Get help from the best in academic writing.

4.1 astronomy

Before participating in the discussion:Read 5.1 – 5.3Now let’s begin the discussion:The human eye is most sensitive over the same wavelength range at which the Sun emits the greatest intensity of radiation. The Sun is a G-type star; see Table 17.1 in Section 17.2 for this classification scheme.Suppose creatures were to evolve on a planet orbiting a star somewhat hotter than the Sun, let’s say an average F-type star.  Let’s also assume that the atmospheric properties of their planet are the same as we find on earth today. To what wavelength ranges, approximately, do you think their vision would most likely be sensitive to? Explain your reasoning. For full credit, you should explore at least one resource besides your textbook. Be sure to cite references used. What you read in Section 5.2, including Figure 5.8 will be useful to you in this activity.

Safeguarding older adult

Safeguarding older adult.

Description

This is a reflective essay involving a safeguarding issue witnessed while on placement. So the safeguarding issue was regarding an 88years old lady living in a nursing home had repeated fall over the last two months Current hospital admission was her having pneumothorax air in the lungs and the doctors believed that this was due to her repeated falls and not a new fracture So a safeguarding issue was raised against the nursing home ( neglect of duty) because no proper assessment was done for her, no fall care assessment, she was not referred to any doctor or medication review Driscoll model of reflection should be used and also policies on safeguarding, the care act should also be used

Essay Help “>Essay Help

https://onlinecustomessaywriting.com/

Wild Fires in Southern California.

4.1 astronomy Wild Fires in Southern California..

 Overview: The Final Project for this course is the development of a research paper that includes an in-depth analysis of disaster recovery and response plans that are developed for potential hazards within a community. These hazards may include natural disasters such as tornadoes or floods, human-caused hazards such as a hazardous materials spill, or technological hazards such as a dam failure. Select one hazard or several hazards (depending on the topic you select, you may need to address several related hazards) that have occurred or could occur within the community you live in or in a community that you are familiar with. Consider discussing how local agencies would respond to the disaster incident, including how they work together during the response phase of a disaster. Although not required, consider expanding your discussion to how the community would be affected by these extraordinary situations, such as the loss of services or the closure of stores. How would local officials assist the public with food, water, shelter, and other basic services? Include thoughts and information on how the recovery phase of a disaster would be managed, such as clearing roads or assisting the public in returning to their homes or accessing services. Discuss the agencies that would be involved in the recovery process, including government and non-governmental organizations (NGOs) such as the American Red Cross. How can lessons learned from disaster be used in future incidents? The Final Project is divided into three milestones. The three milestones will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two, Four, and Seven. Main Elements Choose an issue from the list below and select a specific related hazard(s) that disaster managers must address in their recovery and response plans. The specific hazard(s) must be related to your community (or nearby community) and associated with a disaster that has actually occurred or is very likely to occur in the region that you live in. Depending on the issue you select, you may focus on one hazard or several related hazards. Choose one or more of the following issues related to disaster recovery and response and identify specific hazards. • Communications between different agencies: Specific hazards include failure to pre-plan for incidents or hold exercises together, inability to communicate using similar technology such as radio systems, and failure to establish a unified command structure during actual incidents. • Technology: Specific hazards could be utility grid or computer system failure, incident at a nuclear plant, dam failure, or bridge collapse. • Cultural differences: Specific hazards could be failure to evacuate due to one’s culture/beliefs, inability to understand directions provided by disaster management officials, or cultural or religious beliefs related to disasters. • Vulnerable populations: Specific hazards include inability to follow directions of disaster management due to physical or mental capacity including situations like evacuations, disaster sheltering concerns (cannot be placed with general population), and requirements for special medical attention. • Partnerships with private groups and non-governmental organizations (NGOs): Specific hazards could be failure to develop disaster plans and procedures with outside organizations, failing to include these groups in the incident management process, logistical support concerns, or lack of planning for sheltering operations with these groups (Red Cross, Salvation Army, etc.). • Natural Disasters: Specific hazards could be tornadoes, floods, earthquakes, and wild land fires. The final research paper should be 8–10 pages long and well organized, including a title page, introduction, main elements, reference page, and appendix using APA for all citations and references. The final product should reflect scholarly research and writing and address the following elements: 1. The organizational or situational concerns associated with the issues and identified hazard 2. Challenges and problems associated with the hazard: This may include challenges such as response agreements between the various agencies responsible for assisting the public during disasters (fire, police, ambulance, emergency management agency), logistical issues such as feeding and sheltering the public during the disaster, or the need for specialized services, such as a swift water rescue team, that may not be provided locally. Include information related to the recovery phase as well such as how the community can return to normalcy after a nuclear plant incident or other hazard. 3. Your analysis/evaluation of the hazard: Analyze and discuss the hazards that affect your community or a neighboring community. Include natural, human-causes, or technological hazards. This may include tornadoes, floods, fires, chemical spills, dam failures, or other hazards. Evaluate how the hazard is managed, including response and recovery plans, community leadership actions or inaction, including those of the local, state, or federal disaster management agency(/agencies), related to the hazard. Consider discussing how community leaders work together to develop and manage disasters, including the development of disaster recovery and response plans. What steps have they taken to protect the public during and after disasters? Consider using information from past disasters involving the identified hazards and include lessons learned related to the action or inaction of community leaders. Examples include failure to keep the public informed about the hazard or failure to seek outside assistance during the response or recovery phases of a disaster. 4. Recommendations/suggestions from your perspective to address the concerns associated with the hazard: Discuss how you believe the concerns associated with the hazards in your community should be addressed. This may include concerns associated with the response and recovery phases of a disaster. This may include any number of concerns that you identify, such as failure to warn the public of a disaster, lack of access to flood insurance in your community, or failures of government agencies to work together. Include your recommendations and suggestions for improving these concerns. Are they addressed in lessons learned from past disasters? How would you suggest addressing these concerns? Provide critical assessment and recommendations based on text readings, scholarly research, and personal experience.

