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Florida Institute of Technology Aviation Insurance Case Study

Florida Institute of Technology Aviation Insurance Case Study.

The topic is aviation insurance Expectations of the Case Analysis AssignmentThe introduction should set the stage, establish the environment, set out the nature of the problem. You should consider that you are establishing the context within which your problem exists. You must have in-text citation to substantiate your introduction. The case analysis assignment requires you to identify and isolate just one problem. This problem should be well developed, where did it come from, why is it able to exist? What conditions and/or factors caused it or contributed to it? Your problem statement is the common thread that you weave throughout your analysis, everything must be connected to your problem. You must have in-text citation to substantiate your problem statement.The significance of the problem is the result of the problem not being solved. You need to indicate what will happen if your problem is not addressed or fixed. This is your opportunity to tell management they need to do dedicate appropriate resources to fix the problem. You need in-text citation to substantiate the significance of your problem.Alternative actions are corrective actions based upon the textbook and/or magazine/journal article and/or other sources you are using. You need two alternative actions, each much have reason or rationale, and two advantages and two disadvantages. Here again in-text citation must be used to substantiate your alternative courses of action.The recommendation must be separate and distinctly different than either alternative action. You should consider what you would do to correct the problem if you had unlimited resources. The recommendation must have reason or rationale, one advantage and one disadvantage. And, in-text citation must be used to substantiate your recommendation. limited to no more than four pages: The first page should be the Title page (page 1), the second and third pages should be the analysis (pages 2 and 3), and the fourth page should be the reference list (page 4).Please meet the requirements above
Florida Institute of Technology Aviation Insurance Case Study

Sashi essay – I need an essay on the below 2 questions.

Question I – The year is 2012 and the light bulb has not yet been invented. Thomas Edison and Nikola Tesla are in a bitter feud to see who can bring electricity to the masses first. In this alternative history, it is indisputable that Tesla invented the lightbulb first. However, Edison filed his lightbulb patent prior to Tesla. According to the law in 2012, who holds the patent to the lightbulb?Question II – In May of 2013, Jesse plans to open a law office named “Peace Law” and uses the peace symbol as part of the logo for the business. That same month Jesse registers the trademark with the Patent and Trademark Office. Jesse opens the law office for practice in July 2015. Assuming no one contested registration of the trademark within 5 years, is the trademark valid?2-3 pages, APA format and references
Sashi essay – I need an essay on the below 2 questions

A practitioner led enquiry investigating the approaches to teaching for inclusion in Physical Education The study will focus on the different ways that PE teachers plan and include children with SEND into PE lessons Introduction Inclusion Inclusion is about creating a classroom in which all children feel welcomed, valued and respected. Morley, et al (2005) believes that as a teacher it is vital to managing an inclusive educational environment. Government policy states that “mainstream schools have a duty to endure all students with special educational needs and disability (SEND) take part in activities alongside those without SEND”(Department for Education, 2015). Despite this many teachers have concerns adopting inclusion with primary concerns over professional development, planning time and meeting needs of all students (Horne and Timmons, 2009
ART 45A University of Michigan Total Transparency Background Essay.

