What is the issue presented? From the perspective of an RN or APRN, what are the ethical, cultural, religious, legal, fiscal, and societal implications of the issue? Explain. Support your rationale with a minimum of two scholarly sources.
There are several issues that undermine clients’ rights to make genetic and genomic-related decisions and then take action. Identify two issues that you have seen undermine these rights in your clinical setting. What are potential solutions for each? What is your role as the patient advocate with each issue? Explain. Support your rationale with a minimum of two scholarly sources.
minimal of 250 words per question and resources no greater than 5 years
Paper: Micro Perspective: Success or Failure of a Firm college essay help online: college essay help online
Purpose: Apply microeconomic knowledge to analyze the success or failure of your firm’s behavior in its market structure using a decision you made. ( The decision should be an actual decision being considered or has already been made by the firm). You can write this in the first person as the CEO of the company or, if you prefer, write it a business analysis evaluating the firm.
Directions: The paper has four sections as indicated below and each section should connect to the next in logical fashion. Your analysis should be written in the first person as you are the decision maker of the firm. Make your points – do your research, give your opinion and use quotes and statistics to prove your statements and point of view. Create an economic perspective by writ using microeconomic terms and identify the terms with underlined, bold font. Follow the outline below to create the analysis.
Section 1: Identification of Market Structure and Competition
Calculate HHI to Determine Market Structure; Include Graph of Market Share
Indicate how the firm exhibits two of the characteristics of the market structure – be specific
What is the firm’s greatest challenge and/or who is their biggest competitor
Section 2: Decision Making in the Market Structure
Identify a decision made by the firm or one that the firm is currently contemplating.
Explain if the decision benefited (or did not benefit) the firm either in terms of profitability or increasing market share ( or did not profit and increase market share)
What did you learn from the effectiveness or lack thereof from this decision?
Use quotations from outside media sources to support your point of view as well as statistical data, graphs or tables.
You may use terms from all chapters to create the economic perspective however specific applications of terms from Elasticity theory, consumer utility theory, cost theory and market structure references must be used for support of your view
terms that are not specifically economic terms may not be counted towards the required number of terms but may be used in the paper:
some examples of types of terms not to use terms that are not specific: firm, money, consumer, producer, substitute, compliment, inferior or normal good ( instead use price elasticity of demand or supply, cross price elasticity of demand or income elasticity of demand), profit ( can use the specific type of profit), price, choice, market ( can use specific type of market structure), cost ( can use specific type of market cost), worker, people, labor, corporation, partnership
Section 3: An Initiative undertaken to improve the community, nation or worldIn nod to Harish Manwani’s Ted Talk, Profit is not the Point, (Links to an external site.) Identify a not for profit service that the firm has initiated or participated in to increase economic wellbeing, improve environmental sustainability or any other program to lend assistance to a community.
Be sure this is a non-revenue generating program and a humanitarian or environmental effort.
Section 4: Predictions of the Future
Given the analysis in the first two sections of the paper, what is your prediction for the future of this firm. Explore ideas such as changes in behavior to increase or decease demand or market share, supply challenges, or any other aspect of its operation that may change in the coming years. Use a quote from an outside source to support your prediction.
: In a paragraph, describe a specific example of group pressure as explained by Solomon Asch that you have witnessed a level english language essay help
: In a paragraph, describe a specific example of group pressure as explained by Solomon Asch that you have witnessed in your personal or professional life.
Explain what factors contributed to this example of group pressure and how the outcome may have been different had group pressure not occurred.
In another paragraph, connect your response to at least one other concept we have explored this week (such as in-groups and out-groups, roles, or social institutions).
Margaret Mead sought to answer specific anthropological research questions while doing research in a diversity of places. The results a level english language essay help: a level english language essay help
Margaret Mead sought to answer specific anthropological research questions while doing research in a diversity of places. The results of her research were published in 3 well-known ethnographies in which she described and explained human personalities and temperaments being culture-bound. List the 3 publication titles and describe the specific research questions addressed in Samoa, New Guinea (Manus Islands), and Papua New Guinea (Arapesh, Mundugumor and Tshambuli). Then, using Mead’s notions discuss the concept of culture and why she thought that gender, for example, is culturally constructed.
-i provided some notes relevant to the film to help in the writing
– my credentials are required to access the documentary :
-classmates who have/are doing the essay suggested using ctrl f to search through the transcriipt to avoid watching the film in it’s entirety
Abraham Lincoln and Martin Luther King Jr. viewed the law through different lenses – but ultimately wanted similar outcomes. After reading President Lincoln’s public address and King’s Letter from a B essay help
viewed the law through different lenses – but ultimately wanted similar outcomes. After reading President Lincoln’s public address and King’s Letter from a Birmingham Jail – I want you to think about how despite their different views – the end goal was largely the same. So how did Lincoln and King view the law and how do both of their perspectives remain relevant today? In answering this question, I want you to consider how Lincoln and King might perceive the contemporary issues facing the country.
