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conflicting viewpoint part 2
January 29, 2017 by zuixy
In Part II of the assignment (due Week 4), you will write a paper to synthesize your ideas.
Part II – Writing
Write at three to four (3-4) page paper in which you:
1. State your position on the topic you selected for Assignment 1.1. (Which is attached)
2. Identify (3) three premises (reasons) from the Procon.org website that support your position and explain why you selected these specific reasons.
3. Explain your answers to the “believing” questions about the three (3) premises opposing your position from the Procon.org website.
4. Examine at least two (2) types of biases that you likely experienced as you evaluated the premises for and against your position.
5. Discuss the effects of your own enculturation or group identification that may have influenced your biases.
6. Discuss whether or not your thinking about the topic has changed after playing the “Believing Game,” even if your position on the issue has stayed the same.
The paper should follow guidelines for clear and organized writing:
Include an introductory paragraph and concluding paragraph.
Address main ideas in body paragraphs with a topic sentence and supporting sentences.
Adhere to standard rules of English grammar, punctuation, mechanics, and spelling.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA Style format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
Create written work utilizing the concepts of critical thinking.
Use technology and information resources to research issues in critical thinking skills and informal logic.
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Select one of the following 5 scenarios and design an entity relationship diagram
HEALTHCARE EVALUATION

Greatest external threats facing the Soviet Union in the 1930s
June 28, 2016 by
Greatest external threats facing the Soviet Union in the 1930s
Discussion Question:
Please read the General Descriptions and Primary Documents. Time willing, try to sample some of the scholarly analysis. Then discuss what you feel to be the greatest external threats facing the Soviet Union in the 1930s and how the Soviet Union reacted to these threats.
Foreign Policy
As in the domestic sphere, it is difficult to separate the practical and ideological when looking at Soviet foreign policy in the 1930s. The Soviets were capable of hard-headed recognition of State interests but could not help letting ideological tendencies creep into their analysis of diplomatic affairs. In addition to the stresses of national rivalries, the Soviets assumed that the “bourgeois” states were intent on toppling the lone communist power. Conversely, all of the Soviet Union’s rivals and potential allies could not overlook the Bolsheviks’ revolutionary ideology when formulating their own policies.
Despite the retreat from internationalism inherent with the policy of “socialism in one country,” Stalin and the Soviet leadership were not able to seal off the country from the rest of the world. Possessing the largest land mass of any country in the world afforded the Soviet governments with great advantages, particularly in natural resources, but also posed the challenge of how to defend the extended borders.
In addition to being a great power, in the traditional sense of military prowess, the Soviet Union also was the de facto head of an ideological movement that aspired to upend the political status quo in the most powerful countries of the world. Although we know that Stalin deemphasized the task of international revolution, this was not well understood by contemporary observers who continued to view the Soviet Union as a sponsor of subversive activity everywhere.
Technically, the cause of promoting communism abroad belonged not to the Soviet state but to the Communist International (Comintern) that formed in the aftermath of the Bolshevik Revolution. Technically, again, this was a stand-alone, autonomous entity, but the Comintern was headquartered in Moscow and many of its leading, non-Soviet officials were refugees subject to arrest in their native countries, so the Soviet government was in a position to influence, if not dictate, Comintern policy and activity.
Several key events during the 1930s influenced Soviet international behavior more than others, the first being the Nazi takeover of Germany in 1933. For the previous decade the Soviets and Germans had enjoyed a cooperative relationship as fellow “outcasts of Versailles.” But the Nazis almost immediately identified anti-Bolshevism (which they closely associated with Jews) as the unifying principle of their foreign policy. Moreover, the circumstances with which the Nazis so easily dismantled the Weimar regime represented the failure of Comintern policy which forbade the German Communist Party, which rivaled the Nazis in influence and paramilitary force, from cooperating with more moderate socialist parties.
In the wake of the Nazi takeover, Comintern adopted a new strategy of the “popular front,” whereby communists were encouraged to work in collaboration with other left-wing parties to prevent fascism. This policy was put to the test when the Soviets intervened to defend the Republican government during the Spanish Civil War of 1936-38. This proved to be a fiasco, as the Soviets proved incapable of unifying the pro-Republican forces and quickly became more preoccupied with repressing rival socialists than with fighting Franco’s Falange movement.
The third event, to which the Soviets were mere bystanders, was the Munich Agreement of 1938, where the Western leaders notoriously sacrificed Czechoslovak territory to appease Hitler. The Soviets were not invited to the conference, although they had mutual assistance treaties with both Czechoslovakia and France. Before Munich, the Soviets were engaged in negotiations with Great Britain and France on forming a grand anti-Nazi alliance. But Munich convinced the Soviets how untrustworthy the French and British were in fulfilling their commitments. It also seemed that the Western powers were banking on directing Hitler’s aggressive impulses eastward. Munich set in motion a reassessment of Soviet diplomacy which resulted in the German-Soviet Non-Aggression Pact of August 1939.
General Descriptions:
http://www.globalsecurity.org/military/world/russia/cccp-forrel-stalin.htm
http://www.country-data.com/cgi-bin/query/r-12453.html
http://spartacus-educational.com/RUScomintern.htm
Primary Documents:
Soviet Foreign Minister Maxim Litvinov’s speech to the League of Nations (1935): http://www.greatspeeches.net/2013/05/maxim-litvinov-league-of-nations.html
“France-U.S.S.R.: Treaty of Mutual Assistance.” The American Journal of International Law 30, no. 4 (1936): 177-80.
Scholarly Articles:
Alastair Kocho-Williams, “The Soviet Diplomatic Corps and Stalin’s Purges” The Slavonic and East European Review (1993) Vol. 86, No. 1, pp. 90-110.
Daniel Kowalsky, “Operation X: The Soviet Union and the Spanish Civil War” Bulletin of Spanish Studies (2014) Vol. 91, Nos. 1-2, pp. 159-178.
Igor Lukes, “Stalin and Benes at the end of September, 1938: New Evidence from the Prague Archives” Slavic Review (1993) Vol. 52, No. 1, pp. 28-48.
Robert C. Tucker, “The Emergence of Stalin’s Foreign Policy” Slavic Review (1977) Vol 36, No.4, pp. 563-589.
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Consumer Demand Analysis and Estimation Applied Problems
Business and financial risk research paper

