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Film and Television

Film and Television.

This course focuses on films that radically adapt or even challenge the assumptions of key Shakespearean texts which have become cultural myths: Macbeth, Hamlet, Othello, Lear, and the The Tempest. All are fully developed films not filmed stage productions and adapt the underlying myths to a variety of cultural contexts. The films include Kurasawa’s well known samurai adaptations, Bollywood variations, a Science Fiction adaptations of the Tempest, Forbidden Planet, and more.Pick one of these films and basically break it down and tie it into the class. Can use comparison to one another. May use photos and references.
Film and Television

CHM 130 Rio Salado Community College Atomic Mass Beanium Chemistry Lab Report.

I’m working on a chemistry question and need guidance to help me understand better.

Please complete the attached document Laboratory ProcedureComplete the following measurements and calculations as directed below, and record your values in the Data Table of the Lab 3 Worksheet ( this should be downloaded from the Lab 3 Worksheet tab in the navigation bar in the upper left of this page):Convert the masses of each isotope (kidney and pinto beans, and black-eyed peas) to milligrams. Use dimensional analysis to perform the conversions. Record the masses in milligrams in the data table.Count the number or quantity of each isotope. Record the number or quantity in the data table. Find the average mass for a single particle of each isotope using the following formula as illustrated for kidneybeanium. Record the average mass of each isotope in the data table. Determine the relative abundance of each isotope using the following formula as illustrated for kidneybeanium. Record the relative abundance of each isotope in the data table. Determine the relative weight of each isotope using the following formula as illustrated for kidneybeanium. Record the relative weight of each isotope in the data table.
CHM 130 Rio Salado Community College Atomic Mass Beanium Chemistry Lab Report

FNU Ch 22 School Health Diabetes Monitoring in Absence of Nurse Essay.

The school nurse has a unique role in the provision of school health services for children with special health needs, including children with chronic illnesses and disabilities with various degrees of severity. This case describes the role of the school nurse caring for a child with type 1 diabetes.Susan has two students with type 1 diabetes in her school, one requires blood glucose monitoring and daily insulin injections, while the other has a continuous insulin infusion pump. The incidence of type 1 diabetes presents a complex challenge to school healthcare providers. Type 1 diabetes ranks as the second most common chronic illness in childhood, second only to asthma. The American Diabetes Association (ADA, 2015) reports that about 193,000 Americans under age 20 live with diabetes and 17,900 are diagnosed with type 1 diabetes annually, and another 5,300 with type 2 diabetes. Children with diabetes are considered disabled and as such are protected under federal laws that prohibit discrimination against children with disabilities. Studies show that the majority of school personnel have an inadequate understanding of effective diabetes management. It is best for the student to monitor blood glucose and respond to the results as quickly as possible to avoid possible complications.1. When the school nurse is unavailable, who is legally responsible for providing care to a child with diabetes? Explain your answer. The paper must follow APA format according to Publication Manual American Psychological Association (APA) (6th ed.). 3 paragraphs with a minimum of 3 sentences and 3 references not older than 2016.
FNU Ch 22 School Health Diabetes Monitoring in Absence of Nurse Essay

Walden University Social Work Personal Professional Goals & Objectives Questions.

The ability to demonstrate social work practice skills is a key component of any social work field education experience. As you demonstrate social work practice skills in your field education experience, you will develop your professional identity as a future social worker.For this Assignment, reflect on your personal and professional goals or objectives that you hope to achieve by participating in this course.The Assignment (1–2 pages):Identify and describe your personal professional goals and objectives within the parameters of the field education experience.Explain how your personal professional goals and objectives that you identified might be reflected in your agency learning agreement.
Walden University Social Work Personal Professional Goals & Objectives Questions



