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University of Nairobi Universal Declaration of Human Rights Discussion

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University of Nairobi Universal Declaration of Human Rights Discussion.

Rights of the disabledThere are universal human rights and rights within the country where you live. You are to chose one of the two options below and add to the debate. After reading the articles from the Advocacy web-debate (Canada), read the United Nations Declaration of Human Rights. Many persons with disabilities feel that their basic human rights are often violated. Look through these rights and make a case regarding possible violations of human rights. This declaration was written in 1948, why might the date of this be important? What social implications may bock someone from being afforded these rights?http://www.un.org/en/udhrbook/index.shtml
University of Nairobi Universal Declaration of Human Rights Discussion

Theater writing essay -01.

Ten Vocabulary Words must choose from here: https://ufdcimages.uflib.ufl.edu/AA/00/02/18/70/00001/9781616101664MitchellWEB.pdfA ManifestoManifesto: a public declaration of intentions, opinions, objectives, or motives…Write a manifesto describing what the theatre as an institution must do in order to regain/retain its position as the most socially/politically/personally influential dramatic medium. What must theatre do in order to become/remain a socially/politically/personally relevant form of expression? Consider what it currently does successfully as well as what it must begin/stop doing.Your task is to prescribe one specific course of action for theatre practitioners to take. What, specifically, is THE most important thing they must DO? The more specific the better. Guidelines and Grading:Manifesto must be between 350-450 words in length. This is an important part of the assignment so please adhere to it. Write it and then EDIT it. This is an exercise in business style writing, which must be concise but chock full of important information.Manifesto must contain at least ten (10) esoteric vocabulary words from class. (Esoteric: understood by or meant for only the select few who have special knowledge. Hint: if you knew the word before you took this course, don’t use it.) These vocabulary words should express your THEORETICAL understanding of course content. Do not use simple vocabulary words that have simple meanings as they will earn a five point deduction each. These vocabulary words should express concepts and complex ideas about what the theatre is.Type the ten vocabulary words in BOLD type and in CAPS. Do NOT use the word VERISIMILITUDE!The purpose of the manifesto is to express your knowledge and personal opinions about what is possible for the future of the theatre as informed by course content.As always, the assignment will earn one of the four grades below based on the following criteria. Five points may be added to the grade when assignment falls somewhere between the criteria. All written work will receive deductions for spelling and grammar mistakes.100 – Exceptional work. Assignment adheres to all of the guidelines, shows a uniquely inspired application of course material, and transcends what was presented in class or readings.90 – Very good work. Assignment adheres to all of the guidelines, shows a clear understanding of course material, and offers a unique insight on the assignment.80 – Confident work. Assignment adheres to all of the guidelines and uses course material correctly.70 – Below average. Assignment does not adhere to guidelines and exhibits a limited understanding of course material.The use of the word VERISIMILITUDE will result in an automatic twenty (20) point deduction.Paste the Manifesto into the text box or attach it in a Word or PDF file. Do NOT send a link to a document. Definitions in this document are from www.dictionary.reference.com. Here is an example of one from a prior term. It earned a grade of 90. Vocab could have been utilized more effectively and there could have been a more direct expression of what the author was calling for. I used to require more vocabulary words.Theater as a medium has always been the most intimate and personal of all art forms. As a performer or participant in a production, you put your heart and soul into making it a success. And in the audience, even on a PROSCENIUM STAGE where the PROSCENIUM ARCH between the actors and the house creates an intentional FOURTH WALL to divide the two, it’s still more interactive and responsive than any other medium has ever come close to.Ironically, theater as a visual medium tends to feel less staged than movies and television; what you see is what you get. Fancy camera angles and subtle expressions and motions don’t translate well, so it all has to be bigger and more expressive and feels more honest as a result. It’s an art dependent on the coordination of the crew; the COSTUME PLOT, RHYTHM, DESIGN ELEMENTS and overall ARTISTIC INTERPRETATION have to be in sync and compliment each other consistently in a way that other mediums don’t have to mimic. On a personal level, the audience can feel the BEATS as they come and react to them as more fluid whole onstage.In addition, theater is one of the most politically impactful mediums. It’s closest relation is in famous politcal novels; but plays give a VISUAL connection to the audience that lends more power to the message you’re trying to give – reading about a death is one thing, watching it another. EPIC THEATER is a popular and effective mode for political messages, and RAPID RESPONSETHEATER is one method that’s becoming increasingly useful in today’s society. Unlike music, television or books, theater has the luxury of being able to be devised relatively quickly if the DRAMATURG happens to be particularly talented. The ability to create a scathing satire within a week of an event and performing it while it’s still on many people’s lips is a powerful ability.However, theater’s biggest drawback is how exclusionary and elitist it tends to be – especially Broadway. Shows that would resonate with a larger audience get limited to who has the time and money to come see it in the short timeframe it’s shown. And while some finer bits of COMPOSITION or SELECTIVE VISIBILITY or COSTUME RENDERINGmight be lost when turning a play into a professional recording, it’s better to have to sacrifice than to never have seen the play at all.
Theater writing essay -01