Answer the following questions, from readings, in “answer and question format”: Many campus and advocacy groups are currently involved writing essay help
Answer the following questions, from readings, in “answer and question format”:
Many campus and advocacy groups are currently involved in struggles for a “living wage.” How do you think a living wage should be calculated?
Were you surprised by the casual reactions of Ehrenreich’s coworkers when she revealed herself as an undercover writer? Were you surprised that she wasn’t suspected of being “different” or out-of-place despite her graduate-level education and usually comfortable lifestyle?
Many of Ehrenreich’s colleagues relied heavily on family—for housing and help with child-care, by sharing appliances and dividing up the cooking, shopping, and cleaning. Do you think Americans make excessive demands on the family unit rather than calling for the government to help those in need?
Nickel and Dimed takes place in 1998-2000, a time of unprecedented prosperity in America. Do you think Ehrenreich’s experience would be different in today’s economy? How so?
After reading Nickel and Dimed, do you think that having a job—any job—is better than no job at all? Did this book make you feel angry? Better informed? Relieved that someone has finally described your experience? Galvanized to do something.
“A Tale of Two Schools” was published as an article detailing the events leading up to the historic Mendez Essay essay help free: essay help free
“A Tale of Two Schools” was published as an article detailing the events leading up to the historic Mendez v. Westminster case, a forerunner of Brown v. Board of Education in the fight for school integration.
In the early 1900s, Mexican Americans, or Chicanos, in California and the Southwest were excluded from “Whites Only” theaters, parks, swimming pools, restaurants and even schools. Immigrants from Mexico waged many battles against such discriminatory treatment, often risking their jobs in fields and factories and enduring threats of deportation. In 1945, one couple in California won a significant victory in their struggle to secure the best education for thousands of Chicano children.
In the fall of 1944, Soledad Vidaurri took her children and those of her brother, Gonzalo Méndez, to enroll at the 17th Street School in Westminster, California. Although they were cousins and shared a Mexican heritage, the Méndez and Vidaurri children looked quite different: Sylvia, Gonzalo Jr. and Geronimo Méndez had dark skin, hair and eyes, while Alice and Virginia Vidaurri had fair complexions and features.
An administrator looked the five children over. Alice and Virginia could stay, he said. But their dark-skinned cousins would have to register at the Hoover School, the town’s “Mexican school” located a few blocks away. Furious at such blatant discrimination, Vidaurri returned home without registering any of the children in either school.
In the 1940s, Westminster was a small farming community in the southern part of the state. Lush citrus groves, lima bean fields and sugar beet farms stretched in every direction from a modest downtown business district. Most of the men and women working in those fields were first- and second-generation immigrants from Mexico who were employed by white ranchers.
Like many California towns at the time, Westminster really comprised two separate worlds: one Anglo, one Mexican.While Anglo growers welcomed Chicano workers in their fields during times of economic prosperity, they shut them out of mainstream society. Most people of Mexican ancestry lived in colonias— segregated residential communities—on the fringes of Anglo neighborhoods. The housing was often substandard, with inadequate plumbing and often no heating. Roads were normally unpaved and dusty.
Westminster’s Hoover School was in the heart of one such colonia and was attended by the children of Mexican field laborers. A small frame building at the edge of a muddy cow pasture, the Hoover School stood in stark contrast to the sleek 17th Street School, with its handsome green lawns and playing fields.
The Westminster School District was not alone in discriminating against Chicano students. At the time, more than 80 percent of school districts in California with large Mexican populations practiced segregation. The segregation of Chicano children was also widespread in Texas, New Mexico and Arizona.
The Mexican schools were typically housed in run-down buildings. They employed less-experienced teachers than the Anglo schools. Chicano children were given shabbier books and equipment than their white peers and were taught in more crowded classrooms. Perhaps the greatest difference between the schools, however, was in their curricula. While geometry and biology were taught at the Anglo schools, classes at the Mexican schools focused on teaching boys industrial skills and girls domestic tasks.
Many Anglo educators did not expect, or encourage, Chicano students to advance beyond the eighth grade. Instead, the curriculum at the Mexican schools was designed, as one district superintendent put it, “to help these children take their place in society.”