Essay Help “>Essay Help

https://onlinecustomessaywriting.com/

WTO in the context of international law

WTO in the context of international law.

Learning Outcomes Assessed:

LO2:. Exhibit a critical awareness associated with procedural and substantive legal issues looking at aspects of the Law of Contract in the context of international law

 

Assessment Brief

 

Evaluate the role of the WTO in the context of International Law.

 Remember to put the cases within the text and footnote it.

Oscola reference

 

 

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply.

 

First class (70% and above):

Students will provide an in-depth appraisal of the effectiveness of a sustainable tourism plan, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved.  Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent. 

 

Second class (50-69%):

Students will provide a comprehensive appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good. 

 

Third class (40-49%):

Students will provide a satisfactory appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Considered recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair. 

 

Fail (39% and below): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.

 

 

Minimum Secondary Research Source Requirements:

 

 

Level HE7 – It is expected that the Reference List will contain between sevteen  to twenty six  sources. As a MINIMUM the Reference List should include fifteen refereed academic journals and seven academic books.

 

GENERAL ASSESSMENT GUIDELINES LEVEL HE7 (MASTERS)    Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing

DISTINCTION

 

 

70+

 

Directly relevant to title.  Addresses all of the implications and assumptions of the title.

Demonstrates an excellent knowledge of theory and practice for this level.

 

Expertly interprets appropriate concepts and theoretical models. 

 

Demonstrates originality in conceptual understanding. 

Presents a comprehensive critique of key research material resulting in clear, original and illuminating conclusions.

 

Demonstrates distinctive and creative thinking.

 

Produces exceptional work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured. An appropriate format is used.  

Excellent presentational style & layout, appropriate to the type of assignment. Effective inclusion of figures, tables, plates (FTP).  

A very well written answer with standard spelling and grammar.  Style is clear, resourceful and academic.

 

All sources accurately cited in the text and a extensive appropriate reference list in the correct style is provided.  

PASS

Very Good Quality

60-69% Directly relevant to title

 

Addresses key implications of the issues.

Demonstrates a sound knowledge of theory and practice for this level.

 

Comprehensively interprets appropriate concepts and theoretical models. 

 

Demonstrates originality in conceptual understanding

Presents a cohesive critique of key research material resulting in clear and original conclusions.

 

Demonstrates insightful and creative thinking.

 

Produces superior work that makes a contribution to the development of knowledge and understanding in the subject area

For the most part coherently articulated and logically constructed. An appropriate format is used.  

The presentational style & layout is correct for the type of assignment. Effective inclusion of FTP.

Well written with standard spelling and grammar. Style is clear and academic.

 

All sources accurately cited in the text and an appropriate reference list in the correct style is provided.

Good Quality

 

50-59%

Generally addresses the title and its implications. 

 

Minor irrelevance in places.

Demonstrates an adequate knowledge of theory and practice for this level.

 

Competently interprets some appropriate concepts and theoretical models. 

 

Demonstrates conceptual understanding.

Presents a critique of key research material resulting in original conclusions. Loss of focus in places.

 

Demonstrates creative thinking.

 

Produces satisfactory work that makes some contribution to the development of knowledge and understanding in the subject area.

Adequate attempt at articulation and logical structure. 

 

An acceptable format is used.

The presentational style & layout is correct for the type of assignment.

 

Inclusion of FTP but lacks selectivity.

Competently written with  minor lapses in spelling and grammar.

 

Style is readable and mainly academic.

 

Most sources accurately cited in the text and an appropriate reference list in the correct style is provided.  

