Get help from the best in academic writing.

BUS 32 Santa Monica College Career Aspiration After College Memorandum

BUS 32 Santa Monica College Career Aspiration After College Memorandum.

The word Memo is short for memorandum which is a form of communication within a company, from department to department or within the same department sometimes. In a Business Communication course, students are required to produce at least one professional memo. To get you started, let’s first do a very brief memo, concentrating on proper memo format and paragraph content.For this assignment, you may want to first take a quick and mini refresher course on what is a paragraph and how to write one effectively. You can do that by simply viewing one or two of the numerous videos on YouTube. In your book, you will find a section covering paragraphs in Chapter 6 titled, “Improving Readability with Style and Design”. Here’s a wonderful description below in highlight on the subject from the Purdue University Lab that you may want to read thoroughly as it will help you with this entire course:How to Write a Good ParagraphNow to see how a memo is constructed, you may want to refer to Appendix B titled, “Formatting for Letters and Memos”, at the back of your book.Memos begin with proper memo headers, and they are labeled as such: TO: (the receiver’s information goes here)FROM: (the writer’s information)DATE: (date when memo is being written)SUBJECT: (similar to an e-mail subject line) The Subject line sometime appears before the Date; it doesn’t matter, but the To and From must always be the same as shown above.Bold only the headers, not the information next to them.Now following the memo header format, write just one paragraph of FOUR to SIX sentences on the topic of your job aspirations. A proper sentence must have a subject and a verb then an object, etc. For a refresher on writing proper sentences, please review Chapter 6 in your book.Here’s an example of how your assignment should look (you can change the names and the information next to the Subject line as you wish, and certainly your first sentence–be original):TO: Professor R. PaikFROM: Rose BudDATE: September 8, 2020SUBJECT: Career Aspirations after CollegeI am looking to become an astronaut in the near future after I complete my … (and continue writing till you finish the paragraph).That’s it, that’s all you need to do; just write one excellent paragraph. To get some information on your chosen career, you may want to look through this valuable site: Occupational Outlook for 2020What to WriteTell me something about your chosen career, what skills, knowledge, or traits do you already have that would be useful for this career, what areas do you need to improve on to compete in the job market for this position, and things like that. If you don’t have a career in mind at this time then write about your marketable skills and qualifications–what are you good at that an employer may be looking for such as efficient, team player, good people skills, leadership skills, “gets the job done”, reliable, etc. If you don’t plan to work for a company but want to go into business for yourself right after college, then what skills and qualifications will you bring to your business, what will be your business, who will be your target market, what will make your business unique from the competitors, etc.?Please remember to keep your sentences brief, make sure they connect with each other, stay on topic and limit your writing to just four to six sentences; otherwise points will be lost from the Format category in grading. Once you have completed you paragraph, review your work several times to make sure that every sentence makes sense, and that you followed all the guidelines given above. Then check the Grading Criteria below to see how your work will be graded. After that simply post your work by clicking Submit.NOTE: In a memo there is no “Dear Ms. Smith”, or “Sincerely”, — there are no greetings and no closing salutations as there are in e-mails and in letters.Here’s the Grading Criteria for this assignment: Total Points 50Format 20Make sure to follow the memo headers as shown above. Use Times Roman 12 to write your memo, that’s a standard in the business world. Then, if you can, convert it to a pdf file and post in canvas TurnItIn. If you use Notes, .txt, or other fonts, or very small font size, five points will be deducted from this category.Content 10Make sure to talk about what has been asked in this assignment; stay within topic, use the formula for writing a good paragraph as shown in the book and in various YouTube videos. Write proper sentences.Mechanics: Spelling and Grammar 10Proofread your work very carefully; use this site Online Dictionary whenever possible to check your words. Please note that this is not an ESL (English as a Second Language) course, you are expected to have good command over the English language and basic writing aptitude in English. Business English or English 101 are prerequisites to this course. As this is a Business Communication class, correct spelling and grammar are extremely important. More than five errors in either spelling or grammar or in combination of both will minus the entire ten points. In the business/working world or real world in general, just one such error could be costly and mean a loss of credibility.Work must be in either PDF format or in Word (.docx) Times Roman 12 format. 5TurnItIn must show less than 30 percent similarity, best if 0 percent. 5If it shows 30 percent or above in similarity (plagiarized/copied without permission), five points will be deducted. TurnItIn is a software used by educational institutions throughout the world. It catches similarity of a student’s work with other writer’s published work; it’s a plagiarism catcher used to see if a student has copied work of other writers. As TurnItIn gives the similarity percentage report to the student first, you have the opportunity to revise and re-post your work in Canvas.Again, follow this memo header format only (not the information next to each header) to construct your own memo for this assignment.EXAMPLE ONLY:TO: Will BatesFROM: Ronald DumbbSUBJECT: How to Win at Any CostDATE: August 30, 2016 Leave about two to four-line spaces below the last memo header, or about this much space as shown above, then start writing your paragraph. Make sure that information next to each header lines up properly, one over another as shown above twice in the directions.If you have a general question about this assignment, please post it in Chat/Canvas; otherwise, ask me through the Canvas e-mail messaging systems. This work is due by November 4. #
BUS 32 Santa Monica College Career Aspiration After College Memorandum