That “place” was the lowest rung of the economic ladder, providing cheap, flexible labor for the prospering agricultural communities of California and the Southwest. At the time, more than 80 percent of the agricultural labor force in southern California was Mexican. An advanced education would only make Mexican Americans dissatisfied with farm labor, some white educators reasoned. As one school superintendent in Texas told his fellow educators, “You have doubtless heard that ignorance is bliss; it seems that it is so when one has to transplant onions. … If a man has very much sense or education either, he is not going to stick to this kind of work. So you see it is up to the white population to keep the Mexican on his knees in an onion patch.”
But Chicano men and women had different ideas about their children’s futures. Like other immigrant groups, Chicano field laborers believed education was the ticket to a better life in America, a way out of the heat and dust of the fields.
Gonzalo and Felícitas Méndez knew well the difficult life of field laborers. Both had emigrated to the United States as young children. Like thousands of Mexicans in the early 20th century, Gonzalo’s family fled political turmoil in their native country. They left behind a successful ranch in Chihuahua and found jobs as day laborers in the citrus groves of southern California.
Felícitas Gómez emigrated to America from Juncos, Puerto Rico, when she was 10. The Gomez family led a migrant life, following the harvest from Texas to Arizona to California. Eventually, they settled in the southern California colonia where the Méndezes lived, and in 1936, Felícitas and Gonzalo married.
By that time, Gonzalo had a reputation in the county as a champion orange picker, and he commanded a slightly higher wage than other field workers. Felícitas, thrifty and resourceful, saved what she could from Gonzalo’s wages, and in a few years the couple were able to lease their own ranch—40 acres of asparagus in the town of Westminster.
The Méndezes were among the few Chicano tenant farmers in Orange County. Most Latinos at the time held low-paying jobs as field workers. Employment opportunities for Mexican Americans were severely limited. Discrimination prevented them from getting jobs in restaurants, department stores and even many factories, making it extremely difficult for them to advance economically.
Both Felícitas and Gonzalo were forced to abandon their education in grade school in order to support their families. But they had higher hopes for young Sylvia, Gonzalo Jr. and Geronimo. And when Soledad Vidaurri told her brother and sister-in-law their children were refused admission to the 17th Street School because they—unlike her own children—didn’t look “white enough,” Gonzalo and Felícitas were outraged.
“How could it be possible?” they wondered. They were American citizens. Gonzalo was naturalized just a few years before, and because Felícitas was born in a U.S. territory, she was a citizen by birth. Both thought of themselves as Americans and told their children they were Americans.
For people of Mexican descent living in California and the Southwest, however, discrimination was part of the social landscape. Many parks, hotels, dance halls, stores, eateries and barbershops were off-limits. Mexican Americans were forced to sit in movie theater balconies. In many communities, they were only permitted to swim one day a week at the public pool, just before it was cleaned and drained.
The fact that the Méndezes were fairly prosperous tenant farmers did not make them any more acceptable to the mainstream community. They were used to being told in restaurants, “We don’t serve Mexicans here,” and being informed by store clerks that they would have to wait to make their purchases until all the white customers had been served.
“That’s when you learned to walk away,” Felícitas later remembered.
But this time, Gonzalo and Felícitas Méndez didn’t plan to walk away. They were ready to do battle with the Westminster School District for the sake of their children’s education. Realizing other Chicano families in the community faced the same problem, the Méndezes organized a group of Mexican parents to protest the segregation of their children in the shabbier school. Together, they sent a letter to the board of education demanding that the schools be integrated. Their request was flatly denied.
Gonzalo continued to petition school district administrators. Worn down by his persistence, the school superintendent finally agreed to make an exception for the Méndez children and admit them to the Anglo school. But the Méndezes immediately rejected his offer. The school would have to admit all of the Chicano children in the community or none of them.The Méndezes hired a civil rights attorney, David Marcus, who had recently won a lawsuit on behalf of Mexican Americans in nearby San Bernardino seeking to integrate the public parks and pools. The Méndezes also learned parents in other school districts were fighting segregation too. Marcus suggested they join forces, and on March 2, 1945, the Méndezes and four other Mexican-American families filed a class action suit against the Westminster, Garden Grove, El Modena and Santa Ana boards of education on behalf of 5,000 Mexican-American children attending inferior segregated schools.
The Méndezes threw themselves into the trial preparations. Gonzalo took a year off work to organize Latino men and women and gather evidence for the case. Every day, he and David Marcus drove across Orange County’s patchwork of vegetable farms and citrus groves, stopping in the colonias. They knocked on doors and tried to convince Mexican-American parents and their children to testify in court.
