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Trends Issues M2

Trends Issues M2.

1. Research 3 different Parks and Recreation Department web pages and review their policies and procedures for registering for programs. List the different options for registration for each location and how the cost changes based on the different forms of registration. Discuss if you think the registration process makes sense and is fair to all people.Minimum two pages typed due APA STYLE2. Read the article Seamless Smart and In Sync (ATTACHED BELOW)and type a review of the article. In addition research 3 different types of recreation registration Software companies and compare and contrast them. What do each provide the recreation department and ultimately the consumer. How much would implementation of each cost?Minimum two pages typed due APA STYLE
Trends Issues M2

History homework help. Average Payment Period Ratio = Current Liabilities / ([Total Operating Expenses ? Depreciation and Amortization Expenses] / 365)Part 1: Average Payment Period Ratio Report DevelopmentFor this assignment, you will develop and analyze financial statements. Part 1 of the assignment includes describing what an average payment period is and how it is calculated. Use the years and the dollar amounts provided in the table below:Operating ExpensesDepreciation and AmortizationDifferenceDays per YearAverage Cash Expense per Day15,255,263.00553,219.0036512,589,823.00665,393.00365YearCurrent LiabilitiesAverage Cash Expense Per DayAverage Payment Period Days20112,550,263.0020124,553,681.00Using an Excel spreadsheet (or any other tool for performing calculations), determine the average payment period for FY2011 and FY2012. Use the following steps:Use the provided dollar amount of total operating expenses and depreciation and amortization.Subtract depreciation and amortization from the operating expenses and divide by 365 days to compute the average cash expense per day.Identify the dollar amounts for current liabilities on the balance sheet.Divide the current liabilities by the average cash per day.Determine if the trend is positive or negative for the average payment period days.Determine if the 2011 and 2012 average payment period days are above or below the industry benchmark.Part 2: Risks and Benefits AnalysisBased on your calculations in Part 1, address the following:Identify at least two risks if the trend is negative or two benefits if it is positive. What is the potential impact on the hospital? Support your assertions with authoritative references.Discuss possible contributing factors to the positive or negative trend and any strategies the hospital could use to ensure the currently established industry benchmark is met.Develop an 8?10-slide PowerPoint presentation (excluding the title and reference slides).Include the completed average payment period ratio table in your presentation. Include detailed speaker notes with APA format, including references. Use a properly formatted APA 6th edition figure caption for the table or any other figures or charts. Use at least 5?7 scholarly sources in your research.History homework help

Rasmussen College Heart Rate Analysis by Hypothesis Testing Discussion

Rasmussen College Heart Rate Analysis by Hypothesis Testing Discussion.