University of Cumberlands Chapter 9 Clustering Data Mining Questions.

For sparse data, discuss why considering only the presence of non-zero values might give a more accurate view of the objects than considering the actual magnitudes of values. When would such an approach not be desirable? Describe the change in the time complexity of K-means as the number of clusters to be found increases. Discuss the advantages and disadvantages of treating clustering as an optimization problem. Among other factors, consider efficiency, non-determinism, and whether an optimization-based approach captures all types of clusterings that are of interest. What is the time and space complexity of fuzzy c-means? Of SOM? How do these complexities compare to those of K-means? Explain the difference between likelihood and probability. Give an example of a set of clusters in which merging based on the closeness of clusters leads to a more natural set of clusters than merging based on the strength of connection (interconnectedness) of clusters.
University of Cumberlands Chapter 9 Clustering Data Mining Questions

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Intraocular Pressure-Lowering Efficacy of Bimatoprost in Chronic Angle-Closure Glaucoma Patients with Extensive Peripheral Anterior Synechiae: A Preliminary Study Introduction Glaucoma is the leading cause of irreversible blindness worldwide, affecting an estimated 64.3 million people aged 40–80 years, and this figure is expected to increase to 70 million in 2020.1 Open-angle glaucoma (OAG) is the more common form of glaucoma, but because angle-closure glaucoma (ACG) is more prevalent in Asia, the continent that accounts for 60% of the world population, ACG causes a disproportionate burden of morbidity.1,2 ACG is also more critical due to its greater likelihood to cause blindness than OAG.3 ACG is defined by a partially occludable angle and elevated intra-ocular pressure (IOP) of more than 21 mmHg, with no or mild symptoms until very late in the disease and vision loss becomes evident. Detection by gonioscopy reveals very narrow angle with appositional contact between the iris and trabecular meshwork.4,5 This area of contact increases gradually and asymptomatically, with peripheral anterior synechiae (PAS) forming and spreading circumferentially, usually involving at least 180 degree-angle, which then increases IOP.3,6,7 The exact mechanism of PAS formation is not clearly understood, but it is known that the formation of PAS starts as the peripheral part of the iris adheres to the Schwalbe’s line and extends towards the angle recess. PAS is considered to be present when the adhesion of the iris reaches the mid-trabecular meshwork and its extent exceeds one clock hour on indentation gonioscopy. (Yoo et al. 2007) The level of IOP is directly related to the extent of the angle closure.4,7 The goal of treatment therefore is directed towards reopening of the angle and preventing and/or stopping nerve damage, and reduction of IOP.3 High IOP is a clinically important risk factor associated with progressive optic-disc changes and visual field loss.10 Aside from obstruction of the trabecular meshwork, Bodh et al. reported that the elevation of IOP may be caused by prostaglandin E1– and prostaglandin E2-mediated increase in secretion or the breakdown of blood aqueous barrier and corticosteroid-induced elevation. (Bodh SA, Kumar V, Raina UK, Ghosh B, Thakar M. Inflammatory glaucoma. Oman Journal of Ophthalmology. 