It was no easy task. Some workers feared that their Anglo bosses might fire them if they testified. Or worse, they might be deported. But slowly the plaintiffs built their case. Gonzalo offered to pay the transportation costs and lost wages of anyone willing to travel to Los Angeles and appear in court during the trial.
Meanwhile, Felícitas took over the daily operation of the farm. In the little spare time she had, she organized a group of local Latino parents to support the five plaintiffs in the lawsuit.
Finally, the trial date arrived. Now it was up to the courts to decide if the Latino men and women who helped California’s agricultural economy grow and thrive were entitled to the same rights as those who prospered from their labor.
During the trial, defense attorney Joel Ogle pointed out the 1896 Supreme Court decision in Plessy v. Ferguson gave legal sanction to racial segregation, provided the separate facilities for different races were equal. Furthermore, Ogle maintained, there were sound educational and social advantages to segregated schooling. The “Mexican schools” gave special instruction to students who didn’t speak English and who were unfamiliar with American values and customs. Such “Americanization” programs benefited both Anglos and Mexicans, Ogle argued.
But this educational rationalization for segregation was undermined by the testimony of 9-year-old Sylvia, 8-year-old Gonzalo and 7-year-old Geronimo Méndez. All spoke fluent English, as did many of the other children who attended the Hoover School. In fact, further testimony revealed no language proficiency tests were ever given to Chicano students. Rather, enrollment decisions were based entirely on last names and skin color, as evidenced by the experience of the Méndez children and their cousins.
The racist underpinnings of such “Americanization” programs became apparent when James L. Kent, the superintendent of the Garden Grove School District, took the stand. Under oath, Kent said he believed people of Mexican descent were intellectually, culturally and morally inferior to European Americans. Even if a Latino child had the same academic qualifications as a white child, Kent stated, he would never allow the Latino child to enroll in an Anglo school.
The testimony made the Latino men and women gathered in the courtroom to show their support for the suit wince in pain—and anger. Felícitas said later that she never forgot Kent’s hate-laced testimony.
“He said Mexicans should be segregated like pigs in pigpens,” she recalled. “He said Mexicans were filthy and had lice and all kinds of diseases.”
U.S. District Court Judge Paul J. McCormick was also appalled by Kent’s blatant bigotry. On February 18, 1946, he ruled in favor of the plaintiffs. In his opinion, McCormick pointed out segregation “fosters antagonisms in the children and suggests inferiority among them where none exists.” Because the separate schools created social inequality, he reasoned, they were in violation of the students’ constitutional rights. He also pointed out there was no sound educational basis for the segregation of Anglo and Mexican students since research showed segregation worked against language acquisition and cultural assimilation.
The Orange County school boards filed an appeal.
But dramatic social change was occurring on a national level following World War II, and Orange County school officials would find their position on segregation coming under increasing attack. After fighting for democracy abroad, Mexican-American soldiers balked against the rigid lines of division when they returned home. “How could America declare itself the leader of the free world, while it trampled the rights of its own citizens?” they asked. Latino veterans formed civil rights groups and demanded change. Around the country, other minority groups were waging similar battles.
By now, the Méndez lawsuit was drawing national attention. Civil rights lawyers in other states were watching the proceedings closely. For half a century, they had been trying to strike down the “separate but equal” doctrine ofPlessy v. Ferguson, and they thought Méndez just might be the test case to do it.
Among those following the suit was a young African-American attorney named Thurgood Marshall. Marshall and two of his colleagues from the National Association for the Advancement of Colored People (NAACP) submitted anamicus curiae—“friend of the court”—brief in the appellate case. Among the other groups submitting amicus briefs were the League of United Latin American Citizens, the Japanese American Citizens League and the Jewish Congress.
On April 14, 1947, the Ninth Circuit Court of Appeals in San Francisco upheld the lower court decision. The court stopped short, however, of condemning the “separate but equal” doctrine of Plessy v. Ferguson. The NAACP and other groups eagerly waited for Orange County school officials to file an appeal that would bring the case before the U.S. Supreme Court. But lawyers for the school read the writing on the wall: Mainstream public opinion had shifted, and the era of segregation was coming to a close. The defense decided not to appeal the decision further. An opportunity to overturn Plessy would have to wait.
Even if it would not rewrite the law of the land, Méndez v. Westminster still had a significant regional impact. Like a pebble tossed into a pond, the legal victory sent ripples of change throughout the Southwest. In more than a dozen communities in California alone, Mexican Americans filed similar lawsuits. Chicano parents sought and won representation on school boards and gained a voice in their children’s education. The decision also prompted California Gov. Earl Warren to sign legislation repealing a state law calling for the segregation of American Indian and Asian-American students.
