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Poverty and Public Policy essay

Poverty and Public Policy essay.

TOPIC: The United States has/lacks an effective anti-poverty safety net.Chose one position (has OR lacks) and write an essay defending the statement above. This is asking you to state and defend a position or opinion, but your views should be well supported by evidence from the class and readings.Be sure to define what you mean by “effective”. I am not looking for a particular, technical/economic definition here. As the lectures discussed, there are multiple ways to judge safety net programs and I’m asking you to be clear about which way(s) you are using for the essay.Describe and explain the various parts of the safety net. Be clear about which programs you include in your consideration of the “safety net.”Use evidence and statistics from our readings on the level of poverty and trends in poverty and safety net programs over time to defend your position.Include at least one argument from the opposing side and refute it. For example, if you take the position that the safety net is not effective, present an argument in favor of its effectiveness and then refute it.In the conclusion, if you are arguing the safety net is effective, suggest one change that could make it even better. If you are arguing that it is not effective, suggest the FIRST policy change you would make to improve it.Be sure to think about the organization of your memo, use sub-headings when helpful, and think about the structure of individual paragraphs. Your memo should have an introduction and conclusion. Proofread carefully.As always, include the total word count (not counting footnotes/citations) at the bottom of your memo. Convert the memo into pdf format before uploading to Canvas. Plagiarism will be reported to Student Judicial Affairs and will result in a grade of zero.1200-1500 words
Poverty and Public Policy essay

Combine Team Exercises 4-5 into one paper in the form of a business report by further substantiating and expanding it. In addition to the sections completed through Exercises 4-5, the business report should include a high-level assessment of the partnership’s feasibility, including market, technical, and financial feasibility. Moreover, please specify clearly the forms, length, and depth of collaboration, describe the implementation plan, and provide risk analysis. Paper Content: Propose a new partnership aimed at solving an important, real-life problem. You can target at: (i) a collaborative project between a business organization and an NPO; (ii) a business organization or NPO that can approach an existing public agency; or (iii) a public agency that can feasibly invite private partner(s) into the transaction. Paper Format: The final report should be around 20 pages (double-spaced, 12 point font) including references, tables, and exhibits. Further guidance on how to compile a business report is provided in Appendix 1 from IMPA FALL 2021 604 Syllabus 0921.pdf
Can you answer this question?. I’m studying for my Business class and don’t understand how to answer this. Can you help me study?

3050-2

Write an analysis of and propose improvements to your organization’s internal and external communications as they apply to ethical behavior and social responsibility.
It is crucial for everyone to understand and respect ethical issues when it comes to organizational communication.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Analyze business communication situations.

Analyze how external communications reflect a company’s commitment to social responsibility.
Propose potential improvements to a company’s external communications regarding its social responsibility.

Competency 2: Analyze the interrelationships of communication within organizational systems.

Analyze how internal communications support ethical behavior within a company.
Propose potential improvements to internal communications.

Competency 3: Communicate effectively.

Write clearly to convey the intended content and follow APA rules for attributing sources.
Organizational communication takes place within a context of making choices and judgments. The Assessment 2 Context document contains important information related to the following topics:

Values.
Privacy.
Data Accuracy.
Access.
Managing Ethical Issues.
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

After completing the Work Values Card Sort interactive media exercise, linked in the Resources, consider whether you have value congruence in your life.

Are you living according to what you value most?
Is your work in congruence with your values?
What impact does this have on your communications with others?
Suggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Capella ResourcesClick the links provided to view the following resources:

Assessment 2 Context.
SHOW LESS

Capella MultimediaClick the links provided below to view the following multimedia pieces:

Work Values Card Sort.

Understanding your personal values that you prioritize at work can help you reflect on where your level of congruence is and is not, and how this might affect your relationships and communications in the workplace.

Library ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:

Hindle, T. (2008). Guide to management ideas and gurus. London, GBR: Profile Books/The Economist.

This e-book addresses a broad range of management topics, including key issues addressed in this course. It is a helpful resource to reference throughout the course.

Hill, R. P., Stephens, D., & Smith, I. (2003). Corporate social responsibility: An examination of individual firm behavior. Business and Society Review, 108(3), 339–364.

Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the
BUS-FP3050 – Fundamentals of Organizational Communication Library Guide to help direct your research.
Internet ResourcesAccess the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.

CRO Corp. (2010). Corporate responsibility magazine. Retrieved from http://www.thecro.com/

This free online magazine and Web site cover a broad range of issues pertaining to corporate social responsibility. The site includes a Topics section that includes a Communications topic area that is particularly applicable to the focus of this course.

Bookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the
Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific
–FP (FlexPath) course designation.

Shockley-Zalabak, P. S. (2015). Fundamentals of organizational communication: Knowledge, sensitivity, skills, values (9th ed.). Upper Saddle River, NJ: Pearson.
For this assessment, consider that your manager (or one you’re familiar with) was asked to review the organization’s approach to communication, including as related to ethics. The manager asked you to help by conducting an analysis of the organization’s internal and external communications, including as they apply to ethical behavior and social responsibility. Very importantly, the manager asked for proposed improvements associated with the analysis.Focus on the organization for which you work or with which you are otherwise involved. Examine this company’s communications related to ethical behavior within the company as well as its corporate social responsibility. Research and document the organization’s internal and external communications, such as mission statements, credos, et cetera, in regard to its values and ethics. Then complete the following:

Analyze how the company’s internal communications help support ethical behavior within the company and describe the potential impact on employee behavior. Examples of ethical behavior include embracing diversity and protecting confidential corporate data and private data.
Analyze how the company’s external communications reflect its commitment to social responsibility and describe the potential impact on public perception. Examples of social responsibility include indicators such as dedication to community service, compassion for the disadvantaged, commitment to charitable giving, and concern for the environment.
Propose potential improvements to internal communications that would help increase ethical behavior in the company and justify those improvements based upon identified weaknesses or opportunities of current communications.
Propose potential improvements to the external communications that would help bolster the company’s public perception as a socially responsible company and justify those improvements based upon identified weaknesses or opportunities of current communications.

Additional RequirementsYour analysis and proposed improvements should be well organized and written in clear, succinct language. Follow APA rules for attributing sources that support your analysis and conclusions.Academic Integrity and APA FormattingAs a reminder related to using APA rules to ensure academic honesty:

When using a direct quote (using exact or nearly exact wording), you must enclose the quoted wording in quotation marks, immediately followed by an in-text citation. The source must then be listed in your references page.
When paraphrasing (using your own words to describe a non-original idea), the paraphrased idea must be immediately followed by an in-text citation and the source must be listed in your references page.

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The Syndetic And Asyndetic Coordination English Language Essay