2011;4(1):3-9. doi:10.4103/0974-620X.77655.) The Early Manifest Glaucoma Progression Trial, which evaluated the impact of reducing IOP in patients with OAG with normal or elevated IOP, showed the benefit of treatment (using laser trabeculoplasty plus topical betaxolol hydrochloride) on delaying the glaucoma progression in terms of visual field loss and optic disc changes by an average of 18 months longer than patients who did not receive treatment. An average reduction of IOP by about 5.1 mmHg resulted in less frequent progression and occurred significantly later in treated patients. (Heijl A, et al. 2002) Laser iridotomy is the standard initial approach to ACG.9,10 Treatment of acute ACG (AACG) can be satisfactorily treated with laser iridotomy alone, which is associated with good prognosis.8 However, chronic cases, after iridotomy with significant amount of PAS and suboptimal IOP control, require the use β-adrenoreceptor antagonists (β-blockers), topical carbonic anhydrase inhibitors, or selective α2-adrenoreceptor agonists.10 A review of randomised controlled trials showed evidence that prostaglandin analogs and β-blockers are recommended as monotherapy for the treatment of CACG when iridotomy has failed.9 Prostaglandin analogs have proven efficiency in lowering IOP in OAG with less side effects than β-blockers.11 In addition, several trials have shown prostanoids to be more effective in reducing IOP than β-blockers, topical carbonic anhydrase inhibitors, or selective α2-adrenoreceptor agonists also patients with OAG.12However, recent studies have demonstrated that prostaglandin analogs such as latanoprost, bimatoprost and travopost to be effective in lowering IOP in chronic ACG (CACG), even in the presence of 360-degree PAS.10A meta-analysis on the efficacy of anti-glaucoma drugs in patients with open-angle glaucoma, tension glaucoma or ocular hypertension showed bimatoprost to provide the greatest reduction in IOP.13 Bimatoprost monotherapy has been demonstrated to decrease IOP in CACG patients with at least 9 clock hours of PAS on gonioscopy. However, the IOP-lowering efficacy of bimatoprost in eyes with extensive PAS is not fully understood. It has been suggested that that bimatoprost increases the aqueous outflow through the uveoscleral or the trabecular pathways being blocked by PAS in CACG.14 This prospective, interventional case series was conducted to determine the efficacy of bimatoprost monotherapy in CACG patients with extensive PAS. References: 1. Tham YC, Li X, Wong TY, Quigley H a., Aung T, Cheng CY. Global Prevalence of Glaucoma and Projections of Glaucoma Burden through 2040. A Systematic Review and Meta-Analysis. Ophthalmology. 2014;121(11):2081-2090. doi:10.1016/j.ophtha.2014.05.013. 2. Quigley H a, Broman a T. The number of people with glaucoma worldwide in 2010 and 2020. Br J Ophthalmol. 2006;90:262-267. doi:10.1136/bjo.2005.081224. 3. Rafael Castañeda-Díez, Mariana Mayorquín-Ruiz CE-L and OA-D. Current Diagnosis and Management of Angle-closure glaucoma. In: Dr. Pinakin Gunvant, ed. Glaucoma – Current Clinical and Research Aspects. InTech; 2011. doi:10.5772/18123. 4. Yuji Kondo TY. Epidemiology of angle closure glaucoma. In: Chul Hong, Yamamoto T, eds. Angle Closure Glaucoma. Kugler Publications; 2007:278.

