What Impact Did The Traditions, Beliefs, And Laws Of The Germanic Peoples Have On The Subsequent Development Of European Best Essay Help

What impact did the traditions, beliefs, and laws of the Germanic peoples have on the subsequent development of European civilization? How were the Germans affected by Christianity? What role did Germanic queens play in converting their tribes to Christianity?

Compose a multi-paragraph (6) essay in which you develop a thesis, introduction, body, and conclusion using specific people, places, events, and ideas as evidence for your point of view. Be sure to locate your answer in both space and time. Make sure you document ALL sources used to answer this question.

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Prompt: The first Buy Nothing Day-a day on which people are urged to purchase no goods-was organized in Canada college essay help online: college essay help online

Prompt:
The first Buy Nothing Day-a day on which people are urged to purchase no goods-was organized in Canada in 1992 as a way to increase awareness of excessive consumerism. A Buy Nothing Day has been held yearly since then in many nations. An online article, “Buy Nothing Day: 2006 Press Release” urged worldwide acceptance of taking
a “24-hour consumer detox as part of the 14th annual Buy Nothing Day’ in order to “expose the environmental and ethical consequences of overconsumption” (“Buy Nothing Day,” courtesy Adbusters, www.adbusters.org).

Consider the implications of a day on which no goods are purchased.Then write an essay in which you develop aposition on the establishment of an annual Buy Nothing Day in the U,S.

In your response, you should do the following:
Respond to a prompt with a thesis that presents a defensible position
Provide evidence to support your line of reasoning.
Explain how the evidence supports your line of reasoning.
Use appropriate grammar and punctuation in communicating your response

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Week 3 Discussion PHE4070 MANAGEMENT AND ADMINISTRATION OF PUBLIC HEALTH SYSTEM custom essay help

Table of Contents Week 3 Week 3 Discussion

Week 3 Discussion
Previous Next 

The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.

For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.

To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment to the Discussion Area by the end of the week.

Social Marketing, Management, and Organizational Behavior

Part 1

Transparent and accountable governance and strong leadership are the cornerstones of successful public health operations and delivery of public health services.

Respond to the following questions in relation to governance and leadership:

What are the differences between governance and leadership?

What systems or processes should public health agencies utilize to ensure communication and accountability between their governing board and leaders? Justify your answers.

According to Kotter (2001), ” . . . leadership and management are two distinctive and complementary systems of action. Each has its own function and characteristic activities. Both are necessary for success in an increasingly complex and volatile business environment.”

Respond to the following questions in relation to management and leadership:

What are the differences between leadership and management?

Why do you think Kotter described leadership and management as complementary systems of action?

In recent years, the optimal management structure has shifted from a narrow span of control to a broad or wide span of control. Earlier, three to seven individuals were reporting to the same manager (narrow span), whereas today, it is common to have twenty or more staff members reporting to the same person (broad span), as stated in the course textbook.

Based on the readings for this week, the South University Online Library, and the Internet, respond to the following discussion points:

Identify at least one pro and one con for each span of control described above.

State, with reasons, which of the two structures you would recommend.

Part 2

Several decades ago, Kotler and Zaltman (1971) first used the term “social marketing” to describe the application of marketing theory to solve social- and health-related issues. Since then, social marketing has grown in popularity and usage within the public health community, including within national agencies such as the Centers for Disease Control and Prevention (CDC) and state and local health departments. Some of the factors responsible for the success of national social marketing campaigns are the efficient use of financial resources to develop marketing strategies, consistent messages across geographic boundaries, and uniform evaluation measures.

Respond to the following discussion points in relation to social marketing campaigns:

What challenges might you expect when adapting a national social marketing campaign in your local community?

Recommend ways in which your local health department may address these challenges.

References:

Kotler, P.,

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Part 1 One step towards a higher level of emotional intelligence is understanding what actions or statements by other essay help site:edu: essay help site:edu

Part 1
One step towards a higher level of emotional intelligence is understanding what actions or statements by other people have the potential to trigger an emotional response in you. Being aware of that potential and being prepared to recognize and appropriately respond to your emotions when they occur is vital to becoming more emotionally competent.

Use Part 1 of this template Download Use Part 1 of this templateto create a list of the top three things that other people say or do that trigger an emotional response in you. There may be more than three, but for this paper you should concentrate on the top three.
For each trigger, include the aspect or aspects of your identity that may feel threatened when it occurs. Briefly explain why you think this is so.
What is an appropriate response or plan of action that you can develop to use when these triggers occur? The response should provide specific ideas for how you will change your response to these triggers and should incorporate what you have learned so far in the course and should promote peace and understanding between yourself and the other person.