Interest in the characteristics of good learners led researchers to identify learning strategies. Learners are different because of their internal differences and the role played by the external factors. Among these differences are the strategies used by learners (Griffiths and Parr, 2001, p 249). In some researches the terms strategies and skills are used synonymously “…skills and strategies such as …” (Drake, 2008, p 8), “…skills/ strategies…” (Lu, 2006, p ii). In other researches, skills are differentiated from strategies. Skills are defined as “acquired abilities, proficiencies” (Harris and Hodges 1981, 298) and a “mode(s) or manner(s) in which language is used” (Richards et al. 1985, 160) and they are used to “perform well” (Hudson, 2007, p 78). In (Griffiths, 2004) strategies are defined as „devices‟ (Ellis 1986; Rubin 1975), „techniques‟ (Rubin 1975), „operations, steps‟ (O’Malley et al 1985), „directions‟ (Stern 1992) and are used to acquire (Rubin 1975) to facilitate, (O’Malley et al 1985), and to compensate (Ellis 1986). Strategies are also different from skills in that they are used consciously (Nuttall, 1996). Because they are tools, strategies are assumed to dominate over skills (O’Malley et al., 1985, p 557). In this work, the term „strategies‟ is used to refer to the systematic ways which are consciously used by the readers to guide and enhance their reading processes. 2.6.1 Classification of learning strategies Researchers have tried to produce lists of learning strategies. Classification of learning strategies has primarily followed the theory of cognition, which is concerned with the way the brain works to process and call information back (Macaro, 2001). Rubin (1975) defined learning strategies as “the techniques or devices which a learner may use to acquire knowledge”. She divided these “techniques or devices” into Direct Learning Strategies and Indirect Learning Strategies. Direct Strategies are directly related to the items or issues being learned. They are clarification/verification, monitoring, memorisation, guessing/inductive inferencing, deductive reasoning, and practice. Indirect Learning Strategies are concerned with learning environment adaptation: creating opportunities for practice, and production tricks (Hismanoglu, 2000). Rubin‟s (1975) classification reflects an interest in the relationship between the strategies used on one hand and learning processes and learning-environment adaptation on the other. In a later study, Wenden and Rubin (1987) learning strategies were classified into cognitive strategies and self-management strategies (Gamage, 2003). While cognitive strategies are concerned with the procedure used by the learner to process the information received, self-management strategies involve controlling the learning process itself. Using the term „self-management‟ highlights the conscious use of the strategies. Social and affective factors were introduced in the classification presented by O’Malley and Chamot (1990). They classified language-learning strategies into Cognitive strategies, Metacognitive strategies and Social/ Affective strategies (O’Malley and Chamot, 1990, pp 44, 45). Cognitive strategies are relevant to the learning activities used by the learners to process new information. Metacognitive strategies are the activities which reflect a learner’s knowledge and management of his/ her learning process. Finally, Social/Affective strategies account for the social and affective aspects related to learning such as interacting with other people or controlling one‟s own feelings while learning. Oxford (1990) developed the so-called Strategy Inventory of Language Learning (SILL) which also apply to teaching. In this inventory, she divided strategies into main groups: Direct strategies and Indirect strategies. She divided these two major groups into six subgroups. 1) Direct Strategies: Cognitive Strategies (practicing, receiving and sending messages, analysing and reasoning, and creating structure for input and output) Metacognitive Strategies (centring learning, arranging and planning learning, and evaluating learning) Memory Strategies (creating mental linkages, applying images and sounds, reviewing, and employing action) 2) Indirect Strategies: Compensation Strategies (guessing intelligently, and overcoming limitations) Social Strategies (asking questions, cooperating with others, and empathising with others) Affective Strategies (lowering anxiety, encouraging one‟s self, and taking emotional temperature) (Oxford, 1990, p 17) This classification of strategies can be considered the most detailed one because of its headings and subheadings. 2.7 Reading strategies Reading strategies are defined as readers‟ “conscious use” (Nuttall, 1996, p 40) of techniques, operations or steps a learner takes to “conceive a task, what textual cues they attend to, how they make sense of what they read, and what they do when they do not understand” (Block, 1986, p 465). Doing so, readers should be aware of the strategies used and how to control them when they read (Paris et al., 1986, pp 92- 108). L1 reading studies constituted the base of reading studies in general.and the results and procedures were extended to cover L2 studies. Grabe and Stoller (2002) point out that foreign language teachers should assist “students to transfer L1 reading strategies” and to gain “sufficient L2 proficiency” (pp 84, 85). Studies of L1 reading strategies have usually concentrated on describing and listing the characteristics and strategies that distinguish good readers from poor readers and on the factors or reasons that may affect the reading process. Olshavsky (1976/1977) studied the effect of reading material and interest in reading strategy use for 24 tenth grade students while they were trying to comprehend a short story. The results revealed that both good readers and poor readers used the same strategies; however, readers with high interest in the material used strategies more frequently than did readers with low interest. In relation to the material, readers used more strategies when engaged in abstract material. Thus, it can be concluded that the kind of material and reader’s interest affect the number of the strategies used. Hosenfeld (1977) compared the strategies used by good readers and poor readers. The subjects were 40 students out of the 210 students who administered MLA-Cooperative Test of Reading Proficiency in Western New York. Twenty of the subjects scored high (32-45), and the other twenty scored low (13-19). The researcher concluded that good readers are characterised by keeping the meaning of the passage in mind as they read, reading in broad phrases, skipping words that are considered unimportant and unknown, looking up words, correctly, in the glossary as a last resort, and having a positive self-image as a reader. This study reveals that good readers are strategic and make use of their working memory. Some studies investigated certain strategies rather than describing the general characteristics of the reader. Kavale and Schreiner (1979) compared the way reasoning strategies were used by eight average and eight above-average readers who were selected from sixth grade population in a suburban public elementary school based on their scores in the Comprehension section of the Gates-MacGinitie Reading Test. Although the two levels used similar strategies, above- average readers used strategies more efficiently and successfully. Moreover, they realised that the above-average readers used strategies flexibly and sought alternatives when they needed to. In this study, it seems that the difference between the readers is not the number or kind of strategies used rather it is a matter of efficiency and flexibility. Studies also investigated the use of a group of strategies to achieve one purpose. Afflerbach (1990) investigated the strategies used to construct the main idea of difficult texts, and the contribution of prior knowledge to strategy use. The participants were eight (four anthropology doctoral students, four chemistry doctoral students) who had relatively high background knowledge in their own field, and relatively low knowledge in the other field. The two texts used in this study were from two different knowledge domains: anthropology and chemistry. In this study, the topic sentences were removed from the texts. He noticed that four strategies were used: Draft-and-Revision, Topic/ Comment, Initial Hypothesis, and Listing. In Draft-and-Revision, the reader jots down an idea, judges it, then when it proves to be wrong, it is revised. The second strategy is Topic/ Comment, in which the reader highlights a topic and comments on it. The third is generating an Initial Hypothesis based on the title, the first sentence, or skimming the text; then testing the accuracy of the hypothesis and modifying it. The final strategy is Listing where the related words, concepts, or ideas are grouped together. It was also noticed that familiarity with the text generated its automatic processing (Afflerbach, 1990, p 33). This may suggest a relationship between automaticity and prior knowledge. The strategies used can also be affected by level of difficulty. Kletzien (1991) compared the strategies used by good readers and poor readers as they were presented with texts that varied in difficulty. The 48 participants in this study were 10th and 11th grade students at a suburban high school in the U.S. Twenty four of these subjects were good comprehenders while the others were poor comprehenders. She observed that both groups used the same type and number of strategies when the text introduced suited group‟s level. However, poor readers used fewer strategies than the good readers as the texts became more difficult. Macaro (2001) also reported that good readers “do not get anxious when they do not understand” (Macaro, 2001, pp 86, 88). Kozminsky and Kozminsky (2001) explored the relationship between general knowledge and skills in applying reading strategies on one hand and reading comprehension on the other. The participants were 205 ninth-graders in two comprehensive high schools in a city in southern Israel. Thirty four subjects were expected to successfully complete the full high school programme and full course of the national matriculation examinations, 128 were expected to get the diploma and take a few of the national matriculation examinations, 21 students were expected to complete the high school programme and obtain a diploma, and finally 22 were expected to complete twelve years of schooling to obtain a diploma. In this study, the researchers concluded that general knowledge and the ability to apply reading strategies contribute to reading comprehension. However, this contribution varied because of the differences in the educational level of the students (academic, semi-academic, vocational, and learning disabilities). Through think-aloud protocol and interviews, Lau (2006) highlighted the difference in the reading strategies used by four good and four poor Chinese readers. These subjects were in eighth grade in Hong Kong. The researcher realised that good readers are characterised by their knowledge of vocabulary and strategies, their abundant use of the strategies, and their memory capacity whereas poor readers lack these characteristics. L2 reading proficiency can also affect metacognitive strategies. Koli -Vehovec and BajÅ¡anski (2007) explored comprehension monitoring of bilingual (Croatian native speaking) students at different levels of perceived proficiency in Italian. They noted that proficient students in a second language showed greater mastery of monitoring skills than the less proficient students, and that monitoring contributed to reading comprehension in higher elementary school. These studies show that good readers are characterised by their knowledge of vocabulary and their working memory capacity. These characteristics helped them use reading strategies more efficiently and flexibly than poor readers. Lack of these abilities and prior knowledge about the reading material, and texts‟ levels of difficulty affected poor readers‟ achievement negatively. The strategies mentioned in the above studies can be grouped into three categories: tools used in the reading process, manipulation of reading material and planning and monitoring of reading process. The following table summarises that.
SPHE 413 AMU Wk 8 Texas Longhorns Basket Ball Team Marketing Plan Presentation.