InstructionsIn this assignment, you will test for a significant difference between the average resting heart rate of males and the average resting heart rate of females in your heart rate data. You have observed that the mean rates are not exactly the same but are they significantly different? You may use either of the two methods for testing a hypothesis illustrated in Realizeit: compare the two confidence intervals or use the data analysis tool to run a two-sample test with unequal variances as shown in the topic of testing two-samples.StepsWrite the null hypotheses being testedRun the analysis either by using data analysis and the two-sample test or by comparing the two confidence intervalsInterpret your data to determine if the resting male heart rate is the same as the resting female heart rate. Remember we are looking for whether the difference is a significant one, not just whether they are not the same.Additional Instructions:Your assignment should be typed into a Word or other word processing document, formatted in APA style. The assignments must includeRunning headA title page withAssignment nameYour nameProfessor’s nameCourseRubricMA320 Unit 6 AssessmentMA320 Unit 6 AssessmentCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContentMA320-CO325.0 ptsLevel 5Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner.22.5 ptsLevel 4Expresses content knowledge with the assignment purpose in a complete, organized, clear, professional, and culturally respectful manner with minor weaknesses in one or more of the areas.20.0 ptsLevel 3Partially expresses content knowledge with the assignment purpose. Expresses ideas in a complete, organized, clear, professional, and culturally respectful manner with weaknesses in these area.17.5 ptsLevel 2Partially expresses content knowledge with the assignment purpose. Ideas are partially expressed in an organized, professional, and culturally respectful manner with major weaknesses in these areas.15.0 ptsLevel 1Expresses limited content knowledge with the assignment purpose. Ideas are not expressed in a complete, organized, clear, professional, and/or culturally respectful manner.0.0 ptsLevel 0The assignment was not completed or there are no constructed concepts that demonstrate analytically skills and no evidences to support the content does not align to the assignment instructions25.0 ptsThis criterion is linked to a Learning OutcomeAnalysisMA320-CO330.0 ptsLevel 5Constructs concepts related to course content, demonstrating strong analytical skills with strong evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.27.5 ptsLevel 4Constructs concepts related to course content, demonstrating strong analytical skills with evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.25.0 ptsLevel 3Constructs concepts related to course content, demonstrating analytical skills with some evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.22.5 ptsLevel 2Constructs concepts related to course content, demonstrating weak analytical skills with minimal evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.20.0 ptsLevel 1Constructs concepts related to course content, demonstrating inadequate evidence of analytical skills. There is minimal or no evidence to support professional and personal subject knowledge through details, supporting evidence, and idea differentiation.0.0 ptsLevel 0The assignment was not completed or there was no evidence of constructed concepts that are supported by professional and personal subject knowledge through details, supporting evidence, and idea differentiation.30.0 ptsThis criterion is linked to a Learning OutcomeTechnology10.0 ptsLevel 5Manipulates multiple technological resources to effectively implement all assignment requirements.9.0 ptsLevel 4Manipulates multiple technological resources to effectively implement most assignment requirements.8.0 ptsLevel 3Manipulates multiple technological resources to effectively implement some assignment requirements.7.0 ptsLevel 2Manipulates multiple technological resources for some assignment requirements.6.0 ptsLevel 1Manipulates technological resources to minimally meet some assignment requirements.0.0 ptsLevel 0The assignment was not completed or difficulties with technological manipulation were evident. The assignment submitted does not meet requriements.10.0 ptsThis criterion is linked to a Learning OutcomeWriting5.0 ptsLevel 5The assignment exhibits a excellent command of written English language conventions. The assignment has no errors in mechanics, grammar, or spelling.4.5 ptsLevel 4The assignment exhibits a good command of written English language conventions. The assignment has no errors in mechanics, or spelling with minor grammatical errors that impair the flow of communication.4.0 ptsLevel 3The assignment exhibits a basic command of written English language conventions. The assignment has minor errors in mechanics, grammar, or spelling that impact the flow of communication3.5 ptsLevel 2The assignment exhibits a limited command of written English language conventions. The assignment has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.3.0 ptsLevel 1The assignment exhibits little command of written English language conventions. The assignment has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.0.0 ptsLevel 0The assignment does not demonstrate command of written English language conventions. The assignment has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.5.0 ptsThis criterion is linked to a Learning OutcomeAPA5.0 ptsLevel 5In-text citations of sources and references in proper APA style are included with no errors.4.0 ptsLevel 4In-text citations of sources and references in proper APA style are included but have 1-2 minor APA errors.3.5 ptsLevel 3In-text citations of sources and references in proper APA style are included but have 3 – 4 minor APA errors.3.0 ptsLevel 2In-text citations of sources and references in proper APA style are included but have more than 4 errors.2.0 ptsLevel 1The errors demonstrate limited understanding of in-text citation and reference requirements0.0 ptsLevel 0There are no in-text citations AND/OR references.5.0 ptsTotal Points: 75.0PreviousNextSubmission Submitted!Dec 16 at 11:37am (late)Submission DetailsDownload db.jpgComments:
Rasmussen College Heart Rate Analysis by Hypothesis Testing Discussion

Prince Mohammad bin Fahd Nestle Strategic Human Resources Management Paper

essay help online Prince Mohammad bin Fahd Nestle Strategic Human Resources Management Paper.

You may use resources such as:
Nestlé Global corporate website InvestorsPublicationsAnnual Review report.
The Annual Review contains excellent information for developing a list of internal
strengths and weaknesses for Nestlé.
Standard & Poor’s Industry Surveys for the food industry. This document will contain
excellent information for developing a list of external opportunities and threats facing
Nestlé.
Citi group’s credit cards page, and others such as IBIS World, ValueLine, and Mergent
Online.
14
Nestlé’s two major competitors: Danone (DANOY) and Mondelēz International
(MDLZ).
Identify what you consider to be Nestlé’s:
– three major strengths,
– three major weaknesses,
– three major opportunities, and
– three major threats.
– Each factor listed for this exercise must include a percentage (%), number (#),
dollar ($), or ratio (employees per share) to reveal some quantified fact or trend.
These factors provide the underlying basis for a strategic plan because a firm
strives to take advantage of strengths, improve weaknesses, avoid threats, and
capitalize on opportunities. Estimate the numbers as needed.
Prince Mohammad bin Fahd Nestle Strategic Human Resources Management Paper