Which fraction is equivalent to 1/2 10/202/313/1511/12

Hypothetical Situation The Gym Example Philosophy Essay

essay writing service free The hypothetical situation which is being considered here is based around a public institution like a University and it relates to decision making vis-vis distribution of resources. There are 2 levels in this scenario. The first is that the university has to buy gym equipment’s for making two gyms in the university. These are the boy’s gym and the girl’s gym which are in their respective separate hostels. The question before the university is regarding how the fund which it has should be divided in relation to making the respective gyms. It has to be kept in mind that the university is a public institution. There is no inadequacy of funds with the university and the question relates to division of that fund. Now, let us suppose that the university built the same gyms by bringing in the same equipment’s in both the gyms. Thus, the fund which was divided was also divided equally for the two gyms. Now, another year has passed and the university has to do modifications to the gym by bringing new equipment’s. It is in the knowledge of the university that there is a difference of usage of the boys and girls gym with the boy’s gym being used more than the girl’s gym, if the usage has to be seen in relative terms. Then, the university decides to bring new equipment’s for the boy’s gym and in its decision puts some of the equipment which was earlier in the boy’s gym into the girl’s gym. The research paper for the first scenario tries to look into what would be a position of equality and would that position be a just one. In the second scenario, the attempt is to see whether the decision of the university is against the principle of equality and whether the decision is a just one. The focus of the discussion would be to search for the principle question which arises and to answer that question to answer the other problems which are involved. First Scenario As explained above, in this first scenario the university is bringing equipments for the first time and the primary question before it is whether either of the gyms should be made better than the other one? The concern of the university is regarding the gender stereotype of women. The stereotype which becomes predominant in sports and physical activities. The above concern over the stereotype for the university needs to be understood here. There are inhibitive notions regarding physical appearance of women, their athletic ability, and participation in sports. They have been traditionally considered as the ‘weaker’ sex- physically, mentally and emotionally. [1] There is another aspect of femininity which relates to what is feminine in nature i.e. appearance and behaviour and because of this women are moved away from physical activities like doing weights, sweating, being aggressive, etc. [2] Moreover, women who get over this femininity are subjected to negative stigma. The above understanding regarding the perception of women in sporting and physical activities leads to two arguments in favour of a better boys gym. These arguments are firstly need or usage based and second argument is regarding the capability. These arguments can be related but from a perspective of looking at the arrangement in which there is a better boy’s gym, they would be dealt with separately. The first argument here is that the girls do not ‘need’ the gym as much as the boys do. It is based on the assertion that the usage of a boy’s gym would be much more compared to a girl’s gym. This is based on the number of people who would use the gym Hence, more funding should go towards the boys’ gym. The second argument here in favour of a better boy’s gym is that girls do not need the vast array of equipment’s required in a boy’s gym because of certain biological and physiological differences between the two sexes. These aspects are the difference in size, muscles, fat, bones, flexibility, response to heat stress, etc. [3] These factors directly affect the capability of women in using a range of equipment and thus these factors restrict the need for certain equipment in the girl’s gym. The above two arguments are the primary arguments made against two equal gyms. These arguments regarding a better boy’s game raise a prima facie argument against equality and it becomes pertinent to look into whether the fundamental principle of equality is being affected in the present case. Equality is a wide and highly contested concept. There are various notions of the same and it has to be decided as to whether a particular notion of equality is applicable here in the present case. Equality here would refer towards a qualitative relation within the correspondence which is being made. There are more questions raised regarding equality, like equality of what, why equality, why not a particular form of equality but since the focus here is on distribution of resources by the university, the right questions would be addressing this distribution by this public institution. The objective of university in providing access to the facility of gym would help in resolving the dilemma of what equality has to be considered here. The university is addressing the lifestyle needs of the people. Hence, the university cannot directly make people fitter, stronger, etc. What it can do is provide opportunity to the people. Hence, the arguments regarding providing a better men’s gym have to be seen from a perspective of providing equality of opportunity. This concept of equality in terms of opportunity needs more explanation here. This concept has been discussed by various thinkers dealing with distributive justice. This is a part of one of the two principles of justice in Rawls Theory of Justice. [4] According to Rawls, the way to think about justice is to do by asking what decisions one would choose in an original position behind a veil of ignorance. [5] Rawls argues that in such a position people would not take decision which favour utilitarianism but will make decision which would tend to remove social and economic disabilities. An essential part of this process of removing disability would involve providing equality of opportunity. Rawls also allows social and economic disadvantages through his ‘difference principle’ but goes on to say that infringements upon fair equality of opportunity cannot be allowed on the basis of his difference principle. [6] There is also a moral argument behind this conception of justice by Rawls and it is that distribution of income and opportunities should not be based on factors that are arbitrary from moral point of view. [7] This argument relates to the two conceptions of formal and substantial equality of opportunity. ‘Formal’ equality of opportunity deals with discrimination and that there should be no discrimination on grounds like gender, sex, race, ethnicity, etc. [8] This conception clearly relates to Rawls conception as within this, if one is looking through the veil of ignorance in an original position then the grounds above are ‘arbitrary’. There is another conception of equality of opportunity and this requires compensatory and other institutional measures to remove the inherent attitudes of people which would not go by just addressing the discrimination. [9] It is referred as fair equality of opportunity. It now becomes important to judge the earlier contentions which were raised in favour of a better boy’s gym. These were based on two arguments of capability and usage. They have to be considered on the touchstone of equality of opportunity. The basis of both these was in a way traced to the gender stereotype which was explained earlier. However, the basic conception with formal equality of opportunity was non-discrimination on any basis including gender; hence such a distinction cannot be made. Analysing from Rawls perspective of justice, the criteria to determine whether there is equality or not is that whether the distinction vis-a-vis the opportunity is ‘morally arbitrary’. To further understand this criteria, any person in a veil of ignorance in the original an initial position and he has no knowledge about his or her place in the society, his strength or weaknesses, his values or ends. [10] They are morally on the same level if they are equal. Hence, if the distinction is being based on capability then they are morally not on the same level and hence the distinction becomes arbitrary. The purpose of going to the original position is to remove the arbitrariness of the world and this brings in fairness. It has to be also realised that equality of opportunity goes beyond formal equality into the domain of fair equality of opportunity. Fair equality of opportunity becomes relevant in this case of discrimination as the purpose of fair equality is to address the ‘moral arbitrariness’ i.e. social and economic disadvantage which is not removed by just addressing the discrimination. If equal fund is granted to the girl’s and boy’s gym, then it would lead to a shift in the stereotype regarding girls, even though the shift might take time. Hence, fair equality of opportunity would be addressed in this way. It might however be argued that what forms equality of opportunity requires discrimination and mere differentiation does not amount to discrimination. This is further substantiated by the fact that the usage of the gym equipment’s would be sufficient for the needs of the girl’s in isolation. In such a case, there can be no discrimination because no one is unfairly being prevented from addressing her need. The above argument, however in the context of equality of opportunity is untenable, because such judgement regarding usage and capability cannot be made without at first providing opportunity to everyone. Any such judgement continues to reflect the stereotype against women in physical activities. Thus, the equality of opportunity is not achieved the moment the girls are not provided with an opportunity to have an equal gym.