For this project, students will choose their favorite college football, men’s basketball, or women’s basketball team. Remember, only select one college sports team for this project. Students will complete a PowerPoint Presentation of at least 20 slides in length (not including the title and reference page). A minimum of five (5) references must be utilized for this assignment. The following information must be provided in the presentation. Students will be evaluated on accuracy of information, clarity of information provided, organization of content and information provided, visual design of the presentation, and the ability to demonstrate understanding of key concepts in sport marketing.

Name and sport of college team selected (i.e. Kansas Jayhawks Men’s Basketball)
Location of your university (city/state)
10 points of interest about the location of your university
Student enrollment
Tuition costs
Mascot
Stadium information (number of seats/description of facilities/photos)
Recent Team Schedule
Identify 10 market segments for the athletic department to market for the team you selected. Think beyond demographics and look at motives and the benefits sought. (Review the course materials on what constitutes a market segment).
Prepare a ticket pricing strategy for the college sports team you selected along with a promotional plan to market single game tickets and season tickets for home games. Include specific game day promotional strategies for selected home games.
Prepare a marketing and promotion strategy for current students, alumni, and fans in the community to attend home games. 
Prepare a social media strategy to engage students, alumni, and fans for the college sports team you selected.
Prepare a marketing and promotion strategy for high school seniors to encourage them to attend this university. You must emphasize things that are important to parents like the academic status of the university, enrollment, majors offered, location of the university, cost of the education, and campus activities (including emphasizing the popularity of athletics).

SPHE 413 AMU Wk 8 Texas Longhorns Basket Ball Team Marketing Plan Presentation

CONSIDER THIS … Did Zuckerberg, Winfrey, and James Make Bad Choices? Opportunity costs come into play in decisions well

CONSIDER THIS … Did Zuckerberg, Winfrey, and James Make Bad Choices? Opportunity costs come into play in decisions well beyond simple buying decisions. Consider the different choices people make with respect to college. The average salaries earned by college graduates are nearly twice as high as those earned by persons with just high school diplomas. For most capable students, “Go to college, stay in college, and earn a degree” is very sound advice. Yet Facebook founder Mark Zuckerberg and talk show host Oprah Winfrey* both dropped out of college, and basketball star LeBron James never even bothered to start classes. What were they thinking? Unlike most students, Zukerberg faced enormous opportunity costs for staying in college. He had a vision for his company, and dropping out helped to ensure Facebook’s success. Similarly, Winfrey landed a spot in local television news when she was a teenager, eventually producing and starring in the Oprah Winfrey Show when she was 32 years old. Getting a degree in her twenties might have interrupted the string of successes that made her famous talk show possible. And James knew that professional athletes have short careers. Therefore, going to college directly after high school would have taken away four years of his peak earning potential. So Zuckerberg, Winfrey, and James understood opportunity costs and made their choices accordingly. The size of opportunity costs matters greatly in making individual decisions. As you ponder the above, and enter into the discussion, here some considerations; What are your instinctive “first reflections” on this piece? What have you learned from the Module chapter readings that you believe should be taken into account in addressing this discussion? FURTHER; Indeed, did they make good choices given their contributions to all human kind? Do their choices at age 18-20 serve to illuminate an appropriate path for people of similar age today? When you examine each individual case, to what extent does it help us understand the concept of Opportunity Cost? Use attached documents for help. There can be NO use of quotes or references. This is an opinion piece. Please make sure to answer all the questions. NO NEED FOR ANY FILLER!

