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UCSD NACLA Report on the Americas Main Points Summary

UCSD NACLA Report on the Americas Main Points Summary.

First, you should devote the first half of the report to a summary of the main points in the article that you selected. To help you to address this issue, consider some of these questions: What is the main issue being discussed? (i.e. immigration, elections, education, environment, women’s issues, crime, etc.) Who are the main personalities mentioned in the article? (i.e. Enrique Peña Nieto, Andres Manuel Lopez Obrador, President Trump, etc.) How does the issue affect the people of the country mentioned in the article? Does the issue have any connection with United States interests? What do you think could be the best solution to resolve this problem?And for the second point of discussion, please analyze the article that you selected and present your point of view on the story. For example, how do you feel about the story? How did this article contribute to your understanding about modern Latin America? And what do you think about the author’s perspective on the article? How does this topic relate to contemporary political, economic or cultural themes in the United States today?
UCSD NACLA Report on the Americas Main Points Summary

Troy Univ Sustainable Social Housing in India Patrick Industries Inc Discussion.

the organization is Patrick Industries Inc.Section Three; Strategy and StructureThe final task before setting up shop is to determine the optimal international strategy and organizational structure that will best support this international venture. The CEO of your organization has asked you to write a report on your recommendations of the type of international strategy and organizational structure they should adopt.For this portion of the term project, you will be focusing specifically on the concepts and discussions from Chapters 13 (Strategy) and 14 (Structure). Please also remember to research the actual organization you have been using as a reference for this project. Look at their current international presence (if they do not have an international presence, look at their domestic presence), their organizational culture, their current structure, and their supply and distribution channels. You are to use at least three additional sources to complete this assignment. PLEASE remember to cite all your sources; proper citation of your sources is a requirement for this course. This assignment is to be a minimum of 2 – 4 pages typed, font 12, double-spaced.Please support all recommendations with sound reasoning and research.
Troy Univ Sustainable Social Housing in India Patrick Industries Inc Discussion

Physics homework help

Physics homework help. HDEC 103 CONSTRUCTIVE GUIDANCE STRATEGIES. You are encouraged to start this assignment as you begin practising your guiding and caring. If after you have recorded one example of your “best” practice, there is a new example that better reflects your practice, you can delete the previous example of your “best” practice and update it with a more current example!,HDEC 103 CONSTRUCTIVE GUIDANCE STRATEGIES,Firstly, You are encouraged to start this assignment as you begin practising your guiding and caring. If after you have recorded one example of your “best” practice, there is a new example that better reflects your practice, you can delete the previous example of your “best” practice and update it with a more current example!,Secondly, OBJECTIVE: ,Demonstrate, implementation of constructive guidance strategies.,Thirdly, For the 30 strategies listed, date and concisely record one specific example of your best practice.,Further, Include your name and the type of program in which you are practicing your guiding and caring in the space provided.,Moreover, Use initials for child(ren)’s names; include each child’s gender and age in years (T-f-4 yrs., J-m-9 yrs.),Additionally, Concisely record the context of the interaction as needed for clarity. Quote your words and the child(ren)’s words to provide as accurate a record as possible.,Lastly, Describe how the child(ren) responded to your guidance. You can type into this document; the sections for each strategy will expand as you type.,NOTES:,Firstly, Do not record/copy examples in this checklist that you dated/recorded in Assignments 1 or 2, as you have already received feedback on them.,Secondly, You now have the opportunity to receive feedback on new examples for strategies you have been practising, and feedback on practice of other strategies as opportunities to practice those strategies arise.,Thirdly,  Be sure to record examples that will provide evidence of your growing skills and examples that you are eager to receive feedback on.,Fourthly, One guidance interaction may include several strategies. In this case, record the initial strategy in an interaction, for example #8 (Be Alert) and end the example with saying “Continued in #9” or “Continued from” and so on consecutively, until you have recorded all of the strategies used in the interaction., CONSTRUCTIVE GUIDANCE STRATEGIES CHECKLIST.,The numbers enclosed in parentheses represent the Lessons which describe the guidance strategy.,For example, (L2) means “Refer to Lesson 2.” NLC Student: Type of Program:,Firstly, Use description [of what you and the child can ,perceive, through your senses] (L2) Date/Example:, ,Secondly, Use narration [of what children are doing as they do it] (L2) Date/Example:, ,Thirdly, Use self-talk (L2) Date/Example:, ,Fourthly,  Provide supplementary information [on the child’s topic of conversation or what the child is doing] (L2) Date/Example:, ,Fifthly, Paraphrase [in totally different words] (L2) Date/Example:, ,Sixth,  Provide parallel personal comment [opinions and experiences that coincide with the child’s] (L2) Date/Example:, ,Further, Ask a leading question [on the child’s topic of conversation or what s/he is doing] (L2) Date/Example:, ,Moreover, Be alert/scan [Describe your position. Record a specific outcome] (L2) Date/Example:, ,Furthermore, Gain/give attention in a respectful way (L2) Date/Example: 3, ,Additionally, Provide a verbal cue (L2) Date/Example:, ,Besides, Nonverbal cue [Provide an example of one of the following: hand gesture, proximity, touch] (L2) Date/Example:, ,12.Guide problem-solving [ABC problem-solving] (L3, L6) Date/Example:,13.Give unconditional attention [not related to recognising appropriate behaviour] (L3) Date/Example:,14.Offer straight forward explanation for expectations (L3) Date/Example:,15.Acknowledge children’s feelings – Provide emotion coaching (L3) Date/Example:,16.Coach or model play entry strategies (L3) Date/Example:,17.Allow time for children to respond to expectations [not a group transition] (L3) Date/Example:,18.Give verbal recognition rather than praise (L4) Date/Example:,19.Give Non-Verbal Recognition for valued behaviours (L4) Date/Example: 4,20.Give true choices (L4) Date/Example:,21.Ignore minor incidents (L5) Date/Example:,22.Be a helpful, caring resource (L5) Date/Example:,23.Encourage children to be a helpful, caring resources for each other (L5) Date/Example:,24.Redirect or divert [only when appropriate] (L5) Date/Example:,25.Model appropriate behaviour (L6) Date/Example:,26. Moreover, Use an I-message –[I feel___when___because___] (L6) Date/Example:,27.Also, Inject humour (L6) Date/Example:,28. In conclusion, State or allow a natural consequence (L7) Date/Example:,29. Finally, Apply a related/logical consequence (L7) Date/Example: 5 This checklist may be used after the course is finished for continued self-assessment. Worth: 30 marks Due: End of Week 10,30.Lastly, Provide opportunity to make amends (L7) Date/Example:,Attachments,Click Here To Download,Physics homework help

