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Friedman’s concept

Friedman’s concept.

According to Friedman, why do businesses not have social and moral responsibilities? Summarize, and explain the meaning and significance of, his key arguments. (this is a business philosophy essay)-Explanation of all reasons why The author thinks businesses do not have moral and social responsibilities.-a summary and proper explanation of the author,s key arguments.It is an interpretative essay not a research paper. Readings are provided by the instructor and there should not be use of any external resources. provided readings should be the only source of this paper, there should be proper in-text citations, even if the sentence is paraphrased. essay should be 4 to 5 pages in length.
Friedman’s concept

California National University The 25 Most Popular Behavior Based Questions

California National University The 25 Most Popular Behavior Based Questions.

I’m working on a english question and need support to help me understand better.

The 25 Most Popular Behavior-Based QuestionsTell me about a time when you . . .Worked effectively under pressure.Handled a difficult situation with a co-worker.Were creative in solving a problem.Missed an obvious solution to a problem.Were unable to complete a project on time.Persuaded team members to do things your way.Wrote a report that was well received.Anticipated potential problems and developed preventive measures.Had to make an important decision with limited facts.Were forced to make an unpopular decision.Had to adapt to a difficult situation.Were tolerant of an opinion that was different from yours.Were disappointed in your behavior.Used your political savvy to push a program through that you really believed in.Had to deal with an irate customer.Delegated a project effectively.Surmounted a major obstacle.Set your sights too high (or too low).Prioritized the elements of a complicated project.Got bogged down in the details of a project.Lost (or won) an important contract.Made a bad decision.Had to fire a friend.Hired (or fired) the wrong person.Turned down a good job.
California National University The 25 Most Popular Behavior Based Questions

MGMT 422 ERAU IT Portfolio and Investment Management Communication Plan

programming assignment help MGMT 422 ERAU IT Portfolio and Investment Management Communication Plan.