Racial Profiling and Policing
June 20, 2016 by
Racial Profiling and Policing
Over the past few years, racial profiling has been in the news because of high profile cases involving the deadly force used against unarmed African American men. To set the tone for this discussion, please read How Much Racial Profiling Happens in Ferguson?
(http://www.theatlantic.com/technology/archive/2014/08/how-much-racial-profiling-happens-in-ferguson/378606/)
If you would like additional materials to help you in this week’s discussion, you may also review the following resources:
Center for Policing Equity (UCLA)
http://policingequity.org/
Race, Trust and Police Legitimacy
http://www.nij.gov/topics/law-enforcement/legitimacy/Pages/welcome.aspx
Based on your review of the resource(s) above, please address the following:
Define racial profiling.
Explain the connection between stereotypes and racial profiling.
Apply what you have learned from the discussion of Michael Brown in Ferguson, Missouri to another recent case. Select one of the African American men listed below, and present how racial profiling occurred in that case. Use statistics and evidence from at least one news source to support this position.
Trayvon Martin in Sanford, Florida (February 26, 2012)
Eric Garner in New York City, New York (July 17, 2014)
Walter Scott in Charleston, South Carolina (April 4, 2015)
Freddie Gray in Baltimore, Maryland (April 19, 2015)
Your initial post for each discussion should be a minimum of 250 words. Use scholarly sources to support your responses. Include citations and references in APA style.
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Option #2: Normative Leadership Theory and Leadership Styles
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Current Issues in HRM Project
July 4, 2016 by
Current Issues in HRM Project
Each student is responsible for writing and presenting on a current HRM issue. The issue must be directly related to one or more of the topics specifically discussed on the Course Schedule. Therefore, the issues you raise should relate to one of the functions of HRM such as recruitment, downsizing, training, executive development, or compensation and benefits discussed during that specific class. The HRM issues must be current controversies, challenges, opportunities, problems, or trends facing HR leaders. Some examples include:
What recruitment strategies are companies using to attract employees as the economy recovers?
How are worksite health promotion programs reducing health care costs of employees?
What are the HRM implications of an aging workforce?
How does executive coaching improve executive effectiveness?
What critical skills are most deficient in organizations?
The HRM issue should be newer and still relevant to organizations today and likely in the future. By our second class, we will determine the date that you present your Current Issues in HRM assignment. You will also indicate the unique question that you will address. Students are to prepare a 4-page APA formatted paper (not including title or reference page) and include (cite) at least 5 references (sources can be a combination of scholarly and trade journals). Presentations (to include a ppt presentation) should last no more than 15mins. More details will be available in BB. We will also discuss this assignment further during Week 3.
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Television Programs – write a 750-word paper or more using APA standards