De Anza College Sexually Transmitted Infections TED Talk Discussion

best essay writers De Anza College Sexually Transmitted Infections TED Talk Discussion.

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

Watch the TED Talk: “STIs aren’t a consequence. They’re inevitable.”Compare the information provided in the TED Talk with the following lesson plan on STI’s.TED Talk Lesson Plan on STI’s(You do not need to actually do this lesson plan. Just analyze it!) In this activity, a teacher will prepare index cards, one per student, with the following letters written very small on the back corner:2 cards—write “S” (which stands for STI)1 card—write “A” (which stands for Abstinence)2 cards—write “M” (which stands for Monogamy, meaning having sex faithfully with only one partner after both have been tested)2 cards—write “C” (which stands for condom)All remaining cards—write “U” (which stands for unprotected)Quietly tell the student with the index card with an “A” on it to not sign anyone else’s index card, even if asked. Additionally, quietly tell the two students with index cards with an “M” on it to only sign each other’s index cards and no one else’s, even if asked.Introduce the purpose of this lesson by stating the following: Sexually transmitted infections (STIs) are infections that are spread primarily through person-to–person contact. There are more than 30 different sexually transmittable bacteria, viruses, and parasites (World Health Organization). Young people are one of the highest risk groups for STIs but unfortunately often think they are not at risk and that STIs only happen to ‘others.’ Today’s lesson will cover how you can keep yourself safe.Distribute the index cards and have students sign each other’s index cards (sexual activity). Trace how far the infection spread in the classroom. Those with “C”, “A”, and “M” were not exposed. Have students stand up if they were exposed. Students who were not exposed should tell the class why.Explain that during the next lesson, students will review what behaviors put people at risk of getting STIs. Conclude the lesson by reminding learners of the following key points:Anyone who has unprotected sex is at risk for getting an STI.Not having sex is the only 100% sure way not to get an STI.Practicing monogamy lowers the risk of getting an STI.STIs do not get passed from casual contact.DiscussionHow do the two methods for discussing STI’s compare? (I am mainly referring to the general attitudes and beliefs about STI’s…are there any biases or stigmas embedded within these different perspectives about STI’s?). Discuss overall impressions or anything you find effective or problematic (230 words).
De Anza College Sexually Transmitted Infections TED Talk Discussion