Part 2
Now that you’ve considered what others do to trigger you, it’s time to think about the things that you yourself do or say that trigger an emotional response in those around you. Emotional intelligence not only involves your awareness of your own emotions and emotional responses, it includes your ability to identify, understand, and appropriately respond to the emotions of others as well. It is vital that you begin to own your own contribution to conflict situations. Every one of us contributes to some conflict in some way. This exercise is a simple way to begin to understand this and to claim responsibility for your words and actions.

One thing to remember…contributions to conflict can be overt, like hitting your sister. (Your course designer never did that. She just heard that it happens sometimes.) These are the things that are obvious that we probably know we do and also understand that we probably shouldn’t. (Okay, full transparency…and honesty…your course designer may have hit her sister and possibly one of her brothers at some point when they were kids.) However, sometimes we may do or say things that trigger others that we are not even aware of, like cutting someone off in traffic because we didn’t look carefully before changing lanes. (Ugh…full transparency…your course designer has probably done this on occasion, but it wasn’t intentional.) It is in learning to read the often nonverbal responses of others and understanding how our words or actions affected them that our emotional competence begins to grow.

This is a very reflective exercise. Take the time to think about your responses carefully. Notice that for this section, you are asked to list five things you say or do that triggers a response in someone else, not three as in the exercise above. Why do you think that is?

Using Part 2 of the template provided above, create a list of the top five things that you say or do that trigger an emotional response in others. You don’t have to keep the same person in mind for all five things.
For each trigger, include the aspect or aspects of the other person’s identity that may feel threatened when these things occur with a brief explanation.
Provide a specific and appropriate response or plan of action that you can practice for the next time your words or actions trigger an emotional response in someone else? Your response should explain what you will do and why you believe it will a more effective approach and should incorporate what you have learned so far in the course (or in previous conflict management courses if this is not your first) and should promote peace and understanding between yourself and the other person.

Part 3 (400-500 words)
Things that trigger us and our subsequent reactions to those triggers can have a powerful influence on our personal conflict style. With this in mind, use Part 3 of the template to address these final two prompts:

How do these triggers (those that trigger you and those of yours that trigger others) influence the conflict style (avoid, accommodate, compete, compromise, collaborate) that you use?
How (if at all) has the information in this module changed your view of yourself in conflict? Explain.

Paper Specs

A cover page is not needed for this assignment.
Include the word count for Part 3 (400-500 words) in that section.
Do not quote your sources. Paraphrase, cite, and provide a reference page using APA format.
Double-space the final section of the paper.

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Strategic IT college application essay help

Please prepare the below slides for the company “Target”.  Conduct online research of Target and present the following strategic capabilities addressing the following areas: 

 

 ·        How would you distinguish between an organizational weakness and a threat to the organization? How would you distinguish between strength and opportunity?

·       Is there a difference between project time management and personal time management? Can someone be “good” at one but not the other?

Please prepare the 2 slides and provide some additional notes. 

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Please read the story then answer the questions Using the story to answer the questions The best way I essay help site:edu