George Mason University Week 7 Human Resources for A Small Business Discussion

George Mason University Week 7 Human Resources for A Small Business Discussion.

Imagine that you manage human resources for a small business. You have recently prepared a report on the market rate of pay for salespeople, and the company’s owner says the market rate is too high. The company cannot afford this level of pay, and, furthermore, paying that much would cause salespeople to earn more than most of the company’s managers.

Why is this a problem? Should managers automatically be at the top of the pay scale?
Suggest three possible measures the company might take to help resolve this conflict.

Be sure to respond to at least one of your classmates’ posts.

In some instances, such as the one described in the pay scales described in the case study, salespeople can earn more than managers. This incident can be a problem to the company since; salespeople can be viewed to benefit more from the organization than their employers, which should not be the case. This problem brought by these pay scales may imply that the company’s sales do not reflect on its profit. If a pay scale rate is designed appropriately, managers should be automatically at the top of the pay scale since it would have factored all aspects of compensation.
Ideologically, salespeople should have an average pay, which is way lower than those of the managers (Beardwell & Thompson, 2017). On the other hand, they get a chance to earn a commission on a percentage of the sales they make in a given period. If these salespeople make high sales, their commissions added to their basic earnings can be higher than those of the managers (Beardwell & Thompson, 2017).
One can use several strategies to fix this problem. First, the pay scale should balance the base and commission that these salespeople receive (Shivarudrappa et al., 2010). Their base should be relatively low so that these individuals get to work hard to make their commissions. This strategy will ensure that these employees seldom make higher returns than their seniors in management.
Second, the commission and bonuses should be funded as percentages of the profit they generate and not only sales (Shivarudrappa et al., 2010). This strategy will prevent the selling of products at cost, causing no profits but demanding commission. If the commission earned is reflected in high company profits, then the managers will get a means of getting additional pay.
Beardwell, J., & Thompson, A. (2017). Human resource management. Pearson Education.
Shivarudrappa, D., Ramachandra, K., & Gopalakrishna, K. (2010). Human Resource Management. Himalaya Pub. House.
George Mason University Week 7 Human Resources for A Small Business Discussion

Violence in Media and Accepted Norm in Society Research Paper

Table of Contents Introduction History of Media Violence Legislation The Social Problem of Media Violence Causes of Violence and their Connection to Violent Videogames Controversies about Media Violence Effectiveness of Media Violence Laws Addressing media violence Conclusion References Introduction Media violence is considered one of the most controversial topics in modern society. Movies, computer games, the Internet, and other sources, are stated to have brought virtual harassment to the next level (Gentile, 2014). With new technologies such as VR simulators being introduced to the market, violent entertainment is becoming more elaborate and realistic. Personal computers, TV sets, and smartphones are becoming more available to the population. Individuals face interactive violence every time they turn to modern electronic devices. These devices serve as outlets of exposure to media violence, offering a plethora of games ranging from military simulators like Battlefield and Call of Duty to horror games inspired by Stephen King and Lovecraft. Each game offers its unique modicum of violence. Media violence has become a widely-accepted norm in our society. While certain groups of concerned parents, teachers, and psychologists show worry over this tendency, it is downplayed as an “attack on the gaming industry” and “unnecessary moralism.” At the same time, these concerned groups represent the stratum that has the most power in influencing the spreading of media violence and mitigating its effects. Stanhope and Lancaster (2014) claim that parents, teachers, and psychologists have an important role to play when the issue of media violence is taken into consideration. Adults are believed to be more resilient towards the alleged effects that media violence has on the psyche, but children, adolescents, and teenagers have to rely on parental guidance and advice to avoid any lasting impressions on their mental and behavioral patterns. The government also plays an important role in mitigating the negative effects of media violence. For decades, it has focused on developing measures and regulations to address the issue. According to Grossman