Promoting fashion brands through social media

The purpose of this study has been to research possibilities of promoting a fashion brand through social media, specifically Facebook. It would analyse its advantages as well as disadvantages towards fashion business. The social media is an Internet platform where people are free to discuss and communicate through different blogs and websites. The critical question is how consumer decisions are affected by other consumers’ recommendations. It is very important that businesses intending to join the online environment should thoroughly understand the online consumer market. For the marketing purposes, social networks represent unique opportunities of a constant contact with the consumers. Sales over the Internet have increased drastically over the last decade in both USA and Europe (Forrester Research, 2000). In December 2002, Europeans reportedly spent $ 15.8 billion in 2002, Whereas North Americans spent $15.7 billion. The rise in Internet sales was mostly effected by the sales of garments and toys (Blauw Research bv, 2003). Outlaw Freelancers is a small Amsterdam based fashion brand, and is a good example of the micro business. Their sales are done only through Internet, at their main web page (www.outlawfreelancers.com). Outlaw’s have decided to use new marketing ways, and advertise their brand through social network such as Facebook. In order to find out how the big brands on the market manage social media exposure, interview with NIKE and H

Mao Zedong’s Rise to Power Essay (Critical Writing)

Historians provide various explanations for Mao Zedong’s rise to power. This person can be regarded as a skillful political strategist and tactician who could manipulate, forestall, and coerce his opponents into defeat. Yet, he can also be considered as an opportunist always able to take advantage of various circumstances, even those ones when he made obvious mistakes. Thus, it is necessary to show how modern scholars describe and assess Mao Zedong. In particular, we can compare Maurice Meisner’s evaluation of Mao with the assessment offered by David Apter and Tony Saich. To some degree, the works of these historians represent opposing views on Mao Zedong political struggles. Meisner emphasizes his efforts to appeal to various social classes. He shows what Mao Zedong gained the trust of his potential supporters. In turn, Apter and Saich attach greater importance to his rivalry with various people who could undermine his authority. First, it should be mentioned that these scholars pursue a similar objective; in particular, they strive to explain how Mao Zedong gained supremacy in the Communist Party, and became a symbol of a leader for the Chinese people. Yet, these texts differ greatly in the style of presentation. In his work Maurice Meisner looks at Mao’s succession to power from a strictly chronological standpoint. He discusses a series of events that contributed to Mao’s ascendance to power. His attention is focused on the Long March, the Japanese invasion of China, the establishment of Red Capital in Yan’an and so forth. He shows how these events helped to gain the support of people with “proletariat consciousness” (Meisner, 45). In their turn, Apter and Saich discuss separate strategies and tactics that Mao employed to overpower his opponents among politicians, intellectuals, administrators and military. Additionally, it is important to compare the data that these scholars analyze. For instance, Maurice Meisner discusses quantitative demographic data that shows how many people supported Mao and many people lost their lives because of his initiatives. Still, he also gives preference to quantitative research methods. Get your 100% original paper on any topic done in as little as 3 hours Learn More He focuses on Mao’s description and perceptions of his successes and failures. The data that this historian discusses mostly comes from primary sources such as Mao’s books, articles, and interviews conducted with this political leader. He also uses secondary sources, especially, the books published by other historians and journalists. In contrast, Apter and Saich don’t use quantitative data. They give preference to qualitative data that allows the reader to understand the opinions of Mao and his opponents. Their data come from primary sources such as letters, diaries, pamphlets, and books published during that period. There are some similarities in conclusions that these authors arrive at. One of his arguments is that Mao was able to transform his failed initiatives into victories. For example, the Long March which resulted in thousands of casualties, was later transformed into a symbol of “will, spirit, and revolutionary consciousness” (Meisner, 34). Mao understood that this March could have been ruinous for the Communist Party, but he never admitted his errors and attributed them to his political rivals. This idea is shared by David Apter and Tony Saich who also think that Mao Zedong was good at “turning defeats into lessons, and lessons into claims to truth” (Apter and Saich, 37). Overall, the authors agree that he was able to shift the blame for his failures on others. However, these scholars have different perspectives on Mao Zedong’s strategy. For instance, David Apter and Tony Saich focus on the so-called “four struggles” of Mao (Apter and Saich, 35). This term describes Mao’s attempts to win military, ideological, intellectual, and administrative leadership in China (Apter

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