Category: Assignment Help

  I have a really low tolerance for people making comments, especially managers, without actually positioning them. Somebody might say, for example, that our competition has a new product. But is it good news or bad news? Should we do something about it? I always expect my managers to have an opinion and they should not be just messengers. A manager is not a messenger. I don’t like my managers essentially talking to their people without being able to express their opinion and position what they’re discussing. People know that I hate long e-mails and that all of the e-mails they send me, with a few exceptions, should always be short enough to fit on the screen of my iPhone. If you send me an e-mail, and I need to scroll down to read it all, you’ve lost me. I’m usually the first person to meet with a new candidate, because I’ll do the selling. People have options, and when they come to us, we’re not the only company they look at. We want them to be extremely committed to the process, even the process of hiring. They have to come and interview with 10 people and do homework. The best way to do that is to get them excited about the company and for me to sell them the vision and talk about the culture and why we will win. Then I’m usually the last one who sees that person again and then it’s a real interview. Raw I.Q. is No. 1, but the second quality is the ability to be part of the team. So the question I most consistently ask people is, “Tell me about a time in your career when you felt in the zone, where you felt you performed the best. It doesn’t need to be the most recent experience. It doesn’t need to be the most high-level job. I just want to understand when you were most excited, and at the top of your game. Who helped you to develop that? What was the environment? Why did you feel like that? What was the company? What was special about the company, about the product, about the space, about you?”I usually focus on that moment because I want to understand how people got there and whether we can replicate that with this person. I’m not a developer, and I don’t write code, but I have the ability to see where technology is going to be in five years. I can see it ahead of most V.C.’s and most analysts and most customers. If you look at all of my companies and my track record, the results show that I was more right than not. My secret thing is that I can see stuff that nobody else can see. Part of working in the big mood swing of a start-up is that you have to somehow get out of it. So every Saturday and Sunday, I’m on a bike for at least a couple of hours. I bike alone because those are the moments when I organize my ideas. Being alone is very helpful for a C.E.O. and I have very few of those moments. I also like long flights.

The purpose of this paper is to identify and describe a current disaster research need. This paper will be the foundation for developing a potential research proposal. As such, an extensive search of the existing literature is required with scholarly and academic sources being properly cited. An evaluation of the literature will be used to develop a topic, problem statement, and conclusion. paperTo achieve the goals of this paper, more than the minimum number of sources may be necessary.You must clarify the issues being discussed by relating them to scriptural/biblical principles and personal experience. At a minimum, the following sections are required:Provide a brief introduction about the key elements in the paper.Preliminary research must be conducted using practitioners, government sources, articles, etc., to identify and support the problem. The background must include citations from these sources to support your position and problem statement.The problem statement will describe the situation and present issues as well as identifying one or more problematic issues. The problem statement must be clear and concise (approximately 200 words).The literature review is a critical component of a proposal. This section highlights what has been achieved related to your topic. Answer the following questions:What has been tried?What were the conclusions?What do researchers agree or disagree about?What are the central themes and arguments in current studies?What is missing from current studies?Scholarly articles are required. Although some information from government sources may be used sparingly, approximately 80% of the review should incorporate recent scholarly articles (published within the last 5 years).Do not state your opinion in this section. All information provided must be properly cited and must be from quality academic sources. To achieve this, use direct quotations, paraphrases, and synthesized information from multiple sources. For example, this statement synthesizes the opinions of 4 scholars: “Researchers have argued that disaster planning is critical to minimizing the negative effects for emergency responders (Brown, 2010; Caldwell, 2009; Moore, 2011; Stanley, 2008).” Summarize your findings. What are the key points in the literature?What type of study is needed (i.e., qualitative or quantitative)?  What or who should be studied (e.g., police chiefs, emergency responders, citizens, etc.)? What geographic area will be studied (if any)? Explain why you chose these elements.Why is it important to study this topic? Are there any potential issues with studying this topic?  