Purpose:Total at least 700 wordsIn the Tabula Rasa projects you will use Ossian Ward’s “T.A.B.U.L.A.” (Time, Association, Background, Understanding, Look again, Assessment )method to look at, analyze, reflect upon and write about a work of contemporary art. Through following this method you will practice synthesizing your observations, impressions, research and understandings about the artwork. This will help you approach works of art in any context and be able to have a meaningful experience engaging with even the most challenging or confusing works of contemporary art. It will also help you become familiar with the complex ways artists use specific materials, locations and imagery to communicate their ideas and promote deeper thinking in their artwork’s viewers.Skills:active observationinterpretationpersonal reflectioncritical analysisevaluationInstructions:Using Ossian Ward’s Tabula Rasa step-by-step process, you will be looking at, learning and researching about, and analyzing a specific artist’s (or artist collective’s) singular artwork or body of related artworks.Part 1:T is for Time – Clear your mind (as Ossian Ward says: wipe your brain slate clean!). Set a timer on your phone to record how much time you spend looking at and engaging with the documentation of the artwork(s) in this initial phase. Spend time looking at, analyzing and jotting down thoughts and notes about the artwork documentation in Section One of the included document. Be sure you look at ALL material given here – both photos and video links, if given. At this stage the only information you have is the images and/or video documentation, and the brief informational caption about the artwork (much like what you would experience seeing an artwork on display in a gallery or museum). Take your time, don’t rush through this step in just a few minutes. You need to spend enough time with these images/videos/text to really build thoughtful associations to the artwork. Record the time you spent looking in Part One of the assignment template (note: please do not include the time you spend writing your Association response – just the time you spend carefully looking at all the artwork documentation). (Note: everyone will inevitably need different amounts of time for this stage. I am asking you to honestly time yourself and record the time so that you gain a better sense of how quickly or slowly you engage in the observational process)A is for Association – In Part One of the assignment template, write about your initial observations, thoughts, reactions, questions and gut feelings about the artwork(s) based on what you have seen so far. What details did you notice about the materials, the imagery, the way the artwork is made or displayed, its scale, its relationship to architectural or social space, etc.? On first observation, what about the artwork hooked you, challenged you, excited you, etc.? WHY? Be specific! Write down all your initial observations and associations with the artwork. You don’t need to know what the artist’s intentions for the artwork are (what the artwork is about) at this stage – discuss what your experience looking at it is. Note: if there is a series of artworks (rather than just one singular artwork) included in the assignment, please make sure you discuss all of them as they relate to each other. Please also ensure that it’s clear from your response that you have indeed looked at all images and video documentation included. (200-300 words please)Part 2:B is for Background – Watch the linked video(s) and/or read the provided literature about the artwork provided in Section Two of the included information document. In addition to watching/reading all included explanatory material, please conduct independent research about the artist(s) and their artwork(s) online. Look for other writings, reviews and/or videos that help you to understand the artist’s practice and ideas, and the given artwork(s) in greater depth. (Wikipedia and Artsy are not acceptable sources of information). In Part Two of the assignment template, please include a works cited list of the research you have conducted (at least 2-3 independently-found sources should be listed). Please give the title, author’s name, and website url for each source listed.U is for Understanding – In Part Two of the assignment template, write about some of the significant or valuable things you learned about the contexts for the artwork(s) and the background of the artist’s ideas and making process. Explain why you found these things valuable for expanding your understanding about the artwork(s). Make sure that you address information you gleaned BOTH from the resources included in Section Two of the assignment document, AND at least one other independently-sourced web resource in your writing for this section. (200-300 words please)IMPORTANT: remember you must quote and attribute anyone else’s thoughts or writing properly (give the author’s full name and title of the article/website/review. See the “How to Avoid Plagiarism” page in the Welcome Module for guidelines). Part 3:L is for Look Again – Take a break! Then, with fresh eyes and expanded understanding go back and look at the artwork(s) again. A is for Assessment – In Part Three of the assignment template, describe your overall and final impressions about this artwork based on what you were able to see, as well as the information you gleaned about the artist and their work through research. You can discuss the materials, the artist’s ideas, the artwork’s location, the imagery, the historical/social/economic/political/spiritual/etc. background, your own reactions to these things, etc. Some questions that might guide you: What have you come away with from this experience of engaging with the given artwork? Has it shifted your thinking about art? Do you feel the artwork is successful? Why? What do you think this artwork does for its viewers, yourself included? Etc. This section is where you really focus on your own original thinking about the artwork. You’ve already described what you’ve observed and learned about the artwork – now is when you should be analyzing all this information with a personal and critical lens. (200-300 words please) You can always revisit the Introduction to Ways of Looking by Ossian Ward if you want a more in-depth reminder of how he describes the T.A.B.U.L.A. method.Your Task:Before beginning, please download the following documents, which you will use to complete this Tabula Rasa assignment:Tabula Rasa Assignment Template (this is the document into which you will write your