Hi,Here are the instructions for this assignment:When providing justification for a new business application investment, it is important to create a communication plan to ensure all stakeholders are involved in the selection process.AssignmentUsing the How to Create A Project Communication Plan Guide (Links to an external site.) and the Project Communication Action Plan template, create a communication plan for a new Enterprise Resource Planning (ERP) application.You may use titles or positions (instead of names) within the organization that may need to be included within communications.You will also need to identify a project sponsor, which could be the CIO or an executive board member.MGMT 422 5.5 Research Paper Exercise RubricMGMT 422 5.5 Research Paper Exercise RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentification and Analysis of the Main Issues/Problem25.0 pts(Excellent – A) Identifies and understands all of the main issues in the question.Insightful, and thorough analysis of all the issues.23.0 pts(Above-Average – B) Identifies and understands most of the main issues in the question. Thorough analysis of most of the issues.21.0 pts(Average – C) Identifies and understands some of the issues in the question. Superficial analysis of some of the issues in the case.19.0 pts(Near-Failing – D) Identifies and understands few of the issues in question. Incomplete analysis of the issues.17.0 pts(Failing – F) Identifies and understands very little of the issues in the question. No analysis of the issues.25.0 ptsThis criterion is linked to a Learning OutcomeAnswers to Research Questions20.0 pts(Excellent – A) Answers to research questions are clear throughout. Connection with class and study material goes well beyond the obvious connections among ideas; demonstrates insight and original thinking.18.0 pts(Above-Average – B) Answers to research questions present some irrelevant information on topic etc., but very little; treatment goes beyond obvious connections with class and study material.16.0 pts(Average – C) Answers to research questions are vague in places; some irrelevant or distracting information.14.0 pts(Near-Failing – D) Answers to research questions are unclear and/or confusing. Treatment is very superficial; paper may be well written but says nothing.12.0 pts(Failing – F) Does not address the researchquestions. Treatment is very superficial and says very little.20.0 ptsThis criterion is linked to a Learning OutcomeOrganization and Coherence20.0 pts(Excellent – A) Uses a logical structure appropriate to paper’s subject, purpose, audience, thesis, and disciplinary field. Sophisticated transitional sentences often develop one idea from the previous one or identify their logical relations. It guides the reader through the chain of reasoning or progression of ideas.18.0 pts(Above-Average – B) Shows a logical progression of ideas and uses fairly sophisticated transitional devices; e.g., may move from a least to a more important idea. Some logical links may be faulty, but each paragraph clearly relates to paper’s central idea.16.0 pts(Average – C) May list ideas or arrange them randomly rather than using any evident logical structure. May use transitions, but they are likely to be sequential (first, second, third) rather than logic-based. While each paragraph may relate to central idea, logic is not always clear. Paragraphs have topic sentences but may be overly general, and arrangement of sentences within paragraphs may lack coherence.14.0 pts(Near-Failing – D) May have random organization, lacking internal paragraph coherence and using few or inappropriate transitions. Paragraphs may lack topic sentences or main ideas, or may be too general or too specific to be effective. Paragraphs may not all relate to paper’s thesis.12.0 pts(Failing – F) Absent of any kind of organization. Lacks paragraph topic sentence and transitions between paragraphs. Paragraphs do not relate to the paper’s thesis.20.0 ptsThis criterion is linked to a Learning OutcomeLinks to Course Readings and Additional Research20.0 pts(Excellent – A) Excellent research into the issues with clearly documented links to class (and/or outside) readings. Much more than the minimum required; effort to explore topic exceeds expectations; use of primary and secondary sources; all information meets quality criteria. Sources interspersed with writer’s own analysis or synthesis; quotes are less than 10% of paper; good use of summary and paraphrase; all sources are documented; 1- 3 minor errors (such as incorrect punctuation).18.0 pts(Above-Average – B) Good research and documented links to the material read. Slightly more than the minimum required; effort to ensure breadth and depth; possibly no primary sources; all information meets quality criteria. Sources interspersed with writer’s own work; quotes are less than 20% of paper; good use of summary and paraphrase; all sources are documented; 4- 6 minor errors (such as incorrect punctuation).16.0 pts(Average – C) Limited research and documented links to any readings. At least the minimum required; reasonable breadth and depth of exploration; 1-2 sources lack quality criteria (i.e., Wikipedia). 1-2 instances of stringing source references together with little of the writer’s own work; quotes are 25% or more of paper; 1-2 citations missing or with major errors (ex: authors missing or incorrect).14.0 pts(Near-Failing – D) Incomplete research and links to any readings. Less than the minimum required; or providing only surface coverage; most sources lack quality criteria. More than 2 instances of stringing source references; quotes are 40% or more of paper; OR paper includes few references to sources; 3-4 citations missing or with major errors.12.0 pts(Failing – F) Provided no references or support of analysis. Very few sources; no attempt to explore various points of view; all sources lack quality criteria total. No references to sources; OR there is evidence of plagiarism; 5 or more citations missing or with major errors.20.0 ptsThis criterion is linked to a Learning OutcomeStyle, Mechanics, and Format15.0 pts(Excellent – A) Chooses words for their precise meaning and uses an appropriate level of specificity. Sentence style fits audience and purpose. Sentences clearly structured and carefully focused. Almost entirely free of spelling, punctuation, and grammatical errors. Accurately use required formatting style and proper referencing.12.0 pts(Above-Average – B) Generally uses words accurately and effectively, but may be too general. Sentences generally clear, structured, and focused, though some may be awkward or ineffective. May contain a few errors, which may annoy the reader but not impede understanding. Accurately use required formatting style and proper referencing.10.0 pts(Average – C) Uses relatively vague and general words, may use some inappropriate language. Sentence’s structure generally correct, but sentences may be wordy, unfocused, repetitive, or confusing. Usually contains several mechanical errors, which may temporarily confuse the reader but not impede the overall understanding. Accurately use required formatting style and proper referencing with few exceptions.8.0 pts(Near-Failing – D) Tends to being vague and abstract, or very personal and specific. Usually contains several awkward or ungrammatical sentences; sentence structure is simple or monotonous. Usually contains either many mechanical errors or a few important errors that block the reader’s understanding and ability to see connections between thoughts. Accurately use required formatting style and proper referencing with several exceptions.6.0 pts(Failing – F) Misuse of words throughout. Awkward sentences throughout. Difficult to attach a thought process. Poorly punctuated, misspelled words, grammatically abusive. Fail to use required formatting style and proper referencing.15.0 ptsTotal Points: 100.0PreviousNext
MGMT 422 ERAU IT Portfolio and Investment Management Communication Plan

UCSD Identifying Emotions Based on Facial Expressions Discussion

UCSD Identifying Emotions Based on Facial Expressions Discussion.

ObjectiveTo identify emotions based on facial expressions.InstructionsPlease take this quiz (Links to an external site.) on identifying facial expressionsWhat was your score?What expressions did you have the most trouble identifying? What facial expressions were easy to identify?Based on the textbook and your own life experience, why is it important to be able to interpret facial expressions and read people’s emotions? Hint: providing an example of a time when you misinterpreted a facial expression would be great here!What role does culture play in emotional expression?Please describe your own culture and how it has influence your emotional communication?
UCSD Identifying Emotions Based on Facial Expressions Discussion

COMM 3313 University of Houston Communication in Various Areas Final Analysis Paper

COMM 3313 University of Houston Communication in Various Areas Final Analysis Paper.