Project description
1. DESCRIBE the film, including its genre, in general terms:
What is the subject or topic of the film? Describe the plot, setting and main characters.
2. DISCUSS the major theme/s of the film:
What issue/s does the film raise? What do you see as the main purpose or intent of the film?
3. EVALUATE the film for production quality:
Discuss the style, direction, editing, acting, lighting and music. Are there cinematic techniques, such as symbolism, dynamic editing, or a nonlinear storyline used? Does the film seem accurate and realistic or not?
4. RELATE the film to class discussions, course readings and your notes:
Does the film contradict or support anything you have learned in this course?
(*I expect you to use relevant film terminology learned in class)
5. SUMMARIZE, by briefly pointing out the the strengths and weaknesses of the film.

SOURCES MUST BE: Celluloid mavericks: the history of American independent film &
Cinema of outsiders: the rise of American independent film, last source can be used anywhere.

4 FULL PAGES — NOT INCLUDING SOURCE (ITS REALLY A 6 PAGE PAPER I JUST CANT AFFORD)

My last experience with this website wasn’t the greatest so I am asking to please call me and ask me as many questions as possible. I need an A
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Added on 05.05.2016 00:01
Hi if you need to call me text me whatever please do. There are my notes during the film:

– Black bat – on tv show discriminating
– Bobby lives in a suburban area, drives a car
– Bobby lies to his boss about going to work in order to make it to his audition
– HOLLYWOOD!!!!!!
– During the audition light skin blacks talk about their struggle in the industry
– Director, writer, producer – ALL WHITE
– \”Can you be more black\”
– Bobby starts to dream about stereotypes of white teaching blacks how to be \”ghetto\” Hollywoods 1st black acting school
– Winky Dinky Dog
– \”Its not about art, it\”s about a sequel\”
– Bobby and his friends seem like really white black people
– Same actors in most scenes
– Musical score is very dramatic and Hollywood
– Realism is very important
Instruction files

grading_rubric-final_film_analysis.pdf(43,77 KiB)

Project description
1. In class we discussed the difference between moderate and militant rhetorical leaders as embodied
in Martin Luther King, Jr. and Malcolm X. a.) What are the major differences between these two
approaches to social change on behalf of African Americans? b.) How does each identify the
problem? c.) What are their respective solutions to the problem? d.) Who do you think makes the
most convincing argument and why?
2. Select three rhetors, one from each of these three movements: Chicano, Disability, LGBT that
you believe makes the most significant rhetorical contribution to the social change movement, and
respond to the following questions: a.) Identify their purpose in giving the speech, b.) Identify
their overarching argument(s), and c.) Explain why you believe their speech is rhetorically
significant for our understanding of the movements quest for social change and social justice.
3. We started this class with our own definitions of freedom, and throughout the semester we have
read various perspectives on this theme. a.) Have your ideas about freedom changed at all given
your exploration of American public discourse? b.) Of all the people we studied, whose discourse
most closely resembles your own ideas of freedom? Why? c.) In your opinion, whose ideas about
freedom have been most influential to our culture? Why? d.) Whose version of freedom do you
think should guide our society into the 21st century? (You may select more than one rhetorician to
answer these questions).
4. If you were going to propose a new unit to be covered in this public address course on freedom
(something we did not cover this semester), what would you want included? Whose experience
and influence with our definitions of freedom, liberty, and justice still needs to be addressed in a
course like this one? a.) Offer at least three reasons for including this unit, and b.) Identify 1-2
prominent rhetors or specific rhetorical texts associated with the relevant movement and reference
them in your response.
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Added on 04.05.2016 19:34
The file has all the information.
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Added on 04.05.2016 22:10
https://www.sendspace.com/file/6ctklk
Instruction files

comm_148_exam_2_essay_questions.docx(16,39 KiB)

Project description
Answer the following questions:
1. what a phoneme is IN YOUR OWN WORDS. No Wiki, no close paraphrase. Use analogies from reality, like I did with the term “furniture” in class.

2. Then, give a good definition of an allophone and how it is different from a phoneme.. Talk about the phoneme /t/ and how its four allophones we talked about in class fit into the picture: why and where they occur in English words? So, think hard. Remember to use slash brackets /t/ for the phoneme and your square brackets t for the allophones.

