiling masses, we shall answer their demands for a gold standard by saying to them, you shall not press down upon the brow of labor this crown of thorns. You shall not crucify mankind upon a cross of gold.

[end of the source/document]

US History Gildan Age Discussion Humanities Assignment Help[supanova_question]

lab instructions given in pdf. Science Assignment Help

Experiment: Determine the Rate Law and Activation Energy of the Iodine Clock Reaction

The “iodine clock” reaction involves the mixing of two colorless solutions to produce a solution which remains colorless for a precise amount of time, then suddenly changes to a deep purple-blue color (as seen in the demonstration below). The time is controlled by the temperature and/or the concentrations of the reactants.

Demonstration of iodine clock reaction

The reaction you will study involves the oxidation of iodide ion (I-) to dissolved tri-iodide ion (I3-):

6 H+ + IO3- + 8 I- LaTeX: rightarrow 3 I3- + 3 H2O

Triiodide ion combines with starch indicator to produce the characteristic purple-blue color. Timing how long it takes for the blue color to appear allows the rate of the reaction to be measured.

Experimental Goals

In this lab simulation, your goals will be to:

  1. Determine the rate law for the iodine clock reaction by using the method of initial rates to determine the reaction order for each reaction (IO3-, I- and H+) and the rate constant for the reaction.
  2. Determine the activation energy for the iodine clock reaction by measuring the rate constant for the reaction at different temperatures.
  3. Use the experimentally determined rate law to examine the plausibility of proposed mechanisms for the iodine clock reaction.

Lab Instructions

Download lab instructions for carrying out this experiment as either a MS-Word or PDF file.

These instructions contain an extensive background explaining the basis for the iodine clock reaction and how to use an online lab simulation (Links to an external site.) of the iodine clock reaction (provided by Prof. Gary Bertrand, Missouri University of Science and Technology) to collect experimental data. They also contain details of how to analyze the data to determine the rate law and other kinetic parameters.

When you have completed the experimental analysis you will answer a set of postlab questions included in the instructions file.


hi i need someone to do it Science Assignment Help

Part I. Microscopy Image labelinga.You have been given a set of microscopy images that are different from the others in your group that encompass gametogenesis (mammalian), fertilization and cleavage (for echinoderms and amphibians). 1. Examine all your images within PowerPt and label them with appropriate structures and stages. You will be using these same slides for your lab report and incorporating them into your discussion of early development so make sure to save this file.Terms that may be in your images: – Primary/secondary/tertiary ovarian follicles (one or more types may be observed); – Zona pellucida/Vitelline envelope (and Fertilization envelope for sea urchins), egg jelly– Germinal vesicle, nucleolus, nucleus, polar body, pronuclei– Granulosa cells, basal lamina, antral cavity, seminiferous tubule, spermatogonia, primary spermatocyte, secondary spermatocyte, spermatid, sperm, acrosome (general location for it), sperm flagellum– Cleavage stages (2-, 4-, 8-cell, or if more than 8 you can state mid-late cleavage stage), Animal/Vegetal pole or hemisphere2. Present your slides to your group members and discuss them (as to accuracy and whether anything relevant is missing).Part II. General questions to answer:1. How do you know you are looking at a germinal vesicle (describe/explain)? What is the genetic state of the germinal vesicle (how much DNA is in this compartment)?2. How can you tell the difference between a primary, secondary and a tertiary ovarian follicle? (what are the hallmarks)3. How would you distinguish the mature sperm from a secondary spermatocyte? What meiotic stage would each be in (4n, 2n, n)?

How can you tell the difference between a fertilized sea urchin egg from one that is unfertilized (describe)?5. How can you tell the difference between the animal versus the vegetal pole (hemisphere) in amphibian eggs that are fertilized and undergoing cleavage.


Assignment work Business Finance Assignment Help

A.Customs Notices

Choose 2 Notices from the CBSA website.

Write one half page on the importance of these notices.

What issue do they speak to.

What do they say about the issue.

B. Assignment #6

Customs Documents CCD, CI

Choose 2 items from the HS to import. You must use the last 4 digits of your student number for which

chapter you have to look into. If your last four digits are 1234 then you must look in Chapter 12 and

chapter 34. Note that if either of those 2 digits are 00, 98, 99 then you can choose any chapter.

Write a Cargo Control Document and a Customs invoice for these goods.

