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Macro Environmental factors

Macro Environmental factors. I’m studying for my Marketing class and don’t understand how to answer this. Can you help me study?

Question 1 (PA1)
In a powerpoint presentation to the class, the team members will identify the different types of companies/products or services that could be considered for the course project and describe why a company or product would qualify. The team will then present the description of a market segment and how to identify a target market and give an example of each. The team will identify two macro-environmental factors impacting the company. The total slide presentation should be 10 slides not including title and reference page. Give Intext citation and peer reviewed references. Also add pictures
PS the product I choose for this homework question is called conTOBY a substance that can detect drugs in drinks, say if a girl goes to a club and some guy decides to drug her drink this product can detect it.
Question 2
research one (1) peer-reviewed article that can be used to answer your upcoming PA1 assignment. Your discussion should summarize the article in such a way that it can justify any arguments you may present in your PA1 assignment and should be different than the abstract. In addition to your researched peer-reviewed article, you must include an example of the article researched as it is applied by industry (company, business entity, and so forth).
Clearly state what the article is about and its purpose
● How the article and/or author(s) support your argument(s)
● Most important aspects of the article
● Any findings and conclusions
● Approximately 250 to 350 words in length
● Include the article “Abstract” in your posting (your summary should be original)
● Include the industry example demonstrating the application of your researched article
“IMPORTANT” – Include the reference in APA format for the article
Macro Environmental factors

2nd version – Discussion board assignment. What is your Implicit Bias. Paper details Implicit bias involves associations outside conscious awareness that leads to a negative evaluation of a person on the basis of irrelevant characteristics such as race, age or gender. The assignment is to take any one of the Implicit Association Tests (IAT) to measure attitudes and beliefs you may not know about consciously. The IAT may be especially interesting if it shows that you have an implicit bias attitude that you did not know about. For example, you may believe that women and men should be equally associated with science, but your automatic associations could show that you (like many others) associate men with science more than you associate women with science 1.Log on to the Implicit Project: https://implicit.harvard.edu/implicit/takeatest.html 2. Follow the directions and take an IAT on a topic of your choice 3. What did you discover about yourself? 4. Were you aware of the implicit bias you had toward the characteristic you selected? 5. How will you use this information to guide your nursing practice? APA FORMAT WITH REFERENCE2nd version – Discussion board assignment. What is your Implicit Bias

Analysis of Hughes Poetry – analyze “The Weary Blues” poem

Analysis of Hughes Poetry – analyze “The Weary Blues” poem. I need support with this Art & Design question so I can learn better.