Do Students

Do Students. The author Sir Ken Robinson speaks on TED talk about “bringing on the revolution.” Sir Ken Robinson says in his TED talk that “In fact, on the contrary, I think it is still true of a minority of people. And I think there are many possible explanations for it. And high among them is education, because education, in a way, dislocates very many people from their natural talents. And human resources are like natural resources; they’re often buried deep.” (03:16) This quote of what Sir Ken Robinson says is similar to teaching emotional skills because, learning in school so much distracts students from the students learning about themselves. So, have students or teachers ever sat and thought about if schools should teach emotional and life skills? According to the article “Yale’s most popular class ever: Happiness”, there is a course, taught by a psychologist professor by the name Laurie Santos. The courses main goal is to teach students how to live a happy life. So, the question is, do students and teachers think schools should teach emotional and life skills? In my opinion, I think that schools should teach students emotional and life skills. The reason, I agree is because we use our emotions every day and we also use emotions everywhere. Also, because teaching students’ emotional skills can lower the student’s possibility of falling into anxiety and emotional skills. When I started my first year of college last fall Two Thousand Eighteen, I was not prepared. I took six classes my first year. I had to withdraw from one of my classes because I felt like it was too much for me. I was always stressed out and I did not know what to do. I had so many assignments that I felt that when I had time to relax and rest, I always had something due for a class. I was always busy doing my school work that I really never had to for myself. I only had time for my class work because once I was done with one assignment, I had to do another assignment for a different class. I was never taught how to manage things in classes nor how to stay organized and keep myself stress free throughout the semester. I focused more the next semester spring two thousand nigh teen to be able to keep my emotions in place and keep the stressing away. I was always stressing about my grades how I had to keep them high to have a high GPA. I was told that I could take a class that could kind of help me with the problem that I had. The course is called college to success skills. The class helps students to balance their work, emotions, and stress levels. In the article Yale’s Most Important Class Ever: Happiness,” it says “Yale students are interested in the class because, in high school, they had to deprioritize their happiness to gain admission to the school, adopting harmful life habits that have led to what she called “the mental health crises we’re seeing at places like Yale.” This is how I felt in high school and from high school to college until after I took a course that helped me become better. One way, schools should teach students emotional and life skills is by opening a course that is required for students to take. If the course is a requirement then everyone will have no other choice but to take the course. As if the course were not to be a requirement then therefore students would not take the class because they are already stressed out enough with the other courses they have. Also, schools should make the course a course that is very easy and one can learn quick. That way the students do not get bored and just want to give up on the class. In addition, teachers should be lenient and not as tough on the students on the course because it is to help them and also remember that the course is to help a student succeed not for the student to struggle even more. Therefore, in the article “Yale’s Most Popular Class Ever: Happiness” says “Students have long requested that Yale offer a course on positive psychology.” The reason is Because, students want to learn how to better themselves. Teachers can encourage and spread the word of the emotional and life skill course. The teachers can try and go an extra mile out of their way to help a student be successful. Teachers can come up with activities and fun ideas that make the student want to stay and at the end of the course the students would enjoy it so much that they would not want to even leave the course. For example, the teacher can come up with a game for the students to participate in for extra credit or other activities. Teachers should not over load the students with so much homework, and projects because then the students will not have time for themselves. If anything, teachers should encourage study groups for the students and the students could meet up and not just get help from the teachers, but the students could also get help from their peers. The reason for is because most students feels more comfortable and learn more when they work in groups with other students. Another thing is that teachers are not the only ones who need to put effort into having the students be successful. The students need to put effort into succeeding as well. by the students succeeding they can have to want to change. For example, in the article Yale’s Most Popular Class Ever: Happiness they have a quote that says, “students want to change, to be happier themselves.” It also says that “students showing more gratitude, procrastinating less, increasing social connections we’re actually seeding change in the school’s culture.” (Yale’s Most Popular class Ever: Happiness) This shows that they have students out there in the world that would like to change some of their life styles. When I was in high school, I procrastinated a lot. I would always tell myself that I had enough time to do my assignments. Then, the day before the assignments due date I would sit all day doing the assignment to turn it in the next day. It was so stressful because, I had to rush and do the assignments that would be due the next day. Another, thing is that when one procrastinates and does the assignment last minute most of the time the student will get a low grade and they would possibly fail the assignment due to the lack of time due to procrastinating and deciding to always push important things for later. In conclusion, is it necessary for teachers to teach their students emotional and life skills? It is both the teachers and the student’s job to become successful and achieve thesse skills. For students to be happy with their careers later in life they need to learn both emotional and life skills. Because if the students do not learn they will lack interest in school and later on in life. As Sir Ken Robinson says in his ted talk, “The reason so many people are opting out of education is because it doesn’t feed their spirit, it doesn’t feed their energy or their passion.” (13:37) Works Cited Robinson, Ken. “Bring on the Learning Revolution!” TED, TED Conferences, LLC, revolution, accessed 27 August 2018. Shimer, David. “Yale’s Most Popular Class Ever: Happiness” The New York Times: 2018, accessed 19 April 2019 Proulx, Natalie. “Should Schools Teach You How to Be Happy” The New York Times: 2018, accessed 19 April 2019 Do Students

creating a research log that contains 5 different sources for the research question using goolge and college database. And then creating annotation

assignment helper creating a research log that contains 5 different sources for the research question using goolge and college database. And then creating annotation.