(These forms are in the learning hub under CBSA Documents and The CCI is in Forms and Publications on

the CBSA website as a fillable form online)

Use the following information:

Importer: BCIT, Willingdon Ave, BBY, BC

Exporter: LA Exports, LA, California, 90210

Carrier: CBSA Trucking, Vancouver, BC

Warehouse: CBSA Trucking warehouse #54321, Vancouver, BC

Crossing at: Blaine WA to PAC HWY (Pacific highway, BC)

Broker: BCIT Brokers, New West, BC, Canada

Shipped by truck from LA.

All made in the USA. (LA)

Choose all other information: Date of shipping, arrival date, quantity and weights.

When choosing information not listed above do not use relse numbers names and addresse


As Berry Gordy Jr. has said many times, Motown was not making music for white America or Black America, it was making music for young America. Being the savvy businessman that he was, Gordy was also conscious of the prejudice and racism in the music busin Humanities Assignment Help

As Berry Gordy Jr. has said many times, Motown was not making music for white America or Black America, it was making music for young America. Being the savvy businessman that he was, Gordy was also conscious of the prejudice and racism in the music business. Some of the criticism from Black activists at the time was that Gordy was “watering down” the music and performers, or they were not “Black enough.” Gordy was also very reluctant (as we have already seen) to have his company become involved in any controversy. As the 1960s progressed, especially with the Civil Rights Movement’s prominence, this became increasingly difficult. As you see in this chart by Dr. Portia Moultsby, the influence of the music of African Americans permeates almost all American musical styles.

What do you think of the criticism that I describe here? Are there any specific musical characteristics in the music we have listened to so far that would make you agree or disagree with this criticism? Can you think of any musical characteristics that support or disprove this criticism? What do you think of the idea of “representation” as it pertains to “race”** or ethnicity or perceived identification of a group (gender, sexuality, etc.)? Have you ever been in a situation when you felt you were in a position of representing a group with which you self-identify, or are perceived to belong to?

Original post (minimum 200 words)

Responses (TWO, minimum 100 words each)

**I put this in quotes because of the problematic nature of the social construct we call race, especially when it is usually the external perception that identifies people in racial categories based on appearance, rather than how people self-identify, especially given that there are not genetic differences.



Powerpoint Presentation Business Finance Assignment Help

Please use attachment for Powerpoint

Create a 5-minute presentation for a committee kickoff meeting in which you describe your leadership role, team composition, and how to foster collaboration.


Use the PowerPoint Template (and Kaltura or similar software) to create an approximately 5-minute narrated presentation with visuals in response to the above scenario.

Presentation Guidelines

Be sure your presentation meets the following requirements:

  • Length: Approximately 5 minutes (use as many slides as required).
  • Visuals: Create visuals that are easily read and interpreted. Use colors, fonts, formatting, and other design principles that make the information clear and generally add to the aesthetic of the presentation.


Imagine that Lynette follows up with you in an e-mail shortly after reading your views on leadership and collaboration.

E-mail From Lynette


Thanks for sending me your thoughts on the diversity issue at the Lakeland Clinic. The next step is for you to select a team of professionals who can help you in this project and prepare an introduction of the project for a first meeting with them.

I want you to prepare a presentation to serve as a brief, but substantive introduction for the first meeting with a group of four members who will participate on the committee tasked with addressing the diversity issue.

The presentation should be approximately 5 minutes (use as many slides as required with detailed speaker’s notes) so I can understand your approach. Not a lot of time or space, so keep things pretty high level. Do the following:

  1. Briefly outline the project goals and highlight 2–3 of the initial priorities to be addressed by the group.
  2. Explain the composition of your ideal team and why you chose them. (Note that you will not know the exact personnel yet, but assume we will recruit the people with the desired qualities and characteristics that you outline in the presentation.) Provide brief description of the type of professionals you believe can help define the problem and ultimately make recommendations on how to address it. You will want the group to be diverse and with each member being able to provide a unique perspective.
  3. Explain your role and describe how the committee will work together and achieve effective interprofessional collaboration.
    • Describe how the group will communicate. Include how and when they will meet.
    • Describe how ideas will be shared and decisions made.
    • Describe roles, group function, and structure.