This chapter is devoted to throwing some light on the theoretical aspects of the research work. The term coordination is central to this study. Nevertheless, derivations of coordination as a branch of linguistic study, how it has been explained and used in other genres will be looked at in order to set-up a conceptual framework that would help to make things clear and lay the foundation for subsequent analysis. 2.1. The Concept in Focus Coordination Haspelmath(2000) defines coordination as “syntactic constructions in which two or more units of the same type are combined into larger units and still have the same semantic relations with other surrounding elements (1).” Bloomfield’s similar definition of coordination contrasts it with subordination: Endocentric constructions are of two kinds, co-ordinative (or serial) and subordinative (or attributive). In the former type the resultant phrase belongs to the same form-class as two or more of the constituents…In subordinative endocentric constructions, the resultant phrase belongs to the same form-class as one of the constituents, which we call the head. (195). Both of these definitions are syntactic, and emphasize the balanced syntactic relationship between coordinated items. In addition, both definitions state that the structure resulting from coordination is of the same type (semantic in Haspelmath’s definition, syntactic in Bloomfield’s) as the coordinated items. Yuasa and sadock in agreement with the observation of Bloomfield further mention 5 criteria that confirms the presence of coordination: Reversibility : changing the order of the conjuncts does not affect the truth conditions. Application of the coordinate structure constraint: the constituents of one clause cannot be questioned separately. No backward anaphora: a pronoun in the first clause cannot co refer with a full NP in the second clause. Multiple conjuncts are possible. All the conjuncts are equally asserted. (87-111.) Halliday and Hasan describe coordination as an intrasentential structural device . However, Halliday and Hasan do acknowledge that sets of sentences similar to coordination do exist especially if they share parallel structure, and view coordination as a structure of the paratactic type (223) Cathrine Fabricius-Hansen and Ramm, W (2005) describe coordination as being used as a means of clause combining and information packaging at discourse level and differs from a sentence sequence by explicitly instructing the reader to ‘keep the two propositions together’ in discourse processing. For example in establishing a discourse structure, licensing the inference of certain discourse relations to hold between the conjuncts, while blocking others. As a means of constructing (more) complex (clause/VP) constituents from simpler ones of the same syntactic category, coordination can be compared to certain kinds of adjunction, i.e. syntactic subordination. (175-213). Coordination has been viewd by various scholars as processes used by languages to combine units to make other units. Or as a part of the basic efficiency of language through which simple units like phrases and the simple sentence are re-cycled to make longer and perhaps more complex units. Dickens (2009) re-categorizes coordinators as existing in a semantic cline with disjuncts. By this he means a scale of varying levels of coordination: while coordinators such as and establish an equivalent and non-adverbial relationship between two clauses such that neither is subordinate to the other, disjuncts like since establish some degree of indirectness and an adverbial relationship between the clauses (42:1076-1136). 2.3. Types of Coordination Syndetic and asyndetic coordination Haspelmath and Quirk et al define asyndetic and syndetic coordination as Coordinate constructions lacking overt coordinator (asyndetic coordination) or having some overt linking devices such as conjunctions; and, but, or, nor, for, so, yet.(syndetic coordination). a). Slowly and stealthily, he crept towards his victim. And Asyndetic coordination as when the relationship of coordination is not marked overtly; a). Slowly, stealthily, he crept towards his victim. Though there exist a relatively fixed order for subclasses of adjectives in asyndetic coordination, but the order is said to be relatively free when a coordinator is present. 2.4. Asyndetic Coordination Asyndeton Despite its formidable name asyndeton is nothing more than a different way of handling a list or a series,Asyndeton uses no conjunctions and separates the terms of the list with commas. It differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction. Asyndeton is linked to asyndetic coordination. Asyndeton produces a hurried rhythm in the sentence. Corbett (1971) cites Aristotle’s observation that ‘asyndeton was especially appropriate for the conclusion of a discourse, because there, perhaps more than in other places in the discourse, we may want to produce the emotional reaction that can be stirred by, among other means, rhythm’, (470). Asyndeton is the instance of conjoining constructions in which there are no coordinators (also referred to as juxtaposition); monosyndeton, in which there is one coordinator; and polysyndeton, in which more than one coordinator is used. 2.5. Syndetic Coordination Polysyndeton Polysyndeton is a way of handling a list or a series. Polysyndeton places a conjunction (and, or) after every term in the list (except, the last). It differs from the conventional treatment of lists and series, which is to use only commas between all items except the last two, these being joined by a conjunction. Polysyndeton is linked to Syndetic coordination , as opposed to Asyndeton which is linked to Asyndetic coordination. Monosyndetic and Bisyndetic Coordination Coordination’s may either have a single coordinator (monosyndetic) or two coordinators (bisyndetic). Haspelmath (2000) further proffers some relevant constituency tests for monosyndetic coordination: (i) Intonation: In certain cases, English and forms an intonation group with the following phrase, not with the preceding phrase. (ii) Pauses: In English, it is much more natural to pause before and than after and. (iii) Discontinuous order: In special circumstances, the coordinands may be separated by other material, as when a coordinand is added as an afterthought. In English, the coordinator must be next to the second coordinand (e.g. My uncle will come tomorrow, or my aunt). Not my uncle or will come tomorrow, my aunt. (iv) (Morpho)phonological alternations: When the coordinator or one of the coordinand undergoes (morpho)phonological alternations in the construction, this is evidence that they form a constituent together. (121) 2.6. The Nature of Coordination Contrastive Coordination Conjunction and Disjunction Haspelmath (2000) states that many languages distinguish between normal coordination such as A and B, X or Y, which may also be referred to as conjunction and what might be called contrastive coordination: both A and B, either X or Y. The semantic difference he views is that in contrastive coordination, it is emphasized that each coordinand belongs to the coordination and each of them is considered separately . Hence, it creates opposing notion of meaning inherent in the text because two things cannot be separately similar. And like conjunction, “disjunction markers are often polyfunctional” . Dickens (2009) states that “Disjuncts display some coordinator-like properties, so they are grouped on a continuum with coordinators” (1089). Halliday and Hassan see conjunction as a cohesive device that relates sentences. Conjunctive elements they state, are cohesive not in themselves but indirectly, by virture of their specific meanings; they are viewed as not primarily devices for reaching out into the preceding text, but express certain meanings which presuppose the presence of other components in the discourse, as similary described by Bloor and Bloor (1995) . Halliday and Hasan (1976) indicate that “conjunctive relations are not tied to any particular sequence in the expression”. Nevertheless, amongst the cohesion forming devices within text, conjunction is seen as the least directly identifiable relation. Conjunction acts as a semantic cohesive tie within text in four categories: Additive, adversative, causal and temporal. Additive conjunction acts to structurally coordinate or link by adding to the presupposed item and are signaled through “and, also, too, furthermore, additionally”, etc. Additive conjunction may also act to negate the presupposed item and is signaled by “nor, and…not, either, neither”, etc. Adversative conjunctions act to indicate “contrary to expectation” ( 250) and are signaled by “yet, though, only, but, in fact, rather”, etc. Causal conjunction expresses “result, reason and purpose” and is signaled by “so, then, for, because. Adversative coordination seems ‘always binary’, – it must consist of two coordinands, so is described as causal and then is described as temporal. (227) Halliday and Hassan acknowledge that conjunction is derived from coordination, they argue that “Conjunction … is not simply coordination extended so as to operate between sentences”, noting that one difference between coordinate and and conjunctive and is that coordinate and can link any number of items, whereas conjunctive and links pairs of sentences. They view conjunctions as expressing one or other of a small number of very general relations (238). In the same vein Halliday and Matthiessen (1999) in relation to its cohesive function state that “In conjunction, the various logical-semantic relations of expansion that construe clause complex structures … are deployed instead as a source of cohesion”. They argue that among other resources which construe clauses and clause complexes into longer stretches of discourse without the formality of further grammatical structure are conjunction and lexical cohesion (530-31). Halliday