Should Transgender Be Able to Compete with The Opposite Sex Discussion Paper

online dissertation writing Should Transgender Be Able to Compete with The Opposite Sex Discussion Paper.

compose an expository essay. Implement 2 sources accompanied with a Works Cited page. Type a minimum of 500 words, not to exceed 540 words using the MLA format. Submit on canvas.Adhere to the word countAdhere to the Academic Rules for writingAdhere to the deadline, no exceptions!!!Submit your paper to Grammarly.com before submission, no exceptions!!View Rubric for grading belowRubricENG 1113 & 1123 (documented essays)ENG 1113 & 1123 (documented essays)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIntroduction & Thesis15.0 ptsAbove AverageIntro moves from general to specific, includes an engaging hook, and contains a specific and well-articulated thesis. (Rate from 13-15.)12.0 ptsAverageIntro contains a few minor issues relating to structure, engagement, and/or thesis. (Rate from 10-12.)9.0 ptsBelow AverageIntro contains several issues relating to structure, engagement, and/or thesis. (Rate from 6-9.)5.0 ptsUnsatisfactoryIntro contains a significant number of issues relating to structure, engagement, or/thesis. (Rate from 1-5.)0.0 ptsNo CreditThis area contains serious violations. See instructor’s feedback.15.0 ptsThis criterion is linked to a Learning OutcomeBody Paragraphs (Support)35.0 ptsAbove AverageParagraphs contain effective topic/concluding sentences, unity, coherence, and adequate support/development. (Rate from 29-35.)28.0 ptsAverageParagraphs contain a few minor issues relating to topic/concluding sentences, unity, coherence, and/or support/development. (Rate from 20-28.)19.0 ptsBelow AverageParagraphs contain several issues relating to topic/concluding sentences, unity, coherence, and/or support/development. (Rate from 13-19.)12.0 ptsUnsatisfactoryParagraphs contain a significant number of issues relating to topic/concluding sentences, unity, coherence, and/or support/development. (Rate from 1-12.)0.0 ptsNo CreditThis area contains serious violations. See instructor’s feedback.35.0 ptsThis criterion is linked to a Learning OutcomeConclusion10.0 ptsAbove AverageConclusion moves from specific to general, restates main idea, and confirms overall significance. (Rate from 9-10.)8.0 ptsAverageConclusion contains a few minor issues relating to structure, content, and/or significance. (Rate from 7-8.)6.0 ptsBelow AverageConclusion contains several issues relating to structure, content, and/or significance. (Rate from 5-6.)4.0 ptsUnsatisfactoryConclusion contains a significant number of issues relating to structure, content, and/or significance. (Rate from 1-4.)0.0 ptsNo CreditThis area contains serious violations. See instructor’s feedback.10.0 ptsThis criterion is linked to a Learning OutcomeGrammar, Mechanics, & Documentation5 point deduction per major error (run-on, comma splice, fragment, verb form error, subject/verb agreement error)1 point deduction per minor error (punctuation error, pronoun error, misspelling, etc.)40.0 ptsAbove AverageVirtually error free with no errors affecting overall readability and/or Contains virtually no documentation errors. (Rate from 32-40.)31.0 ptsAverageContains minimal errors not affecting overall readability and/or Contains minimal documentation errors. (Rate from 27-31.)26.0 ptsBelow AverageContains few errors with minimal impact on readability and/or Contains minor documentation error(s). (Rate from 20-26.)19.0 ptsUnsatisfactoryContains a significant amount of errors profoundly impacting readability and/or Does not follow documentation guidelines. (Rate from 1-19.)0.0 ptsNo CreditThis area contains significant violations in grammar, mechanics, and/or documentation. See instructor’s feedback.40.0 ptsTotal Points: 100.0
Should Transgender Be Able to Compete with The Opposite Sex Discussion Paper