Satisfactory Quality

40-49% Some key implications of issues explored.

 

Irrelevant and/or superficial arguments in places.

 

Demonstrates knowledge of theory and practice for this level with minor omissions.

 

Interprets some appropriate concepts and theoretical models. 

 

Demonstrates conceptual understanding in places.

Presents some critique of key research material, although descriptive in places.  Some original conclusions.

 

 

Some attempt at articulation and logical structure. 

 

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

 

Some inappropriate use of FTP.

Generally competent writing although intermittent lapses in grammar and spelling.   Style hinders clarity in places and is not academic throughout.

Relevant sources cited. Minor weaknesses in referencing technique.

FAIL

Borderline Fail

 

 

35-39%

 

Some significant degree of irrelevance to the title is common. 

 

Issues are addressed at a superficial level and in unchallenging terms.  

Demonstrates weaknesses in knowledge of theory and practice for this level.

 

Limited understanding and application of concepts. 

A basic argument is presented, but too descriptive or narrative in style.  Limited originality. Conclusions are not clearly stated.

Poorly structured. Lack of articulation. Format deficient.

For the type of assignment the presentational style &/or layout is lacking. 

 

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult in places.

 

Simplistic or repetitious style impairs clarity.

Inappropriate sources and poor referencing technique.  

Fail

 

<34%

 

Relevance to the title is intermittent or missing. 

 

The topic is reduced to its vaguest and least challenging terms.  

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of conceptual understanding.

Severely limited arguments. Descriptive or narrative in style with no evidence of critique and originality. Conclusions are sparse.

Unstructured.  Lack of articulation. Format deficient.

For the type of assignment the presentational style &/or layout is lacking. FTP as above.

Poorly written with numerous deficiencies in grammar, spelling, expression and style.

 

An absence of academic sources and poor

Essay Help “>Essay Help

https://onlinecustomessaywriting.com/

Pay-for-Performance: Incentive Rewards Employee Benefits

Pay-for-Performance: Incentive Rewards Employee Benefits.

Pay-for-Performance: Incentive Rewards Employee Benefits,

(INSTRUCTIONS + REFERENCES WILL BE UPLOADED) (COURSE TEXTBOOK WILL BE UPLOAD AS IT IS NEEDED) (BELOW WILL ALSO BE APART OF THE WORD DOC I UPLOAD) Read Chapter 10, Pay-for-Performance: Incentive Rewards, and Chapter 11, Employee Benefits, in the course textbook. Review Lesson 4.2 Chapter 10 Key Terms. Review Lesson 4.2 Chapter 11 Key Terms. Be sure to read the Lesson 4.2 Commentary before attempting to complete the written activities! Complete Activities 1 and 2. Activity 1 is related to Chapter 10; Activity 2 is related to Chapter 11. Activity 1 Provide information about a particular organization you are familiar with for purposes of this assignment. Avoid identifying the organization but indicate the products/services it provides, the industry, approximate number of employees, and its general degree of profitability. You may provide any other information you believe is relevant to this assignment. Then, explain the pros and cons of basing pay on the performance of the individual employee, a group or team to which the employee belongs, and the entire organization. Your answer should discuss pros/cons of each of these three levels of incentive compensation. Answering this question in general terms without relating it to a particular organization is unacceptable. Activity 2 Design an employee benefits program for a local accounting firm with 51 employees in Verona, WI, a small but growing community just outside the state capitol in Madison. The majority of employees are in their 30s and 40s and are starting families. About 15 are in their 50s or older; of those, most have some responsibility to “check on”” or assist an elderly relative. Which general and specific types of discretionary (not legally required) employee benefits discussed in Chapter 11 would include in a benefits package in this organization? Justify why you would include them in the benefits package for this particular organization.

Essay Help “>Essay Help

https://onlinecustomessaywriting.com/

Cultural Analysis of Advertising.

Cultural Analysis of Advertising..

“For this essay, you will use two course readings to analyze print advertisements and/or commercials in order to show how they convey the underlying ways in which products are marketed to consumers. To keep this a tight essay, you will focus on ideas about gender only. You will choose a product and study two of its ads in order to make a claim about how it attempts to sell that product to a specific gender. You are also encouraged to bring in other sources on the product such as its design, website, or social media account (as long as they connect back to and the two ads you’re analyzing and support your claims).” “You are required to use two readings in support of your analysis. Your choices are “Men’s Men and Women’s Women” by Steve Craig, “The Guy Code” by Michael Kimmel, and “Two Ways a Woman Can Get Hurt,” by Jean Kilbourne.” More information here: https://docs.google.com/document/d/1lGixCrU8BaQESlxMFF_GfCayPSZbgXy3V_TYUyfFOuE

Essay Help “>Essay Help

https://onlinecustomessaywriting.com/