3. Finally, define and name all the special marks we used next to the various types of “t” to describe how they are made with the mouth.
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Below is the topic pasted from the book and example given by the professor:-

Phonemes Each one of these meaning-distinguishing sounds in a language is described as a phoneme . When we learn to use alphabetic writing, we are actually using the concept of the phoneme as the single stable sound type that is represented by a single written symbol. It is in this sense that the phoneme /t/ is described as a sound type, of which all the different spoken versions of t are tokens. Note that slash marks are conventionally
used to indicate a phoneme, /t/, an abstract segment, as opposed to the square brackets, as in t, used for each phonetic or physically produced segment. An essential property of a phoneme is that it functions contrastively. We know there are two phonemes /f/ and /v/ in English because they are the only basis of the contrast in meaning between the words fat and vat , or fine and vine . This contrastive property is the basic operational test for determining the phonemes that exist in a language. If we substitute one sound for another in a word and there is a change of meaning, then the two sounds represent different phonemes.
Phones and allophones:- While the phoneme is the abstract unit or sound type (in the mind), there are many different versions of that sound type regularly produced in actual speech (in the mouth). We can describe those different versions as phones . Phones are phonetic units and appear in square brackets. When we have a set of phones, all of which are versions of one phoneme, we add the prefix allo- (= one of a closely related set) and refer to them as allophones of that phoneme. For example, the phoneme /t/ can be pronounced in a number of physically different ways as phones. The t sound in the word tar is normally pronounced with a stronger puff of air than is present in the t sound in the word star . If you put the back of your hand in front of your mouth as you say tar , then star , you should be able to feel some physical evidence of aspiration (the puff of air) accompanying the t sound at the beginning of tar (but not in star ). This aspirated version is represented more precisely as t ? . Thats one phone. In the last chapter, we noted that the t sound between vowels in a word like writer often becomes a flap, which we can represent as ? . Thats another phone. We also saw that a word like butter can have a glottal stop as the middle consonant in the pronunciation, so the part written as tt may be pronounced as ? , which is yet another phone. In the pronunciation of a word like eighth (/e ? t?/), the influence of the final dental ? sound causes a dental articulation of the t sound. This can be represented more precisely as . Thats yet another phone. There are even more variations of this sound which, like t ? , ? , ? and , can be represented in a more precise way in a detailed, or narrow phonetic transcription. Because these variations are all part of one set of phones, they are referred to as allophones of the phoneme /t/, The crucial distinction between phonemes and allophones is that substituting one phoneme for another will result in a word with a different meaning (as well as a different pronunciation), but substituting allophones only results in a different (and perhaps unusual) pronunciation of the same word.
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The professor gave an example in the class..
The word furniture would be phoneme. Phoneme is abstract. Its not real. If you say someone to bring me furniture then they cant. The sub category of furniture which is table, sofa, wardrobe is real and specific kind of furniture which would be allophone.

Project description
instruction will send to u
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Added on 05.05.2016 00:12
ECN 202 – Macroeconomic Principles

News Assignment 4: Fiscal Policy

1. Find & turn in an article about using expansionary fiscal policy to ease the recession.
Do you think this action was successful? Why?
2. Immediately after Obama\”s inauguration, there was a stimulus package debate in Congress.
Find and turn in an article about this debate. Describe the conservative, liberal, & radical views
about a government stimulus package intended to lessen the effects of recession.
3. Find & turn in an article that discusses the result of the Reagan administration\”s tax reductions
during the 1980s.
a. Summarize the article.

b. Did total tax revenues go up or down as a result of the tax cuts?

c. Did deficits increase or decrease during the 1980s? How is this related to the tax cuts?

d. Is the author is conservative, liberal, or radical? Cite a quote supporting your answer.

4. Read this article about the recent Greek economic crisis:
http://www.cnn.com/2010/BUSINESS/02/10/greek.debt.qanda/index.html
a. Write a few paragraphs describing the cause of the crisis, how it affected Europe\”s economy,
& what corrections were implemented.
b. How did this crisis affect the U.S. economy\”s recovery from recession?