Seven years later, the NAACP did find a successful test case to reverse Plessy v. Ferguson. Thurgood Marshall argued the landmark Brown v. Board of Education of Topeka before the U.S. Supreme Court, presenting the same social science and human rights theories he outlined in his amicus curiae brief for the Méndez case. Former California Gov. Earl Warren, now a chief justice of the U.S. Supreme Court, wrote the historic opinion finally ending the legal segregation of students on the basis of race in American schools in 1954.
In September of 1947, Sylvia, Gonzalo Jr. and Geronimo Méndez enrolled at the 17th Street School in Westminster without incident. Integrated schools also opened that fall in Garden Grove, El Modena and Santa Ana. Felícitas and Gonzalo Méndez quietly resumed their work. At the time, neither really considered the full impact of their legal victory; they were content just to have righted a wrong in their community and to have protected their children’s future. In 1964, Gonzalo Méndez died of heart failure. Felícitas continued to live in Southern California until her death in 1998.
Sadly, neither Méndez v. Westminster nor Brown v. Board of Education led to the complete integration of American schools. The long legacy of segregation has left its mark on our current educational system, and integration and equity are issues schools are still grappling with today. In Santa Ana, Calif.—one of the districts named in the Méndez desegregation lawsuit more than 60 years ago—a school opened in the fall of 2000 honoring Gonzalo and Felícitas Méndez, two civil rights pioneers in the continuing struggle to provide equal educational opportunities for all of America’s children.
Answer these questions below
1. Reread the paragraph that begins, “Like many California towns at the time.” What does the word “comprised” mean in the first sentence of this paragraph? Describe what it means that Westminster was comprised of “two separate worlds.”
2. How was the Méndez family different from many other Latinos working in California at the time? How did this affect the way they were treated by business owners?
3. What was the ultimate outcome of the lawsuit? How did it involve Plessy v. Ferguson?
4. Reread the paragraph that begins, “Even if it would not rewrite.” Explain the following comparison in your own words: “Like a pebble tossed into a pond, the legal victory sent ripples of change throughout the Southwest.”
Overview In Phase One of your work as a consultant for a large hospital chain, you performed a current trend analysis and developed an initial hypothesis about which facility size option to recommend. essay help
For Phase Two, the hospital’s vice president has asked you to create a two-page report that summarizes the trends you see and what you predict based on several regressions. The regressions will inform whether you confirm or reject the initial hypothesis that you arrived at in Phase One.
The steps you take in Phase Two will also help with identifying future trends, confirming which option to choose, and determining which attributes the hospital chain should be aware of.
It is important to provide your stakeholders with the background of how and why you chose specific ways to identify trends and make predictions. As a consultant, you must be able to articulate this kind of information to people who may not have the background in statistics that you do; after all, you were hired for your expertise. Specifically, you need the ability to explain which regressions were used and why.
Your detailed goals for this phase of your work are as follows:
Use current data and analyses to identify future trends and attributes that can have an impact on expenses and admissions using regressions.Use the Hospital Data Set to complete this step.
Perform two linear bivariate regressions and two multiple regressions to provide specific recommendations.
Choose three key hospital attributes out of the following five for regressions: number of beds, admissions, personnel, payroll expense, and outpatient visits.
Use the hypothesis from Milestone One to validate and predict using regressions, keeping in mind the expenses range of $55–$75 million.
Dependent and independent variables for your analyses should come from the provided data only.
Your task is to identify future trends and attributes that impact expenses and admissions. As per the descriptions below, you will add new sheets to the Data Analysis Workbook you created in Milestone One. You will then use this information to create a written predictions and trends report. You will submit both the workbook and the written report in this milestone.
Data Analysis Workbook
Add new sheets to your Data Analysis Workbook per the descriptions below.
Perform two bivariate regressions to provide recommendations.For the first bivariate regression, the dependent variable should be Total Expense. Choose an independent variable from one of the remaining attributes.
Create a sheet titled P2_1st_Bivariate_Regression in your Data Analysis Workbook.
For the second bivariate regression, the dependent variable should be Admissions. Choose an independent variable from one of the remaining variables.
Create a sheet titled P2_2nd_Bivariate_Regression in your Data Analysis Workbook.
What would be the right attribute size (independent variable) seems most appropriate to lead you in the expense range of $55–$75 million?
Perform two multivariate regressions to provide recommendations.For the first multivariate regression, the dependent variable should be Total Expense (the column in the data set). Choose two independent variables from one of the remaining attributes.
Within your Data Analysis Workbook, create a sheet titled P2_1st_Multi_Regression.