responses. Please make sure you complete each section)Tabula Rasa #1 Information Document – Stephanie Syjuco (this is the document containing all the images, videos and information about Syjuco’s artwork necessary to complete this assignment)Please follow the instructions outlined in the Information Document (and above) VERY CAREFULLY as you look at the documentation of Stephanie Syjuco’s three artworks titled “Total Transparency Background,” “I AM AN…” and “Total Transparency Filter (portrait of N)” and follow the T.A.B.U.L.A. method to respond to the artworks and their background. These artworks, grouped under the series title “Total Transparencies” are from Syjuco’s 2017 exhibition Citizens at Ryan Lee Gallery.Criteria for Success:I can’t emphasize the first step enough: TAKE TIME! Rushing through this assignment will result in superficial responses and research. In your writing for each step of the process you should demonstrate your openness and willingness to be stretched by the artwork. Your responses should be detailed and specific to show that you really are carefully looking at and responding to the artwork and all the background information you learn through the process. You can make use of things you’ve learned so far this week about Ways of Looking as reference points to strengthen your approach to this artwork.Below is the rubric that will be used to evaluate your Tabula Rasa Assignments. You may use this rubric to self evaluate whether you have done an excellent, satisfactory or insufficient job completing the assignment.RubricTabula Rasa RubricTabula Rasa RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomePART 1: Time1 to >0.5 ptsFull PointsStudent has recorded their time spent reviewing all the documentation in Part 1, demonstrating they’ve spent sufficient time looking at all included images and video links in depth.0.5 to >0.0 ptsRoom for ImprovementStudent records too little time (i.e. only a few minutes) to fully engage with all the images and/or videos included in Part 1. This will vary depending how much documentation is given.0 ptsZeroNo time is recorded.1 ptsThis criterion is linked to a Learning OutcomePART 1: Association2 to >1.5 ptsFull PointsStudent thoughtfully describes their observations, associations and initial impressions about the artwork(s) based ONLY on the documentation available in Part 1 of the assignment. Student makes clear and detailed reference to the artwork(s) to support their observations.1.5 to >1.0 ptsSufficient1 to >0.5 ptsRoom for ImprovementStudent’s description of their observations, impressions and associations about the artwork are generalized, vague, and/or lacking in detail or depth.0.5 to >0.0 ptsInsufficient0 ptsZeroStudent submits a completely unconvincing response that isn’t clearly related to the artwork documentation in Part 1 or to the Association writing prompt / no writing submitted in this section2 ptsThis criterion is linked to a Learning OutcomePART 1: Length1 to >0.5 ptsFull PointsAssociation response is at least 200 words in length.0.5 to >0.0 ptsRoom for ImprovementAssociation response is between 175-199 words in length.0 ptsZeroAssociation response is under 175 words in length.1 ptsThis criterion is linked to a Learning OutcomePART 2: Background and Research2 to >1.5 ptsFull PointsStudent lists at least 2-3 independent research sources (beyond those given in Part 2) by title, author name, and url link in the Bibliography section of the template.1.5 to >1.0 ptsSufficient1 to >0.5 ptsRoom for ImprovementBibliography lists only one resource, demonstrating that the student has conducted little independent research.0.5 to >0.0 ptsInsufficient0 ptsZeroNo independently researched sources are listed in the Bibliography section of the template.2 ptsThis criterion is linked to a Learning OutcomePART 2: Understanding2 to >1.5 ptsFull PointsStudent gives a thoughtful account of what has shifted in their understanding about the artwork(s), clearly discussing material from the resources given in Part 2 AND from at least one independent source in their bibliography.1.5 to >1.0 ptsSufficient1 to >0.5 ptsRoom for ImprovementStudent’s account of their understanding is superficial or unconvincing and/or lacks clear reference to EITHER the included Part 2 resources or their independent research.0.5 to >0.0 ptsInsufficient0 ptsZeroStudent submits a completely unconvincing response that isn’t clearly related to any Background research or to the Understanding writing prompt / no writing submitted in this section2 ptsThis criterion is linked to a Learning OutcomePART 2: Length1 to >0.5 ptsFull PointsUnderstanding response is at least 200 words in length.0.5 to >0.0 ptsRoom for ImprovementUnderstanding response is between 175-199 words in length.0 ptsZeroUnderstanding response is under 175 words in length.1 ptsThis criterion is linked to a Learning OutcomePART 3: Assessment2 to >1.5 ptsFull PointsStudent gives a meaningful, thoughtful and personalized argument for their final assessment of the artwork(s) which clearly demonstrates the progression of their ideas, impressions and observations.1.5 to >1.0 ptsSufficient1 to >0.5 ptsRoom for ImprovementFinal assessment is superficial, vague and/or lacking in depth and specificity / student reiterates things written in previous sections without expanding those observations into a convincing, culminating assessment.0.5 to >0.0 ptsInsufficient0 ptsZeroStudent submits a completely unconvincing response that isn’t clearly related to the artwork(s), to research about them, or to the Assessment writing prompt / no writing submitted in this section2 ptsThis criterion is linked to a Learning OutcomePART 3: Length1 to >0.5 ptsFull PointsAssessment response is at least 200 words in length.0.5 to >0.0 ptsRoom for ImprovementAssessment response is between 175-199 words in length.0 ptsZeroAssessment response is under 175 words in length.1 ptsThis criterion is linked to a Learning OutcomeProper attribution, quoting and paraphrasing3 to >1.5 ptsFull PointsStudent consistently attributes sources by name and title accurately and properly quotes and paraphrases when referring to someone else’s words or ideas.1.5 to >0.0 ptsRoom for ImprovementStudent sometimes, but not consistently, quotes, paraphrases, and attributes by name the authors/artists whose words/ideas/artworks they are sharing0 ptsZeroStudent fails to properly attribute any sources by name/title, or to quote/paraphrase properly, thereby risking a situation of plagiarism.3 ptsTotal Points: 15
ART 45A University of Michigan Total Transparency Background Essay