To do:For this week, submit an updated, research log with at least 5 entries (5 different sources). Your log should show that you’ve used several different strategies to demonstrate what you have learned in the class. Also, be sure to include several different search tools. Do not use only Google, or you will lose points.This is your chance to show you are on the right track, and get feedback that will help you in the final. You will be graded not only on the completeness of the log, but the variety and types of sources, as well as the variety of search tools and strategies you are logging. You will also be graded on your ability to distinguish between sources (show what each one provides that is unique and distinct from the rest). Refer to the rubric to understand how this will be graded.You don’t have to use all of these sources in your final, but it is a good idea to keep the end goal in mind.RubricResearch Log Update RubricResearch Log Update RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeResearch Log format and components5.0 to >3.0 ptsExcellentIncludes all of the components in the example (date, citation, tool used, strategy used, notes or quotes/ideas, link). Format or structure is easy to read. Includes five log entries.3.0 to >2.0 ptsAcceptableIncludes all of the components in the example. Format or structure needs some work to be easy to read. May not have five entries in the log.2.0 to >0 ptsNeeds WorkDoes not include all the components or shows significant struggle with using the research log as intended.5.0 ptsThis criterion is linked to a Learning OutcomeTools and Strategies used for searching5.0 to >3.0 ptsExcellentVariety of search tools are used. Search strategies demonstrate evidence of learning the techniques introduced in this class. Combination of tools and strategies shows improvement from the original log.3.0 to >2.0 ptsAcceptableVariety of search tools are used. Strategies may be unclear, or repetitive, or do not show sufficient learning of techniques from this class.2.0 to >0 ptsNeeds WorkThere may be little to no variety in the search tools used, OR the search strategies are poor and don’t reflect any techniques from this class.5.0 ptsThis criterion is linked to a Learning OutcomeTypes and Variety of sources5.0 to >3.0 ptsExcellentVariety of sources are included. The types of sources are appropriate quality for the research question. Source types demonstrate the results of trying different strategies and tools.3.0 to >2.0 ptsAcceptableVariety of sources are included. The types of sources don’t reflect sufficient effort in the search strategies, OR the types of sources are not appropriate quality level for the research question.2.0 to >0 ptsNeeds WorkThere may be little to no variety in the sources, or the types of sources used are very repetitive or represent very poor choices in terms of quality.5.0 ptsThis criterion is linked to a Learning OutcomeNotes, Evaluation and Quotes for sources5.0 to >3.0 ptsExcellentNotes/evaluation shows careful thought about the potential use of each source. Distinctions are made. Not all sources serve the same purpose. Direct quotes are indicated as such or separated from student notes.3.0 to >2.0 ptsAcceptableNotes/evaluation shows some level of thought, but sources aren’t distinct enough or many seem to have the same purpose. Notes may need clarification or elaboration.2.0 to >0 ptsNeeds WorkIt may be hard to determine what’s what between notes and quotes. Student may not be demonstrating the distinctions between sources or not demonstrating evidence of thought about each source.5.0 ptsTotal Points: 20.0Submit TWO (2) draft annotations that you would potentially include in your final project. Use the correct citation format (APA style (Links to an external site.)) for the citations. In the annotations, follow the same criteria that were outlined in the Final Project assignment description.This is your chance to receive important feedback to ensure you get a good grade on the final.I am grading here the annotations rather than the sources, though I may comment on the quality of the sources which is also important feedback for your final.
creating a research log that contains 5 different sources for the research question using goolge and college database. And then creating annotation

internship report

internship report.