Which combination of the attributes seems most appropriate to lead you in the expense range of $55–$75 million?
For the second multivariate regression, the dependent variable should be Admissions (the column name in the data set). You should choose two independent variables from one of the remaining attributes.
Within your Data Analysis Workbook, create a sheet titled P2_2nd_Multi_Regression.
Which combination of the attributes would seem appropriate that would lead you in the expense range of $55–$75 million?
Validate or reject your initial hypothesis based on your analysis of the regressions.You will also need to qualify in the predictions and trends report what the rationale is behind using that attribute towards regression. Identify the right attribute size (independent variable) that would lead you in the expense range of $55–$75 million?
Predictions and Trends ReportSection One: OverviewWhat does your analysis tell you about your initial hypothesis—the option chosen in Phase One? Did you confirm it? Support your reasoning with your analysis results.
Section Two: Findings from Regression AnalysisBriefly describe the key elements for each regression presented in Excel. Cite the regression coefficient, regression line equation, p–value, and significance F in your description.
Which of the independent variables are impactful, and why?
Overall, what is your conclusion about the option to be recommended and the key attributes that the hospital chain should be alert to?
Guidelines for Submission
1. Data Analysis Workbook: Submit the same Data Analysis Workbook Excel document that was submitted in Milestone One, with new sheets added as directed above.
2. Predictions and Trends Report: Submit a Word document using double spacing, 12-point Times New Roman font, and one-inch margins. This assignment should be two pages in length. Any sources should be cited in APA format.
Essay Question #1: What is Keynesian Fiscal Policy? What is the difference between discretionary fiscal policy and automatic stabilizers? best college essay help: best college essay help
Essay Question #1: What is Keynesian Fiscal Policy? What is the difference between discretionary fiscal policy and automatic stabilizers? Why is this important?
Short Answer #1: How is money created? Give details about the relationship between the FED and the banking system and how money is created.
Short Answer Question #2: How does the Fed affect the Money Supply (three ways)? What do they mainly do, historically, to change the money supply?
Before beginning this week’s Discussion, take a moment to review the methods of dispute resolution available to you in Essay essay help free: essay help free
Before beginning this week’s Discussion, take a moment to review the methods of dispute resolution available to you in your home country (U.S.A.). Are certain methods mandatory or are all optional? For instance, the European Mediation Directive was instituted to require all parties involved in European lawsuits to attend mediation. The directive does not mean that all situations must be resolved in this fashion, but rather that an attempt first be made to reach agreement prior to court appearances. Consider what is encompassed in the term alternative dispute resolution. Then, research the effectiveness of using alternative dispute resolution methods to solve professional conflicts. Seek additional examples and information about using ADR in the AEC industries. Then respond to the following:
Take a position on which dispute resolution method will be most effective to resolve all parties’ claims in the TPSC Group Project scenario this week. Explain why this ADR method will be the best choice.
The historical-cultural background in Bible is about applying the original meaning of biblical texts to the world today. Using scholarship essay help
The historical-cultural background in Bible is about applying the original meaning of biblical texts to the world today. Using the postulates of hermeneutics, exegesis and homiletics, the interpreter of the Bible identifies the meaning intended by the authors of the Bible and that applied to lives and current reality. In addition, as Bible interpreters and transmitters, the task is to ensure that the Word speaks as clearly today as it spoke in ancient times. With historical-cultural background emerges the concept of contextualization in the Bible. Understanding contextualizing is an arduous task. It requires a lot of study, reflection, prayer, and caution. But it is a necessary task so that the eternal values of the Gospel are transmitted to this generation.
The process of biblical contextualization necessarily requires identifying the cultural corollary of Scripture. When an individual understands the meaning intended by the biblical authors, it is important to note the cultural and temporary elements of the text. In this regard, it becomes crucial to understand what the supra-cultural and eternal principles are valid for all times and cultures. In addition to this, many theological statements in the Bible are clothed in cultural garb. Some commands in Scripture were restricted to a specific period in salvation history. Therefore, one cannot apply the biblical texts to contemporaneity. For example:
“Washing each other’s feet” (John 13:14);
“Greet one another with a holy kiss” (Rom 16:16);
“To be circumcised” (Gen. 17);
“Preach in pairs” (Mk 6.7);
“Women should pray with a veil over their heads” (1 Cor. 11:5); and
“Take the Supper in a single cup” (Mark 14:23).