COMM 3313Final Analysis Paper100 pointsDue August 8The purpose of this interracial communication analysis paper is to offer a critical analysis of your own journey through the course and to demonstrate understanding and mastery of course concepts. In the paper, you are asked to analyze (1) the factors that contributed to (or hindered) the establishment of an online classroom community and (2) how your communication within and outside of the class has been affected by your learning experiences this semester. This paper also serves as an analysis of the reality of race in contemporary society and how knowledge impacts interpersonal experiences in online classroom environments and in real world contexts. This paper has five parts: (1) a description of the experience overall, (2) an analysis of interracial communication theories, (3) an analysis of factors impacting the evolution of the classroom community, (4) an analysis of cultural identity, and (5) a reflection and application.In part one (worth 5 points), please describe your overall experience with the course by identifying your realm of experience with the topic of race within and outside the class and the degree to which these experiences address issues of race in everyday life. In part two (worth 40 points), please identify four concepts and/or theories from the textbook that helped you better understand race as a social construct and its role in identity construction in interpersonal (interracial) communication. In part three (worth 20 points), please discuss specific communication strategies you feel either contributed to or hindered the class from establishing a collective identity as an online class community. In part four (worth 20 points), please discuss the impact your racial identity had on your own class experience by describing how your race and ethnicity affected your participation in discussions, your out-of-class interactions, and the degree to which you became more aware of the importance of race in the real world. In part five (worth 15 points), please offer three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. This paper should be 8-10 pages in length and include a reference page with at least 4 scholarly peer-reviewed academic journal articles in APA format. Please submit your final analysis paper in .doc(x) format using the submission portal on Blackboard. The analysis paper is worth 100 points and is due Saturday, August 8 at 11:59 p.m. Submissions received after the due date will be subject to a late penalty. Please be sure to carefully review the following grading rubric to ensure you address all assignment requirements. If you are at all unsure of your writing abilities, please visit the University of Houston-Downtown’s Writing & Reading Center. The Writing & Reading Center offers appointments online and in person at the Downtown and Northwest campuses. Please see the following website for more information: https://uhd.mywconline.comCOMM 3313 Analysis Paper Grading RubricPart 1: Describe Overall ExperienceAbove ExpectationsMeets ExpectationsBelow Expectations5 pts. Thoughtful and concise description of overall experience with the course by explaining experience with the topic of race within and outside the class. Thoroughly describes the degree to which these experiences address issues of race in everyday life. Offers at least three specific examples and demonstrates evidence of critical thought. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.4 pts. Offers description of overall experience with the course by identifying realm of experience with the topic of race within and outside the class and the degree which these experiences relate to race issues in real life. Offers at least two specific examples. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-3 pts. Description of overall experience is unclear, vague, or does not relate directly to the topic of race within and/or outside of class. Does not address the degree to which these experiences address issues of race in everyday life. No specific examples offered. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 2: Analyze Interracial Communication TheoriesAbove ExpectationsMeets ExpectationsBelow Expectations36-40 pts. Identified five concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates at least 5 scholarly peer-reviewed academic journal articles in APA format. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.28-35 pts. Identified four concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates at least 4 scholarly peer-reviewed academic journal articles in APA format. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-27 pts. Identified three (or less) concepts and/or theories from the textbook that promoted understanding race as a social construct and its role in identity construction in interpersonal (interracial) communication. Incorporates fewer than 4 scholarly peer-reviewed academic journal articles. May not be cited in APA format. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 3: Analyze Impact on Classroom CommunityAbove ExpectationsMeets ExpectationsBelow Expectations18-20 pts. Several specific communication strategies discussed and evaluated. Discussion demonstrates critical thought and addresses how these strategies contributed to or hindered class from establishing a collective identity in an online class community. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.14-17 pts. Discussed at least two communication strategies that contributed to or hindered the class from establishing a collective identity. Adequate discussion of impact, but has potential to show more critical thought, reflection, or engagement. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-13 pts. Discussion of communication strategies is vague, unclear, or incomplete. Does not offer examples of specific communication strategies. Discussion of impact on collective identity lacking, vague, or unclear in some way. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 4: Cultural Identity AnalysisAbove ExpectationsMeets ExpectationsBelow Expectations18-20 pts. Thorough discussion of racial identity impact on class experience. Describes how race and ethnicity affected discussion session participation and out-of-class interactions, demonstrating critical thought and using specific examples. Offers thoughtful and candid reflection on the degree to which you have become more aware of the importance of race in the real world. Free from grammar, punctuation, or spelling errors. Demonstrates mastery of several course concepts.14-17pts. Discussed impact of racial identity on class experience. Describes how race and ethnicity affected discussion session participation and out-of-class interactions. Offers clear statement on the degree to which you have become more aware of the importance of race in the real world. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-13pts. Offers limited or vague discussion of racial identity impact on class experience. Does not fully describe how race and/or ethnicity affected discussion session participation and/or out-of-class interactions. May be missing statement on the degree to which you have become more aware of the importance of race in the real world. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.Part 5: Reflection and ApplicationAbove ExpectationsMeets ExpectationsBelow Expectations14-15 pts. Offers four suggestions for changing (or how you already changed) your behavior and thinking about race to improve race relations in interpersonal interactions outside the classroom. Demonstrates critical thought and mastery of course concepts. Free from grammar, punctuation, or spelling errors. 11-13 pts. Offers three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. May include only minor grammar, spelling, or punctuation errors. Demonstrates understanding of course concepts.0-10 pts. Offers fewer than three suggestions as to how you can change (or did change) your behavior and way of thinking about race in order to improve race relations in your interpersonal interactions outside the classroom. May contain several grammar, spelling, or punctuation errors. Does not demonstrate understanding of course concepts.
COMM 3313 University of Houston Communication in Various Areas Final Analysis Paper

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