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St Marys University Grammar Common Sentence Errors Exercise

St Marys University Grammar Common Sentence Errors Exercise.

I’m working on a english exercise and need an explanation to help me study.

Read the following sentences and determine if they are a :FragmentRun onComma SpliceSentence1.Talking on the phone for three hours.2. It snowed all night the highways were closed.3. Henry’s car key left behind on the counter.4. Mike is an excellent student, he studies every day.5. Jerry running to catch the ball.6. Over the dead body in the dirt.7. Janie is taking night classes and I am taking morning classes.8. Seasons change.9. We made plans for the weekend yet, we did not know that Mario would have to work. 10. Because my car needed an oil change, I took it to the mechanic shop.11. Actors waited in line.12. My aunt needs to lose weight she is exercising every day.13. Tom’s interview went well; he thinks he will get the job.14. Dr. Rickets postponed the test, everyone in the class was relieved.15. I noticed everyone at the party; however I forgot everyone’s name. 16. Moving into my own house was an important even in my life, I gained my freedom.17. Cathy is working the day shift and Marco is working the night shift. 18. Jason works in the garden and his children help him. 19. Tara partied all weekend, she failed her math test on Monday.20. Television is entertaining nevertheless, it is very distracting.
St Marys University Grammar Common Sentence Errors Exercise

Conflicting points of view essay.

Use paper attached as a reference for this essay. Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas. Part II – Writing Write at three to four (3-4) page paper in which you: 1. State your position on the topic you selected for Assignment 1.1. 2. Identify (3) three premises (reasons) from the Procon.org website that support your position and explain why you selected these specific reasons. 3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website. 4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position. 5. Discuss the effects of your own enculturation or group identification that may have influenced your biases. 6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.The paper should follow guidelines for clear and organized writing:Include an introductory paragraph and concluding paragraph.Address main ideas in body paragraphs with a topic sentence and supporting sentences.Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with
one-inch margins on all sides; citations and references must follow APA
Style format.Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the date.
The cover page and the reference page are not included in the required
assignment page length.The specific course learning outcomes associated with this assignment are:Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.Create written work utilizing the concepts of critical thinking.Use technology and information resources to research issues in critical thinking skills and informal logic.
Conflicting points of view essay

Discussion question

Discussion question. I’m working on a Accounting exercise and need support.

a. Go to the AICPA’s website (www.aicpa.org (Links to an external site.)Links to an external site.). Find the AICPA’s mission statement (currently under the link “About the AICPA”). Read and briefly summarize the AICPA’s mission as described in its mission statement.
b. Go to the SEC’s website (www.sec.gov (Links to an external site.)Links to an external site.). Find the SEC’s description of its mission (currently under the “What We Do” link under the heading “About the SEC”). Read the material under the link “Introduction,” describing the SEC’s primary mission and purpose. Write a paragraph summarizing the SEC’s mission and purpose.
c. Go to the SEC’s website (www.sec.gov (Links to an external site.)Links to an external site.) and click on the “What We Do” link (under the “About” link). Read the material under the link “Creation of the SEC,” describing the SEC’s creation in the 1930s. Write a paragraph summarizing when and why the SEC was formed. What were the triggering events leading up to the SEC’s formation?
d. Go to the PCAOB’s website (www.pcaobus.org (Links to an external site.)Links to an external site.). Find and briefly summarize the PCAOB’s description of its standard-setting process (click on the “Standards” link along the top of the page; then select “The Standard-Setting Process” towards the bottom of the page, under the subheading “Current Standard-Related Activities”).
e. Go to www.ifac.org/IAASB/ (Links to an external site.)Links to an external site. and read the brief history of the IAASB found under the “About IAASB” link. Write a summary of the development and status of the IAASB and its International Statements on Auditing Standards around the world.
f. Go to www.ifrs.com (Links to an external site.)Links to an external site. and read about how the IASB is structured, how it is funded, and how it sets accounting standards. Write a summary what you find. Include the current status of the IASB’s and FASB’s convergence efforts.
Points will be deducted for poor grammar and misspelled words.
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Discussion question

MAN 3600 St Petersburg College Week 3 Company Globalization Powerpoint

essay help online free MAN 3600 St Petersburg College Week 3 Company Globalization Powerpoint.

ASSIGNMENT W3A2The management of Target realizes that they need to modernize their ideas regarding global expansion of the company. In order to make the company more competitive they need more information about the details of the global market. For this assignment your requirement is to develop a PowerPoint presentation where you describe, discuss, and analyze the aforementioned topics identified by the management. Within the presentation you will include 1. Present the market in (your selected country’s) level of competitiveness? Include Land, Labor, Capital etc… 2. Discuss the main sectors of trade in (your selected country). What trends are appearing and why? 3. Present and assess the trade and factor mobility in (your selected country). Length: 5-10 slides (The first slide in the presentation should be the title page. The last slide(s) in the presentation should be the list of references you used for the assignment in APA format. Do not count title/reference slides toward 5-10 requirement). You are to have at least one chart, graph or table.Notes Length: 80-200 words for each slide – these notes should be in the Speaker Notes section of the PowerPoint slides. Be sure to include citations for quotations and paraphrases with references in APA format and style. Make sure your presentation follows good PowerPoint design principles (e.g., readable font, uses one template, one inch borders around the slides) and contains transitions, builds, and animation when appropriate.
MAN 3600 St Petersburg College Week 3 Company Globalization Powerpoint