Interview Pitch
June 28, 2016 by
Interview Pitch
Preparation
This is part one of a three part assignment. This can be a hypothetical interview. It should be with middle management. You will need to interview two leaders in organizations of your choice. To prepare for these two interviews, complete the following at this time:
Research and choose an aspect of leadership based on the topics in the Cashman text (personal mastery, purpose mastery, change mastery, interpersonal mastery, being mastery, balance mastery, or action mastery) to use as the focus for your interviews.
Request and schedule 45-minute interviews with two different leaders at your chosen level. You should conduct the interviews between now and when you begin work on the next assignment, as you will need to complete the interviews in order to complete the next two.
Interview Pitch
Submit the following components for this assessment:
State your intended purpose for the interviews. Provide an explanation of the aspect of leadership on which you plan to focus and why you chose it.
Describe the level of leadership selected for your interviews.
Outline your schedule for both interview sessions; include the names and titles of the leaders with date and time of interview. If you have not been able to solidify your schedule, please include a report of your progress.
List the interview questions you plan to use for your chosen aspect of leadership. If you wish, you may use some of the questions from the reflection exercises in the related chapter of the Cashman text. You can use any leadership theories you like to help you develop your interview questions, including servant leadership, Kevin Cashman, Margaret Wheatley, articles from the Center for Creative Leadership, leadership stage theory, and other sources.
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Advanced HA, Unit 6 DQ
ntro to PC unit 7 Journal

Confound It
July 4, 2016 by
Confound It
In the English language, “to confound” means “to confuse or distort.” In the language of statistics, “confounding” refers to possession of a distorted view of the relationship between variables. A confounder, thus, is a variable that distorts the relationship of two other variables.
Consider the following two examples of variables that have distorted other relationships:
The use of cigarettes distorted the relationship of coffee drinking to bladder cancer. You could easily overestimate the relationship of coffee and bladder cancer if you did not also consider cigarette use. Cigarette use is related to both coffee drinking and bladder cancer and is, therefore, a confounder of that relationship.
The seasonal effect of summer distorted the relationship of ice cream and polio. Researchers believed that the exposure to ice cream increased the risk of polio among children. In reality, polio was more active in summer and children ate more ice cream in summer so that relationship was confounded by summer.
In the examples from the weekly introduction, the original research did not consider the confounder and, therefore, reached spurious conclusions. In your future research, you need to be able to identify both measured and non-measured variables that could confound the relationships you wish to evaluate.
For this Discussion, select a peer-reviewed article from the Walden library that identifies an exposure and disease that appear to be related. Review the measured confounders and the effects that they have on that relationship.
With these thoughts in mind:
Post by Day 4 a brief description of the article that you selected, including an explanation of the relationship between exposure and disease. Describe the confounders that the authors identified. Describe a variable not measured in the article that might also confound the relationship between exposure and disease and explain why. Explain one potential effect that the non-measured variable might have on the relationship and explain how. Explain one way that you could counteract the effects of that non-measured variable.
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information technology and project management
Information Systems Security

Advanced HA, Unit 6 DQ
June 28, 2016 by
Advanced HA, Unit 6 DQ
Differentiation and Management of Abdomen, Anus/Rectum, and Genitourinary Disorders
Please select a disorder of the GU, abdomen, anus/rectum systems (pelvic inflammatory disease, cervicitis, STDs, UTI, prostatitis, balanitis, urethritis, epididymitis, testicular torsion, hydrocele, epispadias, rectal prolapse, hemorrhoids, GERD, appendicitis, cholecystitis) and answer the following questions:
What are the presenting symptoms?
How is it distinguished from other similar disorders (assessment findings, common in particular age/sex or ethnic group, etc.)?
What is your first intervention?
How will you confirm the diagnosis?
What is the appropriate treatment?
Write a prescription to treat the illness (if applicable or refer to appropriate specialty if needed) that includes (patient name, date, name of drug, dose, and strength, quantity to dispense, directions of how often to take the medicine, and number of refills).
When will you schedule a follow-up appointment and what is your plan on the follow up visit?
Include at least 3 peer reviewed references
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Interview Pitch

Managerial Economics: adverse selection problem or a moral hazard problem
July 13, 2016 by
Managerial Economics: adverse selection problem or a moral hazard problem
First, read the 7 passages on the following webpages.
1.
http://www.wsj.com/articles/how-to-trick-the-guilty-and-gullible-into-revealing-themselves-1399680248?tesla=y&mod=WSJ_hp_RightTopStories&mg=reno64-wsj
2.
http://managerialecon.blogspot.com/2013/11/repost-advice-for-selling-on-ebay.html
3.
http://www.foxbusiness.com/features/2013/11/05/what-happens-if-young-people-dont-sign-up-for-obamacare.html
4.
http://managerialecon.blogspot.com/2013/10/why-are-young-people-leaving-workforce.html
5.
http://www.nytimes.com/2013/07/22/business/black-boxes-in-cars-a-question-of-privacy.html?_r=1&#h[BadHwg,1,3]
6.
http://www.wsj.com/articles/heres-a-thing-coders-can-skip-college-1427985222
7.
http://qz.com/183224/how-chipotle-transformed-itself-by-upending-its-approach-to-management/
After reading through these readings, then answer the following questions.
Determine if the following are an adverse selection problem or a moral hazard problem.
1. Young people opting out of Obamacare
2. Auto black boxes
3. Unemployment via disability
4. Zappos
5. David Lee Roth’s brown M&Ms
6. King Solomon’s test
7. Defendant’s during the Middle Ages
The attached is the textbook, these questions cover from chapter 19,20,21. You might need to read them.
APA STYLE, please answer thoroughly, no less than 5 pages, you can choose the references depends on the questions asked.
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week three assignment
The Spartan Woman