Vellore Institute of Technology The Issue of Securing Backups Discussion

Vellore Institute of Technology The Issue of Securing Backups Discussion.

Question 1 :Search “scholar.google.com” for a company or school that has reported issues, problems, concerns about their backup procedures. Discuss the issue of securing backups. There have been several incidents lately in which backup media containing personal customer information were lost or stolen. How should backup media be secured? What about off-site storage of backups?Need 250-300 words with all references in APA Format.Question 2 :For the above question, discuss precautions the company should have taken or how these could be avoided. Need 250-300 words with all references in APA Format.
Vellore Institute of Technology The Issue of Securing Backups Discussion

The Brain And Brocas Area Psychology Essay

essay writing service free The brain is said to be one of the most complex things in the universe. It has an estimated 100 billion neurons and countless synaptic connections between these. These neurons are highly complex in structure, each with the potential of having over a thousand dendrites branching to communicate and connect to other neurons. Evolution, however, has allowed for the development of a functional order from what would appear as random chaos. Throughout the ages, the study of the brain has answered many questions and raised many more about the way the brain works. The dedication of countless researchers has allowed for the creation and advancement of the field of neuroscience. Research has allowed scientists to identify brain areas that serve a specific purpose or have explicit functionality. One of these areas is Broca’s area. Broca’s area is the name given to the area of the brain that is mostly responsible for the production and processing of speech. It also aids in the control of neurons responsible for facial movement and is to an extent, responsible for allowing humans to understand complex language structure. The functionality of Broca’s area in the matters of language processing goes without a doubt, but new research is shedding light on the possibility that this region of the brain contributes to more than just basic verbal language skills. Broca’s area was discovered by Pierre Paul Broca, a French surgeon researching speech. The discovery of this area took place in 1861, when Broca examined the brains of patients with speech impediments postmortem. He discovered that all his patients had damage in the same area of the brain. This area was located on the frontal lobe of the left lateral cerebral cortex next to the motor cortex. Broca published his findings in 1865 and this area became known as Broca’s area. (Kalat 2007) This region was among the first to be described as having a localized function and has led the way on the theory of brain specialization. Over a century of research has confirmed Broca’s original findings and has validated the idea that certain brain processes are in fact exclusive and located in select parts of the brain. There is no anatomical consensus of what Broca’s area constitutes of, but Paul Broca “described the posterior third frontal convolution” also known as the “inferior frontal gyrus – as most crucial for the expression of speech.” (Keller et al. 2009) Broca’s area, rather than being an isolated structure has connections to nearby structures that aid in the overall goal of allowing speech. The area displays asymmetry compared to its right hemisphere counterpart. This asymmetry in structure is often attributed to speech processing but the real reason for it has not been confirmed. Broca’s area is not the only area of the brain dedicated to speech, nor is this asymmetry unique to humans. It has been shown that three great ape species possess the same asymmetry on the homologue of Broca’s area. (Cantalupo and Hopkins 2001) A more reasonable theory for this is that the asymmetry comes from the special connection that Broca’s area has with Wernicke’s area through the neural pathway of the arcuate fasciculus where they overlap “with phonological language activations in the left but not right hemisphere” (Keller et al. 2009) This applies to most right handed people only; the position of Broca’s area depends on the dominant hemisphere after all, and may be located on the right side of the brain if the individual is left handed. The area is divided into two sections, the Pars triangularis, located anteriorly, and the Pars opercularis, located posteriorly. The function of each region of Broca’s area is thought to be different from the other. The Pars triangularis is