These orders are not to be obeyed literally, as they arose from a cultural corollary. This applies to the Old Testament as well, for example, Leviticus. In addition, this book is permeated with rituals and ceremonialisms that were abolished with the atoning sacrifice of Christ. Even so, Leviticus presents an eternal and immutable principle:
“The people of God cannot be involved with immoral impurities or with the pagan religiosity of their surroundings, rather, they must be a holy people and consecrated to God” (Lk 11:45; 19:2; 20:7, 8, 26; cf. 1Pe 1.16).
In addition to this, the main theological statement in Leviticus “be holy” is reiterated several times in the New Testament in various ways. Therefore, even removing the cultural elements from the biblical texts, the eternal principles affirmed by them remain the same.
 Bruce, Frederick Fyvie. The Origin of the Bible. Tyndale House Publishers, Inc., 2020.
 Duvall, J. Scott, and J. Daniel Hays. Grasping God’s Word: A hands-on approach to reading, interpreting, and applying the Bible. Zondervan Academic, 2020.
 Richards, E. Randolph, and Brandon J. O’Brien. Misreading Scripture with Western eyes: Removing cultural blinders to better understand the Bible. InterVarsity Press, 2012.
Respond with a answer of agreeing with the topic and use citations presented to back up your answer.
tudents will have a real-time, 30-minute discussion with someone (in person, on the phone, via Skype, etc.) in their college admission essay help: college admission essay help
tudents will have a real-time, 30-minute discussion with someone (in person, on the phone, via Skype, etc.) in their life about sports controversies related to doping (for example, Alex Rodriguez’s case or accusations at the Rio 2016 Olympics). Students will first create an interview worksheet with all the questions and spaces for the answers for use during the interview. Students must include at minimum the following questions. However, it is perfectly acceptable to add to the interview list as the discussion progresses.
Students will discuss the issue of performance-enhancing drug use and testing in sports. Students should discuss what types of drug use might be acceptable (for example, cortisone shots are acceptable in baseball) and what types are not. Why is there a distinction between some performance-enhancing drugs and others?
Should there be an asterisk by athletes’ names who have achieved records while using performance-enhancing drugs? Does drug use by athletes diminish their accomplishments or the spectators’ enjoyment? If so, explain your reasoning?
Should there be drug testing in high school sports? What about academic competitions?
Upon completion of the interview, proof read the interview worksheet cleaning it up making it easy to read. Then post it here to the discussion board using the attachment feature above (paperclip icon in third row). Then provide an brief overview of how the interview went. include information such as the name of the person interviewed, how the interview was conducted, how the interview went overall, were you nervous during the interview, did the responses from your participant surprise you? why or why not.
Your post will be at minimum 200 words.
Trouble Water college admission essay help
Decide how you will share your work. I would suggest either a thread on this discussion post or a Google Drive with a Final Google document that will be submitted.
Each group is assigned an issue based on a specific region from the documentary that we watched in class. Write 250 words on each topic based on your research of the issue from the video. Update the class on the following:
Assigned Region:Milwaukee, Wisconsin
Type of Contamination – What type of contamination is at the heart of the issue? How did the chemicals impact the water supply? What is the long term effect?
Update – What has been done to fix your assigned issue, in the past two years?
Make a pitch for the screenplay you’d like to sell.
2 other existing media products best college essay help
Make a pitch for the screenplay you’d like to sell.
2 other existing media products your screenplay mixes: “Like ‘GTA: Magic City’ meets ‘One Night in Miami.’” -or- “‘Alien’ meets ‘The Bachelor.’”
Cast 2 possible actors for male lead, female lead, villain, comic relief.
Give two possible settings: Time and place. “It’s Halloween at Midnight in a Hollywood Morgue.” -or- “It’s October 12 on the beach in San Salvador Island, Bahamas.”
Write one paragraph of the hour before the trouble starts
Write one paragraph of the trouble
Write one paragraph of the darkest moment as the protagonist sees it
Write one paragraph as the climax occurs
Write one SENTENCE after the climax.
the best known internal classification systems in use today’s prisons is the adult internal management system (AIMS). AIMS assess an inmate’s predatory potential by quantifying three aspects of the inmate’s history. List and define the aspects of the system and explain how effective or ineffective you feel the process is currently. What one component would you add to make the classification system more effective and why? DUE TOMORROR BY 10AM writing essay help: writing essay help
One of the best known internal classification systems in use today’s prisons is the adult internal management system (AIMS). AIMS assess an inmate’s predatory potential by quantifying three aspects of the inmate’s history. List and define the aspects of the system and explain how effective or ineffective you feel the process is currently. What one component would you add to make the classification system more effective and why? Directions 500 words 7th Edition APA format Write in paragragh form Direct quotes===If you directly quote another source you need to reference it correctly. See the example be
Writer’s Choice Essay essay help online
Use the Internet to research the life and work of a major American author from this time period (writing in the early 1800s through the years just before the Civil War). Based on the author’s writings, and your readings of the textbook, create a .docx document that explains how this author was influenced by his or her times. Would his or her work have been at all the same if they lived at a different time, and if they had been writing today, what do you think they would have written about? Find internet biographies of your author (scholarly ones, please!), and provide a short sample of something they wrote that you were able to find on the Web. Please be careful about the time period: remember, early 1800s until right before the Civil War. This report should be about two pages long, not including the Works Cited page, and it should not contain more than half a page of quotation.