KIN 403 UM Management of the International Olympic Committee Discussion

essay help online KIN 403 UM Management of the International Olympic Committee Discussion.

Based on the unmediated communication strategies discussed in this section of the course (e.g., public speeches, personal appearances, promotional tours, clinics, open houses), find an article (e.g., newspaper, magazine, sport organization’s website) of a sport organization that utilized one or more of the examined tactics prior to our COVID-19 situation. Identify the organization and the type of unmediated communication strategy employed; ascertain the targeted audience for the event; assess whether or not key considerations mentioned in the textbook were deployed; explain the benefits of the event for the sport organization; provide a general overview of the event; and, offer your personal thoughts about the effectiveness of the unmediated communication strategy and whether other sport organizations should utilize a similar strategy and why – “Media Day,” “Fan Fest,” and “Draft Day Parties” constituent as unmediated communication for this assignment. In addition, offer a suggestion or two, as to what sport organizations can do to mitigate the challenges of COVID-19 in creating unmediated communication strategies.Students will be graded on how effectively the aforementioned information is covered and grammar.This assignment should be between 250-500 words.
KIN 403 UM Management of the International Olympic Committee Discussion

University of Western Migrant Districts & the Architecture of Inclusion Discussion

University of Western Migrant Districts & the Architecture of Inclusion Discussion.

Topic: “We Refugees” and Arrival CitiesRead through Hannah Arendt´s text “We Refugees.” When was the text
written and what is Arendt´s background? What is Arendt’s perspective on
refugees? What is her own position and situation while writing the
text? Which era is she referring to in her text? How does she describe
the situation of being a refugee and of arriving in a different
society? Are there parallels to be drawn to our contemporary societies? Then read Doug Saunders’ chapter “ARRIVING ON THE EDGE: MIGRANT DISTRICTS AND THE ARCHITECTURE OF INCLUSION,” in which he describes European cities as so-called “Arrival Cities.” (pp.22-36 of Making Heimat) In what ways do these cities function as Arrival Cities, and what are the key factors for people to find a new “home” there?
University of Western Migrant Districts & the Architecture of Inclusion Discussion

MAN 4102 St Petersburg College Wk 6 Higher Performer In the Global Marketplace PPT

MAN 4102 St Petersburg College Wk 6 Higher Performer In the Global Marketplace PPT.

Your boss asked that you prepare a presentation that will position the company (your choice for an existing domestic company) as a “high performer in the global marketplace.”  Assume that the audience is top management in a company that is just beginning to enter the global market. 

Pick a domestic company (from the US) that is ready to go international (your choice). 

You can select a specific country of entry or approach the assignment from a ‘global market’ perspective.

Your presentation needs to include strategies aimed at improving international productivity. Questions to consider include: 

What strategies will need to be implemented in terms of product/service, employees, marketing, management, communication, etc. that will position the company as a ‘high performer’?
Will the product/service need to be altered in order to fit into the cultural norms of the country selected/global market? If so, how and why?
How will results be measured? 
Please consider/review the aspects of the Strategic Planning Process as part of your evaluation.
What additional strategies will need to be implemented in order to ensure international success? 

MAN 4102 St Petersburg College Wk 6 Higher Performer In the Global Marketplace PPT