thought to predominantly control verbal behavior while the Pars opercularis is thought to mainly control the organs responsible for the production and articulation of language. This makes sense because of the close proximity to the primary motor cortex in controlling general and fine motions of facial features and speech. Fine motor control could be closely related to position Broca’s area is also though to control linguistic mechanisms such as action perception, working memory, syntactic complexity and syntactic movement. Action perception refers to the mechanisms that allow for the association of “action observation and execution”, essentially the planning of movements needed to articulate a thought. Working memory refers to the verbal working memory responsible for controlling speech organs and how they move to allow for clear speech. Syntactic complexity refers to the “processing of complex input” of phrases or written sentences, this is to say, it allows for the understanding of complex grammatical structures. Syntactic movement refers to the “computation of syntactic movement in reception” (Grodzinsky and Santi 2008), or in layman’s terms, the ability to move and rearrange the words of a written sentence and still perceive the sentence as meaningful. All these mechanisms are thought to be in some way associated with Broca’s area, and various bits of evidence support the claims, from MRIs to analysis of homologous areas in monkey brains. It is through common linguistic mechanisms that sign language can also be generated. In fact, experiments have been done in which chimpanzees tried to attract the attention of seemingly inattentive caretakers with hand motions and noises. These chimpanzees showed a significant increase in activity in their Broca’s homolog than the control counterpart, which did not try to attract the caretakers’ attention. (Taglialatela et al. 2008) The understanding that lower primates show precursors to language have given rise to a new field in research dedicated to understanding the evolution of language. If scientists better understand how homologues of brain regions behave in lower primates, they might be able to decipher how it works in humans as well. This knowledge could prepare scientists to deal with human brain conditions that currently have no treatment or cure. Broca’s area has shown its importance in the development and use of language but as with other parts of the brain, lesions in these specific areas can result in specific neurological conditions. The most well known condition of damage to Broca’s area is Broca’s aphasia. Broca’s aphasia, also known as non-fluent aphasia, is typically caused by stroke and generally consists of a loss of fluidity in speech, repetition and loss of grammatical correctness when speaking. Individuals afflicted by Broca’s aphasia have no problem understanding and processing what others are saying but cannot generate normal speech or read complex sentences. As a result, individuals with Broca’s aphasia often become frustrated by not being able to articulate what they think. Treatment of Broca’s aphasia is usually individualized and consists of sessions of daily speech therapy. The prognosis varies per individual, but the condition can be ameliorated by practice to stimulate brain plasticity. Not surprisingly, data supports that damage to Broca’s area will also affect sign language, causing slow and effortful signing, much like the difficulty experienced when these individuals try to express themselves verbally. Interestingly enough, deaf people who depend on sign language are often worse off when receiving damage to the Broca’s area. (Grodzinsky and Amuts 2006) Another curious fact about Broca’s area is that it could be responsible for symptoms relating to other diseases or conditions. One example is schizophrenia. Verbal auditory hallucinations are common in schizophrenic individuals but little is known on how these hallucinations originate. But it has been observed that there is an increase in blood flow to Broca’s area during auditory hallucinations suggesting the production of these hallucinations in schizophrenic individuals might be associated with areas specialized in language processing. (McGuire et al. 1993) Broca’s area serves a very important purpose in everyday life but goes ignored without second thought. Broca’s area serves as a nexus for higher speech processes and all the functions associated with complex conversation. Without the structure that we call Broca’s area, our language, gesticulation and complex social interactions might not exist in the same state that they exist today.