5. This graphic explains tax cuts from a Supply Side and from a Keynesian persective.
tax cuts
a. Do you agree with the descriptions in each rectangle? Do they fit with your work experience
& with your knowledge of human nature? Use specific phrases to explain.
b. The Neoclassical perspective is that the Keynesian AD shift described on the right is short-term (one or two years), while the shift of the AS curve described on the left is long-term (5 years or more). How might this timing change Fiscal Policy decisions?

c. Find an article about the Bush tax cut 10 yrs ago. (As always, inlude the article or its URL)

* Did the tax cut \”pay for itself\”, as intended?

* Do you think the tax cut shifted the AS curve right, as intended?

* Re-read the Supply Side processes on the left side of the graphic. Do you think this happened in the past 10 years? Explain why or why not.

Project description
instruction will send to u
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Added on 05.05.2016 00:10
ECN 202 – Macroeconomic Principles

News Assignment 4: Fiscal Policy

1. Find & turn in an article about using expansionary fiscal policy to ease the recession.
Do you think this action was successful? Why?
2. Immediately after Obama”s inauguration, there was a stimulus package debate in Congress.
Find and turn in an article about this debate. Describe the conservative, liberal, & radical views
about a government stimulus package intended to lessen the effects of recession.
3. Find & turn in an article that discusses the result of the Reagan administration”s tax reductions
during the 1980s.
a. Summarize the article.

b. Did total tax revenues go up or down as a result of the tax cuts?

c. Did deficits increase or decrease during the 1980s? How is this related to the tax cuts?

d. Is the author is conservative, liberal, or radical? Cite a quote supporting your answer.

4. Read this article about the recent Greek economic crisis:
http://www.cnn.com/2010/BUSINESS/02/10/greek.debt.qanda/index.html
a. Write a few paragraphs describing the cause of the crisis, how it affected Europe”s economy,
& what corrections were implemented.
b. How did this crisis affect the U.S. economy”s recovery from recession?

5. This graphic explains tax cuts from a Supply Side and from a Keynesian persective.
tax cuts
a. Do you agree with the descriptions in each rectangle? Do they fit with your work experience
& with your knowledge of human nature? Use specific phrases to explain.
b. The Neoclassical perspective is that the Keynesian AD shift described on the right is short-term (one or two years), while the shift of the AS curve described on the left is long-term (5 years or more). How might this timing change Fiscal Policy decisions?

c. Find an article about the Bush tax cut 10 yrs ago. (As always, inlude the article or its URL)

* Did the tax cut “pay for itself”, as intended?

* Do you think the tax cut shifted the AS curve right, as intended?

* Re-read the Supply Side processes on the left side of the graphic. Do you think this happened in the past 10 years? Explain why or why not.

Have you read all of the course materials, including the Home Page and the sources listed under Background Info?  If you haven’t, then do so before attempting this homework. All land within the municipality of Springfield is zoned for either agricultural, residential or commercial use.  You have just purchased a parcel of agricultural land for $20,000 in the expectation that it will be rezoned next year.  But the rezoning is controversial, and will be decided by the full City Council rather than just the Zoning Commission.  According to your inside sources, there’s a 30% chance the land will be rezoned for commercial use; in that event, you’ll be able to sell the land for $50,000.  But the populists on the Council are pushing for more affordable housing; if they win the vote, which your sources think has a likelihood of 50%, then the land will be rezoned for residential use, and you’ll only be able to sell it for $30,000.  Of course, the Greens may win, and the land won’t be rezoned at all.  In that event, it will still be worth what you paid for it, but no more than that. You’ve just been approached by Mr. Hi Roller.  He’s a land speculator like yourself, but he doesn’t have your inside sources.  He thinks the land will be rezoned next year, and has offered you $30,000 cash for it, right now.  Which alternative should you choose?  Explain your decision process in detail. .  The same general advice is applicable in this Case, in particular: Read the source materials before beginning.The homework is about decision trees, not flipping real estate.Follow standard format.  A cover page, a short discussion, references and citations are all required. Background Source:Bratvold, R. & Begg, S. (2010).  Making good decisions (Chap. 5:  Structuring and solving decision problems). Richardson, TX:  Society of Petroleum EngineersKautt, G. (2010).  Decision tree:  Diagramming the options in your professional life.  Financial Planning 40 (9) (no pagination).  Simon, J. (2000).  Developing decision-making skills for business (Part II:  Introduction to evaluative thinking.)  London:  M.E. Sharpe