Please read the story then answer the questions
Using the story to answer the questions The best way I can explain this is to read the story and answer the 3 question. You don’t have to make it long just please answer the questions. Question Question. Directions: It’s easy for us to get stuck in our own minds and own worlds. This causes us to not see the perspectives of others. Choose the perspective of one person for your focus. Write a short paragraph that shows you understand the person’s perspective as you try to put yourself “in their shoes.” Consider these questions: * What might be this person’s struggles? * How does the person see the world around him or her? * What decisions would you make if you were in this person’s place? Story Background In this selection, Outa Karel, a native African who serves the Van der Merwe family on their South African farm, tells the story of how a little tortoise takes on a bullying giraffe and saves his tortoise community from harm. He has just finished telling the family a story involving the Trickster, Jackal. The selection begins with the Van der Merwe children complaining about the violence and unfairness of events in the folk tale they just heard. Outa Karel uses this opportunity to connect the events of the tale to real life. The structure of this text, called a frame story, tells stories within a main story line. Frame stories allow an author to connect and unify a number of stories or tales in a meaningful way. As you read the selection, think about the characters in the text—both those in Outa Karel’s story and those in the folktale. What do we learn about the characters from their actions, thoughts, words, and interactions? Ach! the soft young hearts! Outa’s heart was like that once, too, but”—he shook his head—“if the heart doesn’t get a little tough like leather it is of no use to a person in this old hard world.” He deposited his shapeless hat on the floor, tapped his red kerchief with a clawlike forefinger, and waited for an inspiration. It came from an unexpected quarter, for suddenly there was a commotion at the end of his old coat, the tails of which hung down nearly to the floor, and, diving into his pocket, the old man triumphantly produced a squirming tortoise See what Outa caught for the young masters near the Klip Kop this afternoon—a nice little tortoise. Now Master Willem can put it in his pen with the others and let it lay eggs. It is still young, but it will grow—yes, so big.” A cartwheel might have been comfortably contained in the circle described by Outa’s arms. It was a knobbly, darkly-marked tortoise, quite unlike those the little boys generally found in the field near the house, and they took possession of it with delight and suggestions as to a name. After discussion, honors were equally in favor of “Piet Retief” and “Mrs. Van Riebeeck,” and it was decided that the casting vote should be left to Cousin Minnie, the children’s governess. For a long time they had kept tortoises of all sorts and sizes in their tortoise pen, and so tame and intelligent had some of these creatures grown that they would come when called, and big old “Woltemade” roamed about at will, often disappearing for a time, and returning to his companions after a few days in the field. Outa turned the new acquisition on its back on the rug, where it lay wriggling and going through the strangest contortions. “Ach! the wise little man. Is it there its mother sprinkled it with buchu, there, just under its arm?” He touched the skinny under-side of one of its forelegs. “Here, Master Willem, put it in the soap-box till to-morrow. Ach! if only it had been a red tortoise, how glad Outa would have been!” “A red tortoise!” echoed Pietie and little Jan, while Willem hurried back from the passage to hear all about it. “Once a long, long time ago a mother tortoise laid an egg in a shallow hole in the sand, just where the sun could warm it all the day, and she scraped a little sand over it, so that no one could see it. See young masters, she was afraid of thieves. It was white and round, and so large that she felt very proud of it, and she often went to see how it was getting on. One day, as she got near the place she heard a little voice: ‘Peep! Peep! Mam-ma, mam-ma, come and find me.’ “So she called out, ‘Child, child, here’s your mam-ma.’ My! but she walked fast! Her short legs just went so”—Outa’s arms worked vigorously—“and when she got to the karroo-bush where she had put the egg the shell was broken and a little Red Tortoise was sitting alongside of it! “His shell was soft, and you could see everything inside of him, and how the blood went this way and that way: but never mind, it is always so with little tortoises. He was fine and healthy, and everything about him was quite red. My word, old Mam-ma was proud! She went and told all her friends, and they came from all sides to see the little Red Tortoise. There were hill tortoises, and field tortoises, and desert tortoises, and even water tortoises, young and old, and they all sat round and praised him and gave him good advice and nice things to eat. He listened to everything and ate all the nice things, and grew bigger and redder and harder, but he didn’t talk much, and the Old Ones nodded to each other and said, ‘Ach, but he is sensible!’ But the Young Ones said, ‘Ach, but he is stuck-up!’ and they went away and crawled in the red clay to make themselves red. But it was no good. In a little while it all rubbed off. “At last all the visitor tortoises went home again. But the little Red Tortoise stayed with his Mam-ma, and went on growing bigger and redder and harder, and his Mam-ma was so proud of him! “When he walked in the field and the other young tortoises said to him, ‘Come, we’ll show you the way to do things; you must do so, and you must do so,’ he said, ‘You can do so if you like, but I’ll do things my own way!’ And they said ‘Stuck-up Red Thing! Wait, Old Giraffe will get you!’ But they left him alone, and although they all wished they were red, they did not crawl in the clay any more: they knew it was no good. It was only from outside, so it soon rubbed off, but the little Red One’s redness was from inside; and young masters know, for a thing to be any good it must be on the inside.” He glanced involuntarily at the wall-cupboard where his sip of spirits was safely locked up: it would certainly not be any good, in his opinion, till it was on the inside of him. “But when the Old Tortoises gave him advice, the little Red Tortoise listened and thanked them. He was a wise little man. He knew when to speak and when to hold his tongue. “At that time, my young masters, the whole Tortoise nation was having a hard time with Old Giraffe—that old horse with the long neck and the unequal legs, who is all white and black like a burnt thornbush with crows sitting on it. He gives blue ashes when he is burnt, therefore is he called the Blue One. “He had taken to eating tortoises. They didn’t know what to do. They tried to make a plan, but no! They could find no remedy. Whenever Old Giraffe saw a nice young tortoise that he could easily swallow, he picked it up in his mouth, and from fright it pulled its head and all its feet into its shell, and—goops!—one swallow and it had sailed down the Blue One’s long throat, just like young masters go down a slide. “The little Red Tortoise listened to the plans that were made, and at last he thought of a plan. He was not sure how it would go, but he was a brave little one, and he thought by himself, ‘If it goes wrong, there will be no more little Red Tortoise: but if it goes right, then the whole Tortoise nation will be able to live again.’ toises had done, he wanted to see where he was going, so he stuck out his head, and fastened his sharp little nails into Old Giraffe’s gullet, and there he hung like a bat on a wall. “‘Go down, go down, little Tortoise! You choke me!’ The Old Blue One could hardly speak; his throat was so full of tortoise. “‘Peep! peep!’ said the little Red One, and held on more tightly than ever. “‘Come up, come up, little Tortoise! You kill me!’ The Old Blue One was stamping and gurgling now. “‘Peep! peep!’ said the little Red One, and hung on with his hard bent beak as well. He thought, ‘No! too many of my nation have sailed down this red slide. I won’t let go.’ “I tell you, young masters, Old Giraffe danced and pranced over the field; he screamed and bellowed; he gurgled and swallowed; he tried to get the little Red Tortoise down, and he tried to get him up; but it was no use. The little Red One clung fast to him till he was quite choked, and sank down in the sand and died. “Then the little Red Tortoise crawled out, and went home to tell his Mam-ma that he had killed Old Giraffe and that his nation could have peace again. Ach! but she was proud of him! “‘It’s not for nothing you were born red,’ she said. ‘Come here, my little Crab, that I may put buchu under your arm. Come, my crooked-legged little one, let your mother sprinkle you with buchu!’ “When she had sprinkled him with buchu, they went and told their friends, and all the Tortoise nation rejoiced and went and had a great feast off Old Giraffe as he lay dead in the field. “And they thought more of the little Red Tortoise than ever. Even the Young Ones, who had been angry with him, said, ‘He is wiser than we are. We will listen to what he says. P’r’aps, after all, there is something in being born a certain color.’”