INTS 301 George Mason University Online Streaming Essay

INTS 301 George Mason University Online Streaming Essay.

Length:3 pages(the page count does not include your reference page) Evaluation:100 pts.(60% content, 25% grammar, 10% referencing, 5% formatting and instructions) Topic:open-ended Description: Since the beginning of recorded history, science is a contributing factor to the advancement of civilization.Consider the Industrial Revolution and the advancements made during this time period.Fast forward to the 20th and 21st century; what innovations or scientific discoveries played a significant role in shaping our society?What led to this discovery or invention and who pioneered the idea?What field of study, profession, or segment of society benefitted most?Were there unintended consequences and if so, what were they?How was print, television, radio, or social media used to advertise the new discovery? Provide examples and supporting evidence to persuade your reader.Cite your work! Instructions: Think of a scientific discovery that has shaped society in an impactful way (hint: think of things you use on a daily basis, but may not realize or have thought about it in a scientific way).For example, the invention of the microwave transformed society and cultural norms when it was first introduced.Television, computers, or maybe even the iPhone!What about the medical field?Or, maybe it’s something you heard about on Shark Week!The topic is wide open and whatever you decide to research must be supported by facts and evidence! Note, this is not a one-night research assignment.It’ll take time and thoughtful research.Three pages doesn’t sound like much; HOWEVER, you only have three pages to present and support your idea, so there’s no room for fluff.When you write, be concise, be clear, and be deliberate.Good writing is simple writing! Your paper should include an introduction of the topic you selected and a short, but thorough explanation of how or why it shaped society and the science behind it.None of us are Stephen Hawking, so I don’t expect an explanation of quantum mechanics or string theory, but at a minimum, provide a general explanation about the science behind your topic. Format: Follow the format described in your syllabus; any deviation will result in a reduction of points earned.Be sure to include 1” margins, Calibri font, 11 pt., and include a reference page or works cited.
INTS 301 George Mason University Online Streaming Essay

Help in doing a MEMO

Help in doing a MEMO. I’m trying to learn for my Management class and I’m stuck. Can you help?

Please read the assignment instructions CAREFULLY. “ATTACHED”
YOU ARE GOING TO HAVE TO CONNECT THE ARTICLES WITH “PESTEL” CONCEPTS
Framework PESTEL
P = Political
E = Economic and/or Financial
S = Social; Cultural; Demographic
T = Technological and Infrastructure;
E = Natural environment
L = Legal & Regulatory (Laws at all levels)
C = Competition (optional)
FIRST ARTICLE::
HOW TO STOP A SPEEDING TRAIN.
SECOND ARTICLE:
Pat o’Gold.
THIRD ARTICLE:
Maybe AT&T Isn’t Ready for Its Close-Up.

Help in doing a MEMO

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