Strategic Localization of Organizations in Ireland Essay

Table of Contents Introduction Cork Profile Labour Market Recruitment Strategy Employees Engagement and Commitment FDA Approval Conclusion References Introduction Strategic localization of organizations requires proper management and planning to ensure that the appropriate measures are considered. The purpose of an organization in its endeavours to reach its goals is a primary determinant of this localization. For instance, if a research organization requires supply of plant materials, or needs to plant the research resources, proper climate or artificial manipulations of conditions must be considered before localization. It is crucial to consider the settlement, supply availability, communication, transport mechanisms, and target market. Proper positioning of an organization is, also, a key determinant of profit making, efficiency, and enhances outside-in approach. The locality of an organization should be determined to fit the future progress of the region and the nation. Positioning a large health facilities in an area that has a sparse population would imply an improper managerial strategy. For these reasons, it is vital to note and appreciate the credibility of proper localization of organizations or facilities. In a bid to make this noticeable, I will make a comprehensive analysis that could favour Cork for biosphere plant localization. Cork Profile Cork is the 2nd largest city in Ireland. Cork city is situated in the south west region of the country. It is the 3rd densely populated region in the country. The climate is dynamic with significant rainfalls and absence of high temperatures. Temperatures range from 0 to 25 degree Celsius while the airport records an average rainfall of 1228 millimetres every year. Also, it is necessary to note that the region shows persistent recording of about a week of hailstorms and between one to two weeks of snow in every year. Get your 100% original paper on any topic done in as little as 3 hours Learn More The most referable weather station in Cork is in Cork Airport situated in the southern part of the city. The republic of Ireland possesses a concise establishment of high-tech industrial productions, trades and investments. The features of the economy are evidenced by the retail trading within the county. This trade comprises of modernized shopping strategies and close neighbourhood shops distributed to provide the needs of people throughout the county. The county possesses the street of Saint Patrick that proves its economic distinctions between the regions due to its classic expenditures. However, the rise of living cost has lead to the closure of many businesses especially due to increased rent within the city. The businesses in the region initiated a strategy where the rent rises without decreasing. Pharmaceutical industries are evident in the region. Viagra is the key product produced to dominate the market in the region. Novartis and Pfizer Inc are the dominating employers in the region. Apart from pharmaceutical industries, there are others such as brewing, motor and food industries. Lastly, the transport system in the county is standard with rail, air, road and ferry transport being the most assuring means of transport. Cork airport is among the key airports in Ireland and the only air entrance in the southern part. National bus operators, such as Bus Eireann, provide public transport services to the main locations. The city has about 18 transport routes that provide quality and regulated services to the public. Cork is serviced by the main rail line from Dublin. Integration of road transport has dominated the transport system and lead to the failure of the rail transport. We will write a custom Essay on Strategic Localization of Organizations in Ireland specifically for you! Get your first paper with 15% OFF Learn More Labour Market According to the requirements of the labour experience, Cork has pharmaceutical industries that are running presently. For instance, Apple Inc is a prototype industry that provides evidence to the availability of work experience in the county. It is possible to get experienced manufacturing engineers with the stated experience from the brewing, and other pharmaceutical industries (Drews 2003, 419). The University College of Cork is a tool of recognition in the provision process operators. Also, the availability of the labour market does not rely on the county alone (Yeatman 1992, 457). The country has other key industries that provide skills to the people. For instance, Bostik industry is a reliable facility in the provision of skills and experience for quality control technicians in Cork. Management and administration of biosphere has few or no challenges to encounter because the area is well improved on industrial operations. It is, therefore, easy to get HR director, officers, and administrators. Interaction with the rest of the counties and countries in providing the industry with adequate labour supply would support this localization (Guest 2011, pp. 10). Quality services and products rely on experience and skills on the employees (Hays

UMKC Alex Cabanas Ted Talk on Customer Service Paper

UMKC Alex Cabanas Ted Talk on Customer Service Paper.

For this assignment, please watch the TED Talk (the link is directly below this submission link). It is only 19 minutes long. The things I want you to discuss are:Summarize the main points made by Alex CabanasTalk about a time you experienced a good customer service experience (make something up that is realistic) and then elaborate on it OR talk about a time you experienced a bad customer service experience and how you feel they should have handled the situationTalk about how you can apply what was discussed in the video to your daily life. (make this realistic too)This needs to be a minimum of 400 words. (the title and all that fancy stuff do not count towards the word count). Please submit it as a Word Document.
UMKC Alex Cabanas Ted Talk on Customer Service Paper