Literature Studies: William Shakespeare’s Twelfth Night Essay

Literature Studies: William Shakespeare’s Twelfth Night Essay. William Shakespeare’s Twelfth Night is the play that concentrates on such important issues as love, friendship, and the distribution of gender roles in the society. However, in his play, Shakespeare presents the unique vision of the nature of personal relations and gender, and modern researchers agree that these issues are closely connected in the play with the concepts of sexuality, affection, and social expectations. In spite of the fact that during the period of the English Renaissance the concept of gender was socially constructed and associated with a range of conventions, in Twelfth Night, Shakespeare reveals the social distribution of gender roles as a kind of illusion because of focusing on the role of affection in establishing interpersonal relations, and the author accentuates the idea with discussing the themes of cross-dressing and shifts in male and female roles. To discuss this idea in detail and from the contemporary perspective, it is necessary to focus on the Shakespeare’s vision of gender as the illusion with references to the characters of Orsino, Olivia, Viola, and Sebastian and descriptions of their gender roles. The specific role of gender in the play is emphasized with the focus on the opposition between traditional social visions of the female and male roles and the world of Twelfth Night in which feelings play the more important role in comparison with the social conventions. From this point, the Duke of Orsino is the main character in the play who is inclined to distinguish between male and female rights and roles determined by the social norms. Being a noble man and following strict social norms, Orsino chooses Olivia as the woman to marry because of her aristocratic origin and high social status (Logan 225-226). Thus, Orsino supports his intentions to marry while vividly describing his affection, “O, when mine eyes did see Olivia first, / Methought she purged the air of pestilence! / That instant was I turn’d into a hart” (Shakespeare 1). Logan states that Orsino’s affection is closely associated with his satisfaction because of the right choice of a woman to marry (Logan 226). Orsino chooses to act according to the social rules and norms, and he demonstrates the social significance of the courtship conventions, according to which the roles of males and females are strictly determined. For instance, music is discussed as one of the most important elements to accompany the courtship procedures, and Orsino discusses the music as the ‘food of love’ (Schalkwyk 82). Noble men in love tried to tell about their feelings with the help of music and romantic songs, and they sent a person who could tell the chosen woman about her admirer’s love. Performing his male role in courtship, Orsino sends Viola/Cesario as a page to tell Olivia about his love, “My lord and master loves you: O, such love / Could be but recompensed, though you were crown’d / The nonpareil of beauty!” (Shakespeare 15). Referring to the Duke’s actions, it is possible to note that Orsino is the example of a man for whom social norms are significant, and he follows them properly. Furthermore, Orsino’s focus on traditions also explains his focus on the distribution of gender roles and his biased discussion of women’s roles. Thus, depicting his affection and ability to love, Orsino states, “There is no woman’s sides / Can bide the beating of so strong a passion / As love doth give my heart; no woman’s heart / So big, to hold so much; they lack retention” (Shakespeare 28). Women’s hearts appear to be not very big to feel the passion similar to Orsino’s one because women’s “love may be call’d appetite”, and Orsino’s love is “all as hungry as the sea” (Shakespeare 28). These Orsino’s words provide the audience with the opportunity to understand that this male character is significantly focused on differences in male and female roles while discussing the social and personal relations. That is why, the Duke of Orsino can be discussed as an illustration of masculinity, because this man is ready to pursue his dreams and goals while acting rather decisively. Nevertheless, the first time when the audience can realize the presentation of gender roles in the play as the illusion is the situation when Olivia breaks Orsino’s plans and avoids the marriage. It is expected that Olivia should agree to marry Orsino after learning about the Duke’s love. However, Olivia challenges the norms and the traditional distribution of roles in the society. Focusing on Olivia’s behavior, it is possible to note that her role is determined not only by her gender but also by her social status. Discussing Olivia’s actions and words, Logan states that Olivia “speaks to Cesario / Sebastian from a position of power, arranging rendezvous as she chooses” (Logan 226). From this perspective, Olivia demonstrates the acquisition of the active role typical for men because of her social position. Olivia remains passive till she is