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The author of Conflict Management in Teams states: “Sustaining a high-performing, highly satisfied team takes a great deal of best essay help: best essay help

The author of Conflict Management in Teams states: “Sustaining a high-performing, highly satisfied team takes a great deal of maintenance and awareness.” The quadrants listed in Figure 1 on page 2 of this week’s reading reflect the likely cycles in the lifespan of a team and the processes they create to manage conflict. While teams may not desire to spend much time in Quadrants 2 through 4, it is clear staying in Quadrant 1 is difficult to sustain. What are specific processes that you have devised or witnessed that promote the High Satisfaction / High Performance combination of the Quadrant 1 Ideal Team? Support your answer with observations from the article.

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This is a Master Degree Nurse Practioner program minimum of 350 words with at least 2 peer review reference in essay help

This is a Master Degree Nurse Practioner program minimum of 350 words with at least 2 peer review reference in 7 the edition apa style.  Please do not use international references.  

 Explain how to approach fluid resuscitation in the trauma patient. Discuss how and why your approach might differ if the patient is geriatric. Explain what comorbidities you must consider when resuscitating and why. Identify when you would choose normal saline vs. lactated Ringer’s solution vs. blood for fluid resuscitation. Provide a rationale for using each of these options. Support your answer with two or three peer-reviewed resources. 

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Tesla project- part 2 Part 2 – Planning Professional man and woman looking over a proposal on a clipboard. essay help: essay help

Tesla project- part 2

Part 2 – Planning
Professional man and woman looking over a proposal on a clipboard.

The first function of management to address for this project is planning. Decision-making is an important part of the process, and there are decisions that need to be made for future planning of any organization to stay competitive.

To start the planning process, you will conduct a SWOT analysis on your chosen company to help you decide on where the company needs to expand or improve upon and help you add validity to your idea. You may discover your initial idea needs to be modified or changed after your SWOT analysis and that’s OK.

Add to the proposal template you submitted in Module 1 and use the SWOT template provided to perform a SWOT analysis. Be sure to use credible sources to support your analysis.

After you conduct your SWOT analysis, write an essay in at least 500 words. Include two (2) new scholarly resources not previously used, and address the following:

Describe in detail your new idea for your chosen company. Provide the SWOT component related to your idea and explain. (Ex: ensure to include your idea in the opportunities of your SWOT.)
Include production and logistics of your new idea. (Ex: do you need to expand your building, add more employees, build a new production line, add a distribution center in another country.) Be specific.
Outline how it impacts the company’s growth, competition, or market demands (it could affect some or all). Be specific and use research, data, statistics, and make an estimation how much it could add to the company’s profit margin and how you foresee this growing the company.
Explain “How and when” you will implement your idea. Again, be specific. For example, proposed launch is in Spring of 20XX. Don’t state immediately. Immediately can mean different things to different companies. Be thoughtful and come up with a specific date of your launch and provide a reason for that launch date.
Be sure to incorporate all instructor feedback from Module 1 along with this module’s planning portion and submit the entire document.