Longitudinal Links between Older Sibling Features and Younger Siblings’ Report

Table of Contents Introduction and Literature Review Methods Data Collection Statistical Analyses and Results Conclusion Bibliography Footnotes Introduction and Literature Review The study was conducted with the aim of ascertaining the link between the supports from older siblings that are academically prosperous to their young siblings. The study was of significance, since prior studies carried out were mainly based on studying the support offered from teachers, parents and peers but not siblings. As such, inclusion of siblings in the study provided a new dimension in identifying sources of support to young adults especially in early adolescence. Some studies carried out show that older siblings have influence over the decisions their younger siblings make especially in terms of behaviour and psychological adjustments as they grow up. Furthermore, some studies carried out both in rural and urban areas indicate that adolescents in both settings were more likely to perform better in school if they had better performing older siblings. As expected little support was gained from young siblings by the older ones especially in performance in academics. The researchers found out that support from peers and adults whom the adolescents deem to be important, resulted in improvement of grades. The same results were replicated in those adolescents whose parents were actively involved or showed an interest in academic performance of the respective adolescents.[1] Research shows that gender plays a role in determining academic success of adolescents. Studies have shown that close associations of siblings especially among the female gender has a greater impact when it comes to promotion of academic excellence in this population subset as compared to the associations among their male counterparts. In contrast, due to deintification, scholars have observed a tendency of siblings to adapt different approaches in order to feel unique in their own sense. The phenomenon is more elaborate in mixed gender dyads as compared to same gender dyads. The influence of race and ethnicity to academic support from older siblings to their young has been studied in majority of the cases in white populations and very few studies have been carried out in other minority groups. In this study, the researchers studied both the European-Americans and African-Americans. Previous studies have shown a more positive attitude towards academics in African-American girls as compared to boys. Get your 100% original paper on any topic done in as little as 3 hours Learn More Methods The Maryland Adolescent Development in Context (MADIC) study was the source of data for the study. A mid-Atlantic county was the setting of the study from which 23 junior high schools were identified for sampling procedure for both adolescents and their families. Thereafter, sampling was done and 1,498 participants met the inclusion criteria and participated in the first phase of the study termed Time 1. A subsample for the study was chosen and it consisted of 341 adolescents with a mean age of 12.23 years at Time 1 and their immediate older sibling. The older sibling subsamples had a mean age of 15 years and were to older by between 1 and 6 years. In addition, the older siblings need to be having been living in the same home as the younger one at Time 1. As such, it is only the seventh graders from what was termed intact family that were chosen for the study. To ensure that only those siblings that had spent most of the time together were used in the study, adolescents from stepfamilies or platonic relationships were not included in the study. Basing on these criteria, 51% of all the older siblings were of the female gender while 47.5% were of the male gender. Basing on ethnicity, 56.6% were of African-American ethnicity while 43.4% were European-Americans.[2] The family income was incorporated in the study with the median yearly income in African-American families ranging from$45,000–$49,999 while that for European-Americans being $50,000–$54,999. At the end, Two hundred and fifty-one adolescents were enrolled into the longitudinal analyses. The study experienced a decrease in the sample size, with 90 adolescents leaving the study between Time 1 and Time 2. Data Collection Most of the data was collected through face-to-face interviews. Furthermore, self-administered questionnaires to both the adolescents and their older siblings were used in collection of data. Collection of data was done in the respective family homes of the adolescents. Effect of the study was assessed for a period of 6-months immediately after the adolescents completed their 8th grade.[3] Statistical Analyses and Results To ensure inclusion of all confounding factors Cronbach’s α coefficient was used to integrate potential confounding factors such as gender, race, and age difference between the siblings under study. Other measures used in the study include a 6-point Likert-style scale and the test retest reliability measure for the validity of the results. We will write a custom Report on Longitudinal Links between Older Sibling Features and Younger Siblings’ specifically for you! Get your first paper with 15% OFF Learn More A multivariate analysis was carried out on the various variables in the study. The results obtained showed that adolescents who had same sex older siblings were more likely to gain from the support offered by their older siblings. For those adolescents in same sex dyads, it was observed that their was a higher chance that they will receive support fro their older siblings as compared to those from mixed-sex dyads. Ethnically, it was observed that both young and older adolescents of African-American identity were more likely to receive substantial support as compared to those from European-American background. There was no noteworthy correlation between the sex dyad and ethnicity.[4] Conclusion The study shows that there is little change in attitude of the young siblings regarding academics regardless of the performance of the older sibling. Performance of both sets of siblings waned over time regardless of support from both parties especially in mixed-sex dyads. The outcomes of the study are significant since other variables that may have affected the results such as parental involvement were included in the statistical analysis of the results obtained. African-Americans young siblings were observed to gain more inspiration from their older siblings as compared to European-Americans. Bibliography Buhrmester Duane, and Furman Wyndol. “Perceptions of sibling relationships during middle childhood and adolescence.”Child Development, (1990): 61, 1387–1398 Footnotes Duane Buhrmester and Wyndol Furman, “Perceptions of sibling relationships during middle childhood and adolescence.”Child Development, (1990): 61, 1387–1398 Duane Buhrmester and Wyndol Furman, “Perceptions of sibling relationships during middle childhood and adolescence.”Child Development, (1990): 61, 1387–1398 Ibid Duane Buhrmester and Wyndol Furman, “Perceptions of sibling relationships during middle childhood and adolescence.” Child Development, (1990): 61, 1387–1398

Merger and Acquisitions Theories in Management

Management theory and practice Mergers and acquisitions are a main means by which single and individuals are able to grow and then enter the new markets. After this happens, the competitive structure of the whole industries may alter radically in a span of a short time. Mergers are the unifications of two or even more firms into forming a new one whereas acquisitions are the company’s purchases of the majority of the shares from another. Mergers and acquisitions can also represent a major mechanism through which the firms that are national are able to become multinational firms. The cost and benefit analysis of the mergers and acquisitions affect the decision by the managers and the shareholders of whether to take up a specific merger and acquisition. The decision by the employees also can lead to the acceptance or refusal of the merger and acquisition (Paul