not interested in the man’s courtship. This position explains the challenge experienced by Orsino when Olivia spurns his courtship because of falling in love with Cesario. In the research, Charles pays attention to the fact that Olivia is too active and decisive in her actions while focusing on the idea to win the love of the page (Charles 130). Thus, Olivia does not need male clothes to act like males, and she allows herself acting like a man because of concentrating on the desired male. Olivia demonstrates her affection openly and passionately. Speaking to Cesario, Olivia states, “I love thee so, that, maugre all thy pride, / Nor wit nor reason can my passion hide” (Shakespeare 38). Olivia’s words mean that she is so decisive in her actions that she is ready to break all the rules and norms and to demonstrate her passion in spite of the logical laws. Logan supports the idea that falling in love with disguised Viola, Olivia chooses to act as the man in this pair because of the necessity to win the love of the androgynous page (Logan 225). As a result, the gender roles are mixed, and they become the illusion because the Olivia and Viola/Cesario are inclined to act not according to the social norms and standards, but according to the situations and their own desires. Thus, Viola chooses to change the clothes and receive the job as a man. Olivia makes her decision and asks a man to marry her, thus, playing an active role in building her own destiny. On the contrary, such researchers as Shulman and Logan state that the Duke of Orsino and Sebastian are rather passive at times (Logan 230; Shulman 99). The described behavioral patterns emphasize Shakespeare’s focus on ignoring the conventions and presenting his vision of the gender roles in the society. Focusing on the character of Viola, it is important to remember that the young woman spends much time while being in disguise, and for everyone else she is a male who has to act correspondingly. That is why, Viola becomes active only when she is wearing male clothes and when her identity is hidden. The first signs of Viola’s decisiveness are observed when she thinks over the opportunity to find the job at Olivia’s households. Thus, Viola claims, “O that I served that lady, / And might not be delivered to the world, / Till I had made mine own ocassion mellow, / What my estate is!” (Shakespeare 3). According to Hunt, Viola’s words indicate her readiness to act decisevely, without paying attention to her gender role and social expectations (Hunt 8). The character of Viola demonstrates the subtle nature of gender roles in Shakespeare’s play vividly because of involving the idea of cross-dressing. Logan supports the view that Shakespeare manipulates the people’s vision of gender as the set of characteistics and qualities attributed to women and men because of their typical appearance (Logan 231). As a result, the change in clothes is associated with the change in actions, and Viola’s sexuality and gender are perceived by the play’s characters through the focus on her dress. According to Logan, the possibility of disguise suggests that “there is something arbitrary about identity, and a disguise that involves a change of gender similarly suggests that our apprehension of sexual identity is mutable and susceptible to illusion” (Logan 231). Viola’s gender becomes a kind of illusion because it is mainly perceived only with references to her clothes and appearance. Viola/Cesario’s relations with Olivia makes the idea of gender in Twelfth Night even more illusory and accentuated actively only with references to the character of Orsino because Olivia falls in love with a woman who looks like a man. According to Charles, cross-dressing and the relations between Viola/Cesario and Olivia are important to “demonstrate that erotic attraction is not an inherently gendered or heterosexual phenomenon” (Charles 124). From this point, the illusory nature of gender in the play can be discussed from two perspectives. On the one hand, the characters of the play are inclined to speak about gender roles only as the social attributes and as the response to social standards, and they refer to their feelings while choosing the lover (Amir 290). On the other hand, focusing on the lovers’ appearance, the characters of the play expect the lovers’ definite actions determined by their appearance, and as a result, gender (Barber 230). That is why, looking at Viola as at Cesario, Olivia expects definite actions typical for a man, as it was in case with Orsino’s courtship. Thus, the performance of cross-dressing “can be disruptive” for the characters of the play (Charles 123). Sebastian is another character in Twelfth Night who is inclined to combine both feminine and masculine features. The combination of the male and female features is remarkable while discussing Sebastian’s relations with Antonio and Olivia. Logan pays attention to the fact that Sebastian takes a passive role in the love relations and friendship, and this role is more characteristic for women. Antonio, Sebastian’s