Powerpoint Presentation Business Finance Assignment Help[supanova_question]

M03: First Day on the Job research paper Business Finance Assignment Help

You got the job! Now what? This could be the beginning of a wonderful career. You want to make a good first impression, and you should use this opportunity to invest in your future. How do you do that? In this paper, you will write about what to wear and how to behave at your new job. Here are some things you might want to address, and you might think of others. Please make sure your work is edited, as always. Keep in mind that even if you wear something different at your current job, this paper should be geared toward jobs in business, and reflect what you learned in this course.

  • What will you wear? (1-½ to 2 pages)
    • What is professional business attire?
    • What is business casual wear?
    • Are tattoos and piercings okay?
    • What else do you think is important?
  • How will you act? (1-½ to 2 pages)
    • What questions will you ask on your first day, and who will you ask ?
    • How will you win trust and gain credibility with your coworkers?
    • What will you do to build your network? What will you do to be a good team-player?
    • What are your goals for your career and what will you do at this job to reach them?
    • Are there things you can do to develop your personal brand in this new position?


  • At least three properly formatted references are included on your References page. (10 Points)
  • Photos of two outfits; one business casual and one, a more formal outfit for business. Choose professional outfits you might picture yourself wearing on your first day on the job.. You can use photos you find online as long as you cite them. (Photos are worth 20 points, 10 each. )
  • 3-4 complete pages of content (not including cover page, photos, and references) . (50 points for content, covering the questions above. )
  • Use proper research paper format, including title page and reference page. (10 points)
  • Edit your work! (10 points)

Compose this in a Word document. It doesn’t matter what format you use as long as your work is edited and you have proper references. (Do NOT copy and paste a url only. That is not a proper reference.) Please double-space, and use 12-pt font. Please see the attached rubric and the attached link for help in creating references. Submit your paper here. This project is worth 100 points


Need a three to four pages of Analytical Essay (not including title and reference pages) Writing Assignment Help

1. Create a biographical leadership explanation as Appendix A of this essay

2. Create a historical overview of leadership evolution by constructing a time-line showing how leadership study has changed over the past three decades and a minimum of three research phases extracted from different scholarly references.

3. Referencing data and other elements from your biographical explanation (Appendix A ) and determine if and where the elements might be related to the time-line and approaches (Appendix B).

Include a conclusion based on findings and insights related to what influenced your personal leadership assumptions and experiences.


  • MInimum of four scholarly sources
  • Three to four pages in length, not counting the required title and reference pages and appendices.
  • APA 7 format.


NUR 4935 Global health- Sustainable Development Goals Infographic Health Medical Assignment Help


  • Students are to choose one of the 17 SDGs and develop an infographic that clearly demonstrates how their chosen country is managing to achieve this SDG.
  • Students are asked to choose a country from the selection of High-Income Countries (HIC) to Low and Middle-Income Countries (LMICs). Please choose one of the countries from the table below.
  • Substantiate your claim on how the country is working towards the selected SDG. Within the infographic, students should provide evidence that supports their claim.
  • Provide references to support your claim using peer-reviewed journals, WHO, UN, and other reputable sources as appropriate. Provide at least 5 statistics and use a minimum of two peer-reviewed references.
  • Create a reference page at the end of the infographic or as a separate word document. Then number the references and then use a superscript numeral for the in-text citations in the infographic as appropriate. Provide all the required APA reference information on your reference page. (The attached infographic uses superscript numerals M1235D2_Global_Inequalities_FINAL_500KB (3) (1).jpg )

The following links are useful as you start to research the SDG and the progress in your selected country…


World Bank Income Group

UNDP Human Development Level

United States


Very High



Very High


Upper middle



Upper middle



Upper middle



Lower middle



Lower middle






Music and Sound Business Finance Assignment Help

Task 1 Select an appropriate song for one of the following age groups: 2-year-olds, 4-year-olds, or 6-year-olds. Provide the lyrics to the song as well as a rationale justifying the song selection for the age group. Your rationale must consist of at least 500 words (not including the lyrics) and cite at least two additional sources.

Task 2 Conduct a web search to find an online game for young children that focuses on music or music concepts. Play the game and then provide a brief summary that answers the following questions:

  • What online game did you select? Please describe it and provide the link to it.
  • What concepts did the game seem to address?
  • Would you use your selected game in a classroom? Why or why not?

Please cite at least one reference to support your argument.


US History Gildan Age Discussion Humanities Assignment Help

US History Gildan Age Discussion Humanities Assignment Help

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