(font: verdana, spacing: 1.5, size: 12 and 30 pages long) Student’s Manual for Coop Training2015 College of Business AdministrationThe Project ReportThe Organization of the Report:The typical co-op report includes the following parts:•Outer Cover Page This should contain the approved project title (if exists), your name, name of the organization, name of the academic advisor, the name of the college and department, and the date of submission. •Inner Cover Page This should contain, your name, name of the employer, title of the Co-op program, name of the business Supervisor, name of the academic advisor, name of the academic department chairman and name of the vice dean for academic affairs and their signatures.•Abstract It gives the reader a brief on the topic of the Coop training project. And it covers the key conclusions and recommendations that are important and relevant to the goals of the research.•Acknowledgement(Optional)•Table of ContentsThis should not exceed one page and should list the major sections of the report along with the page numbers on which they start. It permits quick reference for finding specific information in the report.•Chapter 1: Introduction This first chapter of the report should include two parts: background and company profilea.Background: (Project Problem and Objectives)The background sets the context for the co-op project and addresses such things as:•The overall goal of the project and the detailed objectives.•Problem description, i.e., the questions that you look for answering them through the co-op project.b.Company Profile:•This part presents details on the company concerned focusing on the area of your project (e.g. Marketing, Finance. etc.)•Chapter 2: MethodologyHere the student should focus on how the project is to be done. This includes:a.Data required and its sources:•Secondary Data: Data found in the company records, internet and other published data.•Primary Data: Data collected through interviewing people by personal interviews or telephone. This , of course, required designing a questionnaire (a list of questions to collect required primary data)b.People within or outside the company from whom you collect the required data.c.How data was collected? (e.g.,, Personal interview, telephone, mail)•Chapter 3: Data Analysis and findingsStudent’s Manual for Coop TrainingPage 13 2015 College of Business AdministrationHere the student should explain how to analyze the data arrive at the finding. Then present these findings.•Chapter 4: Conclusions and RecommendationsThis chapter includes two parts:•Conclusions:Here the student is interpreting the finding to arrive at conclusions. That is, what the finding you got from data analysis mean. In other words, conclusions are generalizations that answer the questions raised by the objectives of the project and represent the problem of your project.•Recommendations:Recommendations mean how to apply the conclusions to specific areas in order to make suggestions for company’s strategies. In other words “A recommendation means how to benefit from conclusions in the form of suggestions to improve the current situation that you have investigated.•References :Cite all references that you get your data and information from (e.g., books, periodicals, internet, company’s records,..Etc) There should be cited in the right format.•Appendixes: This section might include a copy of the questionnaire, supporting documents, etc.Important Notes: •There should be a balance between the chapters regarding the number of pages (6-8 pages each chapter)•References should be written in the right scientific methods as follows:Authors, year of publishing, Title of the reference, city of publisher, publishing company,Example: 1.BooksSchiffman, L.G. & Kanauk, L.E (2007). Consumer Behavior, New Jersey, Prentice Hall Co.Quotah , M. and El aasi, S. (2008) How to write a Report. Jeddah, Jarir Co.2.ArticlesMonacelli, T. (2001) New International Monetary Arrangements and the exchange Rate. International Journal of Finance & Economics, Vol 6 (4) PP. 389 – 400 3.Electronic Sources (WWW document)Monacelli, T. (2001) New International Monetary Arrangement and the Exchange Rate. International Journal of Finance & Economics, Vol 6 (4) PP 389 – 400.[online]. Available from: http:// Proquest. dwebStudent’s Manual for Coop TrainingPage 14 2015 College of Business AdministrationReport Presentation: The student is required to emphasize the following points in her/his presentation:Project problem: •What is the overall objective of the Coop Project.•What is the research question that the student is looking for answering it through its coop project.Methodology:•What data was required and its sources (Secondary and / or primary)•How did the student analyze the data?Conclusions and Recommendations
internship report

AHS 7610 Wilmington Week 4 Cybernetics Process in Healthcare Discussion

AHS 7610 Wilmington Week 4 Cybernetics Process in Healthcare Discussion.

You have 2 options choice one:1. Think of a Human Service System (i.e. health care, substance abuse, mental health, etc.).OR2. Use your current place of employment.Create a minimum 4-page APA-style paper to identify the answers to the following questions. The 4 pages do not include your cover page and reference page.Using the Systems Transformation Approach and Cybernetics Process, describe what your system currently looks like.Describe what an ideal system would look like.What problem does the current system and the ideal system focus on? Are they different? If yes, why are they different? What needs to happen to get to the ideal system (process)?What do you propose as the outcomes of the ideal system?As an agency director working within the current system, what would you need to know and do in order to move your agency in the direction of meeting the goals of the ideal system? (i.e. problem-solving techniques, critically looking at your organization, learning organization structure, challenges/opportunities of transformation)
AHS 7610 Wilmington Week 4 Cybernetics Process in Healthcare Discussion

Essay Writing at Online Custom Essay

5.0 rating based on 10,001 ratings

Rated 4.9/5
10001 review

Review This Service