friend, loves him as the wise friend and partner (Logan 226). At the same, time Olivia encounters Sebastian and asks him to marry her because she thinks of him as Cesario. Though Sebastian falls in love with Olivia immediately, he does not begin to act as the man in love relations. According to Logan, Sebastian enjoys the attention of Antonio and Olivia, and he “allows them to present him with lavish gifts” (Logan 232). This ‘passive’ role is not expected to be performed by men, and it is explained in the play with references to Sebastian’s appearance which makes the other characters discuss Sebastian as feminine (Lindheim 681). At the same time, Sebastian is also ready to defend ladies when it is necessary (Barber 276). Shulman stresses that Sebastian’s “sword-fighting” makes him very different from “the more timid and intellectual Cesario” (Shulman 102). In this situation, Sebastian clearly reveals his masculinity. Furthermore, the mix of attributes is closely associated with the fact that Sebastian and Viola are twins. Thus, “An apple, cleft in two, is not more twin / Than these two creatures” (Shakespeare 66). That is why, only their performed identities and worn clothes make the people discuss the twins as the male and female. This idea is important to support the view that Shakespeare blurs the lines between the genders of the presented characters intentionally. Referring to the mixed gender roles in Twelfth Night, it is possible to assume that though gender roles were distributed in the English society in a certain way, it was acceptable to switch roles in the theatre. Discussing the tradition of cross-dressing not only in the comedies but also in the theatre, Charles notes that “the English Renaissance popularity of both the all-male stage companies and plays about gender switching reflects a social and cultural fascination with the subject who symbolized the bodily cite of this gender ambiguity” (Charles 125). Furthermore, Lindheim pays attention to the fact that the situation that women were not allowed to perform on stage added to the vividness of the play’s conflicts significantly (Lindheim 681). As a result, the situation of cross-dressing on stage and in the play often contributed to the audience’s confusion because it was difficult to understand what character is on stage. Logan claims that that approach contributed to the creation of the specific atmosphere of a comedy of disguised identity (Logan 233). That is why, the genders of Viola and Sebastian are rather illusory and expressed only through the context. William Shakespeare’s Twelfth Night can be discussed as the play which presents the vision of gender roles as the social convention which can be easily ignored while focusing on the feelings and emotions. The illusory nature of the distribution of gender roles is accentuated in the play with references to the role of appearance in discussing persons as men or women. That is why, the socially constructed idea of gender cannot be revealed effectively in the play where the main accents are put on cross-dressing and mixed identities . From this point, Shakespeare seems to criticize the traditional social visions of gender roles and present the characters of the play as the embodiments of attributes and qualities which cannot be typical for them because of their gender. As a result, there are few differences between Viola and Sebastian, Olivia acts to emphasize her decisiveness, and only Orsino follows the traditional vision of gender. Works Cited Amir, Ala. “Dramatic Irony in William Shakespeare’s Twelfth Night”. Journal of Missan Researchers 5.9 (2008): 289-318. Print. Barber, Cesar Lombardi. Shakespeare’s Festive Comedy: A Study of Dramatic Form and Its Relation to Social Custom. Princeton, NJ: Princeton University Press, 2011. Print. Charles, Casey. “Gender Trouble in Twelfth Night”. Theatre Journal 49.2 (1997): 121-141. Print. Hunt, Maurice. “Viola/Cesario, Caesarean Birth, and Shakespeare’s Twelfth Night”. The Upstart Crow 21.1 (2001): 7-14. Print. Lindheim, Nancy. “Rethinking Sexuality and Class in Twelfth Night.” University of Toronto Quarterly 76.2 (2007): 679-713. Print. Logan, Thad Jenkins. “Twelfth Night: The Limits of Festivity”. Studies in English Literature, 1500-1900 22.2 (1982): 223-238. Print. Schalkwyk, David. “Music, Food, and Love in the Affective Landscapes of Twelfth Night”. Twelfth Night: New Critical Essays. Ed. James Schiffer. New York, NY: Routledge, 2013. 81-99. Print. Shakespeare, William. Twelfth Night, or, What You Will, Mineola, NY: Dover Publications, 1997. Print. Shulman, Rachel. “Resolution, or Lack Thereof in Twelfth Night.” The Delta 2.1 (2007): 98-104. Print. Literature Studies: William Shakespeare’s Twelfth Night Essay

Rewrite the point-slope equation in slope-intercept form y – 3 = 2(x + 4):

Rewrite the point-slope equation in slope-intercept form y – 3 = 2(x + 4):.

A)y = 2x + 5B)y = 2x + 7C)y = 2x + 9D)y = 2x + 11
Rewrite the point-slope equation in slope-intercept form y – 3 = 2(x + 4):

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