This is information about what I need. A rhyme scheme is the pattern of rhymes at the end of each line of a poem or song. It is usually referred to by using letters to indicate which lines rhyme; lines designated with the same letter all rhyme with each other.
An example of the ABAB rhyming scheme, from “To Anthea, who may Command him Anything”, by Robert Herrick:
Bid me to weep, and I will weep – AWhile I have eyes to see – BAnd having none, yet I will keep – AA heart to weep for thee – B
So you can have multiple rhyme schemes in poetry- AAB, ABAB, AABB etc depending on the rhyme scheme of the last word.
Remember, if the lines end with no rhyme or pattern, they are usually considered Free Verse
Historical context:
The Harlem Renaissance was the name given to the cultural, social, and artistic explosion that took place in Harlem between the end of World War I and the middle of the 1940s. During this period Harlem was a cultural center, drawing black writers, artists, musicians, photographers, poets, and scholars.Many had come from the South, fleeing its oppressive Jim Crow system in order to find a place where they could freely express their talents. The most powerful black protest against Jim Crow may have been the so called Great Migration of the World War I era.
In 1917 and 1918, some 400,000 African Americans left the rural South. They headed north hoping to escape poverty and racial discrimination. They were drawn by opportunities in the booming wartime factories of the North. The great migration, according to an observer, constituted nothing less than a “veritable mass movement,” an “exodus [on an] unprecedented scale.” To be clear, life was far from perfect for African Americans in the North. Residential segregation and racial discrimination were facts of life in northern cities. And yet, many African Americans still considered the North to be, in the words of a black newspaper, a “land of promise.”
Harlem was the Mecca to which black writers, artists, musicians, photographers, poets, and scholars traveled. It involved racial pride, fueled in part by the militancy of the “New Negro” demanding civil and political rights. The Renaissance incorporated jazz and the blues, attracting whites to Harlem speakeasies, where interracial couples danced. But the Renaissance had little impact on breaking down the rigid barriers of Jim Crow that separated the races. While it may have contributed to a certain relaxation of racial attitudes among young whites, perhaps its greatest impact was to reinforce race pride among blacks.
The Harlem Renaissance ushered in a time of many renewed firsts for African Americans in publishing: Langston Hughes, a central figure of the movement, published his first poem, “The Negro Speaks of Rivers,” in the June 1921 of The Crisis. Langston Hughes was a central figure in the Harlem Renaissance, the flowering of black intellectual, literary, and artistic life that took place in the 1920s in a number of American cities, particularly Harlem. A major poet, Hughes also wrote novels, short stories, essays, and plays. He sought to honestly portray the joys and hardships of working-class black lives, avoiding both sentimental idealization and negative stereotypes. As he wrote in his essay The Negro Artist and the Racial Mountain, “We younger Negro artists who create now intend to express our individual dark-skinned selves without fear or shame. If white people are pleased we are glad. If they are not, it doesn’t matter. We know we are beautiful. And ugly too.”
Hughes, more than any other black poet or writer, recorded faithfully the nuances of black life and its frustrations. In Hughes’s own words, his poetry is about “workers, roustabouts, and singers, and job hunters on Lenox Avenue in New York, or Seventh Street in Washington or South State in Chicago—people up today and down tomorrow, working this week and fired the next, beaten and baffled, but determined not to be wholly beaten, buying furniture on the installment plan, filling the house with roomers to help pay the rent, hoping to get a new suit for Easter—and pawning that suit before the Fourth of July.” Although Hughes had trouble with both black and white critics, he was the first black American to earn his living solely from his writing and public lectures. Part of the reason he was able to do this was the phenomenal acceptance and love he received from average black people.
Langston Hughes, “The Weary Blues” This video may help you watch it in youtube
Analysis of Hughes Poetry – analyze “The Weary Blues” poem

Mod 9 Fighting the Cold War and Communism 1950s and 1960s Discussion

write my term paper Mod 9 Fighting the Cold War and Communism 1950s and 1960s Discussion.

I’m working on a history writing question and need guidance to help me learn.