An additional library resource is the SWOT section of the Locating Company

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Describe the importance of ‘Arabic Calligraphy’ in the contemporary world. Choose one or more artists/designers. Use examples covered in best college essay help: best college essay help

Describe the importance of ‘Arabic Calligraphy’ in the contemporary world. Choose one or more artists/designers.

Use examples covered in class

Add a bibliography

You are encouraged to make the essay visual so feel free to add as many relevant images as you like.

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Instructions: Using the Final Project Worksheet as a guide, develop the final polished draft of your Annotated Bibliography in essay help

Instructions:
Using the Final Project Worksheet as a guide, develop the final polished draft of your Annotated Bibliography in an APA formatted paper. Make sure to include the following:
Introduction which includes an overview of your chosen case study, client, intervention and mental health issue.
Approved Research Question.
Search Strategy.
Summaries of three scholarly articles that include Problem/Purpose, Research Question, Ethical and Cultural Considerations, Sampling, Methodology, Data/Analysis/Study Outcomes, Strengths and Limitations.
Evidence based practice section including summary of the findings of all articles and the answer to your research question.
Treatment goal (action plan for school counselors) for your client in the case study
Use the worksheet to guide the development of your paper.

Case Study: Case Study 1 Chloe, an 8-year-old African American female, has been brought to counseling by her foster mother. Cloe was removed from her biological mother’s home after reports of physical and sexual abuse were substantiated by an investigation by the Department of Human Services. Law enforcement became involved after reports that Chloe’s biological mother was allowing adult men to sexually abuse Chloe for drugs. Initial concerns of this behavior started when Chloe was just 5 years old. It was only recently that these concerns were able to be substantiated, resulting in Chloe’s placement into foster care and the parental rights of her biological mother terminated.
Chloe currently lives in foster care and is available for adoption. Her foster mother indicates that she tends to withdraw from interpersonal interaction with adults. Chloe is a highly sensitive child and cries easily. The foster mother, Elaine, has noticed that Chloe is demonstrating distress anytime she is separated from her foster parents.
When Chloe is dropped off at school, daycare, or swimming lessons, she is tearful and chews her fingernails until they bleed. Her teachers indicate that the distress tends to resolve within about 30 minutes, but Chloe often isolates herself and will not participate in any learning or social activities until after this time passes. As a result, Chloe’s teachers are concerned because she is falling behind in her schoolwork and she has difficulty socializing with her peers. Her teachers are worried about Chloe’s academic achievement as well as her social and emotional development.
School Counselors: Chloe’s teachers have reached out to you for interventions to help Chloe become successful in school.

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“Choose a video, or 2 or 3, that you have watched from Module 1 and summarize it for me. essay help: essay help

“Choose a video, or 2 or 3, that you have watched from Module 1 and summarize it for me. Give me your opinion on it and your recommendation (good – watch it, bad – find a different one).

Video link: https://youtu.be/HLgX6YCg-Jo

Make sure that your post is at least 2 paragraphs, your grammar is correct, etc.”

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This essay would contain Two part: 1. The section in the textbook on Ethos (p 49 – 66). Write Essay best college essay help

This essay would contain Two part:
1. The section in the textbook on Ethos (p 49 – 66).
Write 500 words or so about ethos. Make sure you define it and name and explain the 3 characteristics that make up an ethos. Give examples. What things might a person do to convey those characteristics? What kinds of things might a person do to fail to convey or convey the opposite of the 3 characteristics? Can the effort to create a positive ethos be likened to “impression management” and if so, does that strike you as a bad thing? Does smooth strike you as greasy, charming as manipulative? Explain. Give examples. As always, be detailed and specific. The title for this piece should be Ethos.

2. Write a brief (200 words) scriipt designed to foster a positive ethos for an assembly about which you have some knowledge. The assembly might be a student government association committee or a parent teachers’ association or a church group or whatever group of people you can imagine trying to influence. You don’t need first hand knowledge of the actual audience or their work, just a sense of the things you would say to foster a positive ethos.
Notice that you are writing down a speech. Speeches differ from texts in lots of ways. What’s written and meant to be read by the audience is typically longer and more detailed and nuanced that what is written to be recited by a speaker. Much of the world’s work got done by means of speeches before deliberative assemblies. In the digital era, set speeches are increasingly replaced by rallies and short digital pieces, Tweets, Instagram Messages, Facebook posts, and so on. Each of these has it’s own rhetoric.

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