Quasi-Experimental Design Essay argumentative essay help: argumentative essay help
Review the article Cyber Bullying Prevention: Intervention in Taiwan and consider quasi-experimental design. Address the following question: Does lack of random participant assignment in quasi-experimental design undermine experimental data? Why or why not?
Develop a condition under which quasi-experimental design would be the most useful research design. Describe the benefits of using this design.
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Scenario: A 78, year-old man is a retired banker whose wife died several years ago. He is able to perform all ADLs but needs help with meal preparation and transportation. He lives in a deteriorating neighborhood and no longer feels safe. He does not want to live with family members or completely give up his independence.
Directions: • Must be at least 200 – 300 words in length • What housing options would be appropriate for him? Why? • What advantages would such housing options offer over living alone?
Virtual Stock Exchange Project Module 2 SLP Assignment Make 3 stock purchases and provide information about the purchasesPlease download the Module 2 SLP template. You will type your answer into this online essay help
You will type your answer into this Excel workbook. When finished with the SLP assignment, please save the document with your last name and submit to the dropbox.
Purchase 4: Assume you are a very risk averse investor (you don’t like risk). Buy at least $10,000 worth of a company’s stock that is appropriate given your risk preference.
Purchase 5: Assume you are a very risk loving investor (you LOVE risk). Buy at least $10,000 worth of a company’s stock that is appropriate given your risk preference.
Purchase 6: Assume you are an investor willing to accept average market risk (the Beta of the stock should be around 1). Buy at least $10,000 worth of a company’s stock that is appropriate given your risk preference.
You are free to make additional purchases, but you only need to explain the reasoning behind your required purchases 4 through 6.
You will need to include the following information for each stock in this workbook:
Company NameTicker SymbolReason for BuyingCurrent PricePrevious Close Price52-week High52-week LowBetaMarket CapP/E Ratio
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Module 2 – Case
THE AMERICAN REVOLUTION AND THE EARLY REPUBLIC
The American Revolution and Independence
As we saw in the Module Overview, there were numerous factors that ultimately led to revolution and independence. In this second Case assignment, you’ll be researching and writing about some of those factors.
Write a 3 to 4-page essay identifying at least FOUR factors which led to colonial independence.
In your paper, explain which events triggered discord between the colonies and the Mother Country. Be sure to do some research on your own and use other resources to analyze the thought-processes which sparked independent thinking.
The best way to approach and organize the paper would be to create a title for each event and then discuss your findings. For example; for the first one you could write, “Event 1, The Seven Years War”. This would be followed by your narrative on how this war led to independence. The rest of the paper would follow this pattern.
Use concepts from the background readings as well as any academic resources you can find (Wikipedia-type sources are not acceptable). Please be sure to use and cite your sources within the text and provide a reference page at the end of your paper.
Length: 3 to 4 pages, double-spaced and typed using 12 Point Times New Roman font.
The following items will be assessed in particular:
Your ability to apply the basic concepts to the questions.
Some in-text references to the background readings (APA formatting not required).
The essay should address each element of the assignment. Remember to support your answers with solid references including the background readings.
Upload your paper to the Case 2 Dropbox when it is completed.
The title of the film (with the year of release in parentheses)
The category the film a level english language essay help
The title of the film (with the year of release in parentheses)
The category the film is listed under
The film’s country of origin (China, Japan, the USA, etc.)
The country/countries the film is set in
Time period the film takes place (specific dynasty or era, and/or century)
You must also pick one of the following questions to answer (200 words minimum) for each film. (You don’t have to use the same question for each film.)
How does this film depict a specific event in Asian history or a historical figure? (A war, a historical person or folk hero, a specific era of history, etc.)
How does this film depict a specific aspect of Asian culture? (Examples: a particular cultural norm or attitude, religious practices, fashion, etc.)
How does the film depict one culture’s view of another culture? (Examples: how the Japanese are depicted in Chinese cinema, or how the Chinese are depicted in American culture, etc.)
How does the film depict a conflict between two cultures?