Mod 9 Assignment: Fighting the Cold War and communism abroad- the 1950s and 1960s44 unread replies.44 replies.In this assignment, we’ll focus on American foreign policy during the 1950s and 1960s. What do we mean by “American foreign policy”? By this, I mean the set of official decisions and attitudes directing the US’s role in world politics and events. These decisions are typically made by the sitting president, the Commander in Chief. So as you explore this assignment, think about how that palpable Cold War tension between the US and Soviet Union played a role in the foreign policy decisions described in the secondary sources featured. After World War I, the US had been committed to a campaign of de-colonization (something about spreading democracy, which requires consent of the governed?!). Why does the US pull back from its de-colonization message after World War II? What was the danger to the US if France were to pull out of her colony in Indochina (today’s Vietnam, Cambodia, and Laos) after WWII? Why not lend stronger support to the independence movements in the French and English colonies in Africa, given the rhetoric of the war(s) and freedom and self-determination? Why not let the Vietnamese vote and determine their political future in 1954? What was the danger in Iranians electing Mossaddegh in 1953? We’ll explore in future weeks how those governing now (let’s take our presidential candidates, for instance) are overwhelmingly from a generation born in the 1940s and 1950s, for whom the Cold War atmosphere shaped almost every aspect of their lives growing up, at least through mature adulthood in the early 1990s (including the war in Vietnam and the connected Rights Revolutions). We will spend time discussing how American foreign policy has changed since World War II. Think about the global factors that have shaped your own political worldview. For my generation, it has to be 9/11 and the War on Terror.Think also this week about Life magazine magnate Henry Luce’s vision of the US’s role in the postwar world. Assignment InstructionsStep 1: Assess the secondary sources.Explore this secondary source collection on the influence of Cold War anti-communism on American foreign policy during the 1950s and 1960s. Make sure you click through all three tabs on the linked page.Step 2: Reply to PromptUsing this week’s videos and images, respond to the prompt below in a 150- to 250-word discussion post. No formal citations necessary, but do reference the sources to support your ideas. You don’t have to answer all the questions, just the ones that get you writing.Prompt: Describe US foreign policy during the 1950s and 1960s. What were the major concerns the US had about the world after the war? In what ways did the Cold War with the Soviet Union begin even before the official end of World War II? How and why did US intelligence agencies, namely the CIA, actually undermine democracy in places like Iran, Guatemala, and Vietnam? Why be outward with policies like the Marshall Plan in 1946 and the idea of ‘massive retaliation’, but not other foreign policy actions and ideas? What do you make of a government’s ability to conduct clandestine affairs in the name of its citizens? Do you think covert operations like those of the 1950s undermine American security or have other unintended consequences for the US and her citizens? Step 3: Reply to Three (3) PeersIn a short paragraph between 50 and 100 words, add further supporting details or respectfully disagree with the post’s author using evidence from this week’s readings. Include historical details.Respond to as many peers as you like, but you must respond to at least three coursemates.Please reply to peers who do not yet have replies so that all are included in the conversation.Early US involvement in Vietnam, 1945-1964Watch this segment of a documentary series called “Remembering Vietnam: Twelve Critical Episodes in the Vietnam War,” produced by the National Archives.The video below is a segment that combines episodes one through four. The video is about 20 minutes long and has reliable closed captions.https://youtu.be/HjYuQcf5qcE
Mod 9 Fighting the Cold War and Communism 1950s and 1960s Discussion

Find a text intended for an expert audience and one for a non-expert audience (see the Olfson and Jaffee

Find a text intended for an expert audience and one for a non-expert audience (see the Olfson and Jaffee readings from our recent discussion as examples). In 150 words per text, describe who the audience is for the text, and how you determined that this was the audience. Be specific and describe the rhetorical features that indicated that the text was written for a particular audience. As before, do not use generalities about audiences—don’t just say the audience is “men,” or “women,” for instance. Describe, for example, what kind of knowledge the author expects the audience to have. Also, point to specific word choices, and explain how those choices told you who the audience is. Finally, be sure to post links to the texts you’ve chosen (or include as attachments if PDFs), so that others can see the texts for themselves.

Effects of Alzheimer’s and Risk Factors

Share this: Facebook Twitter Reddit LinkedIn WhatsApp Alzheimer’s disease (AD) is a chronic degenerative disease process that is currently affecting upwards of 5.3 million people in the United States (Alzheimer’s Association, 2010). This disease can cause physical and mental hardships on not only the client but on caregivers alike. In the following paper we will discuss the disease process including causes and risk factors, the effects on the client’s activities of daily living, the challenges with social, family, spiritual and cultural life, disease prevention and treatment along with long term management, and lastly, nursing care and interventions that can facilitate the life of a client with Alzheimer’s. Because the disease results in cognitive impairment, psychological effects will be referred to throughout the paper. In order to grasp the needs of a client with Alzheimer’s disease, we must first understand the disease process itself. According to Mosby’s Medical Dictionary Alzheimer’s disease is defined as, “a condition characterized by progressive mental deterioration” (2009). As individuals age numerous variations in the brain occur. Some of these changes include a decrease in brain size, deterioration of the cerebral cortex, and a loss of neurons that is dramatically hastened in the patient with AD. A decline in production of acetylcholine, norepinephrine, dopamine and serotonin is common in patients with this disease (Ignatavicius

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