Project Two: Different Perspectives
July 6, 2016 by
Project Two: Different Perspectives
Rewrite a fairy tale from the perspective of one of the minor characters in the story. Remember this is where you get to use your creativity and use of imagination to change the minor character’s perspective of the story. When selecting the minor character, be careful who your minor character is, for example, if your selection was the fairy tale,”The Three Bears”, your minor character would not be the Goldilocks or Baby Bear. Here is a brief example of how I changed the minor character, Papa Bear in the fairy tale,”Goldilocks and the Three Bears”.
Instead of Papa Bear sitting down to eat his porridge and it was too hot, Mama Bear served Papa Bear Fruit Loops and hot cocoa. He decided the family should take a walk in the woods because he said the Fruit Loops were too crunchy to eat and the cocoa was too hot to drink. As they were walking in the woods, Papa Bear spotted a resort called “Bears Are Us”. He thought it would be fun for his family to enjoy time spent away from home because they hadn’t had a vacation in a long time. In the meantime, Goldilocks saw a small beautiful cottage. She decided to stop by because she was tired of walking in the woods and she was so happy to see this beautiful cottage. She knocked on the door once, but no one answered. She knocked on the door twice, but no one answered. The third time she knocked and no one answered, she decided to open the door… And the fairy tale goes on…
See how I changed the minor character, Papa Bear? Please do not use this fairy tale because I have already used it as an example.
To depict your story, follow the directions below:
Create at least (4 to 5) brief journal entries from the perspective of the minor character: share any of the minor character’s personal thoughts that are important to note as a journal entry.
Provide a detailed outline of how you would rewrite the story if it was written from the minor character’s viewpoint.
An outline is separated into sections marked with Roman Numerals (I, II, III, IV…) or Uppercase Letters (A, B, C, D…).
Rewrite four or more detailed scene(s) in the book from the perspective of the minor character.
Journal Entries:
Journal entries are brief paragraphs (4-6 complete sentences per entry) involving your version of this fairy tale. The paragraphs briefly describe the main parts of your story from the minor character’s perspective. Upon completion of your fairy tale, review the whole story from the beginning to the end. Then take a look at the first part of your fairy tale, is there something in this section of significance you think is important to use as a journal entry? Document this information and move on to next journal entry. You will continue to read and review each section of your fairy tale to determine which parts of your story can be used as a journal entry. It’s important to note, you may need to brainstorm these entries first before you decide which parts you intend to use as your journal entries.If you have any questions about this assignment,please do not hesitate to contact me through Messages.My information is listed in the Course Menu under Instructor Info.
Outline Directions:
An outline is separated into sections marked with Roman Numerals (I, II, III, IV, etc…) or Uppercase Letters (A., B., C., D.).
Each section begins with a brief title involving the major points you believe are most important in your story.
Underneath each Roman Numeral title, student will enter a set of lowercase letters in a, b, c order.
Or underneath each Uppercase Letter title, student will enter a set of numbers in 1,2,3 order.
Beside the lowercase letters, student will briefly submit important bullet statements in relation to each Roman Numeral title.
Or beside the set of numbers, student will briefly submit important bullet statements in relation to each Uppercase Letter title.
Each Roman Numeral title should contain at least two bullet statements.
Or each Uppercase Letter title should contain at least two bullet statements.
Depending on the length of your story as to how many Roman Numerals one needs along with the lowercase letter bullet statements.
Or depending on the length of your story as to how many Uppercase Letters one needs along with the set of number bullet statements.
Note: As you can see you do have a choice for your Outline to use either Roman Numerals/lowercase letters format or Uppercase Letters/set of numbers format. Students may not combine Roman Numerals/lowercase letters with Uppercase Letters/set of numbers for your Outline. If student does combine the Outline formats, several points will be deducted from the total score for this assignment.
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Written Assignment – Marketing Strategies
July 16, 2016 by
Written Assignment – Marketing Strategies
Select three fast food chains such as, McDonalds, Wendy’s, and Burger King. Go online, visit the company websites, and compare the marketing strategies of the three restaurants that you select. In 1 pages, discuss the following:
Who is their target market (think about demographic, cultural, and social factors)?
What are some of the differences (if any) in the companies’ target market?
In your opinion, what are some of the strategies implemented by each company to help them to successfully reach their target audience?
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Written Assignment – Audiences
Written Assignment 2 – Girl Groups