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The Japanese Robotics Industry

Japan was the world’s leading producer and exporter of industrial robots in 1987. Approximately 300 Japanese firms produced 300-billion-yen (about $2.3 billion) worth of robots. Japanese companies produced over 50 percent of the world’s industrial robots in the mid-1980s. Japanese exports of robots were by far the largest of any nation and were growing rapidly. Some 20 percent of production, or 60 billion yen, was exported. Other major robot-producing countries included the United States, Germany, Sweden, and Italy, but none approached Japan in the depth or breadth of production.

TYPES OF ROBOTS

Industrial robots are used primarily to perform manufacturing operations or to transport materials to and from manufacturing equipment in a factory setting. Robots can be divided into six different categories, characterized by the method of control. Manual manipulators are robots that need a human to control them throughout their operation. Motions of the human operator are translated directly into mechanical actions of the robot. Fixed sequence control robots operate sequentially in compliance with preset information that cannot be readily modified or changed. Variable sequence control robots can be readily reprogrammed, greatly enhancing flexibility. Playback robots repeat operations on the basis of instructions concerning sequence, condition, position, and other information imparted by moving the robot under operator control. Numerically controlled robots execute operations loaded numerically or by a program, without being taught or moved by a human operator. Numerically controlled robots generally employ computer controllers that are similar to those used in numerically controlled machine tools. Intelligent robots can modify their own operation through the use of artificial intelligence.

Most industrial robots were designed for particular uses, such as arc welding, spray painting, and insertion of electronic components onto circuit boards. Other robots, such as materials handling robots, light assembly robots, and machining robots were less specialized. The programmable feature of industrial robots allowed a robot to perform a variety of activities within its scope of operation. Manufacturing systems that employed a number of robots were invariably custom engineered, though often from standardized building blocks.

Buyers sought industrial robots to boost productivity, raise quality, allow more stable employment levels, or perform hazardous tasks. Gaining the full benefits of robots required significant changes in a company’s approach to manufacturing compared to more conventional production equipment. Direct cost savings were often not the most important benefit, and therefore adoption of robots was a slow process in most nations.

The design of an industrial robot included specification of the mechanical, electronic, and software systems required for the robot to perform its appointed tasks. Software development was a particularly important part of the process and was beginning to dominate development cost as complex factory automation systems (in which many machines had to work together) came into being.

The manufacturing process for robots was similar to that for other complicated pieces of machinery. Metal castings were machined and finished according to specification and then assembled. The robot was then fitted with motors and the drive system that would govern its motions, and the controller was installed. Finally, robots were tested extensively to make sure they conformed to specification.

Industry History

Robots were first conceived of in the United States in the 1950s at a time when the

United States was the leading nation in terms of manufacturing technology and

American wages were the highest in the world. George C. Devol of the United

States was credited with the first robot-related patent in 1954. Consolidated

Control Inc., an American firm, developed a digitally controlled robot in 1958. In

1962, the first robots were developed by the American firms Unimation and AMF.

These remained the prototypes of the most popular robots for decades. It was not

until the late 1960s, however, that significant commercial production of industrial

robots began.

The first robots used in Japan were imported from the United States in 1967. The Japanese robotics industry had its beginning in 1968, when Kawasaki Heavy Industries signed a licensing agreement with Unimation. Kawasaki was both a major potential user of robots as well as a producer of related products and services. It produced a broad range of machinery and parts, including engines, motorcycles, aircraft, machinery, complete plants, and ships. In 1969, Kawasaki began to sell Unimate robots, the first robots produced in Japan. Kobe Steel was also an early licensee of American robot designs.

The early Japanese robots produced results that were somewhat less than expected. They were often referred to as “expensive fools,” and many were relegated to the corners of factories to collect dust. However, Japanese firms began to improve upon the robots they had imported. Kawasaki redesigned some of the parts of the Unimation machine and upgraded its quality. In the late 1960s, the mean time between failures (MTBF) of an imported robot was less than 300 hours. By 1974, Kawasaki had achieved an MTBF of 800 hours. By 1975, this figure was 1,000 hours, or over 100 hours better than the best result then achieved by

Unimation (900 hours). Kobe Steel made several improvements to operating speed,

lowered the weight of the robot designs it had licensed, and also adapted them for

use in conveyor systems.

Other Japanese electrical and machinery manufacturers began to develop robot

technology on their own soon after Kawasaki’s agreement with Unimation. Some of

the most prominent entrants were Ishikawajima-Harima Heavy Industries, Hitachi,

and Toshiba Precision Machinery. All were among Japan’s leading diversified

manufacturing companies.

In 1971, only three years after the founding of the Japanese industry, an informal

meeting among manufacturers helped lay the groundwork for the formation of the

Japanese Industrial Robotics Association in 1972. This organization soon became

involved in programs to promote the industry and handle relations with

government.

Early And Sophisticated Home Market Demand

The automotive and domestic appliance industries were the principal early markets

for industrial robots in Japan. Nissan was an important early customer. It

cooperated with Kawasaki to help design and provide software for automotive

robots and became the first Japanese auto company to install industrial robots on a

large scale, installing Kawasaki robots as early as 1970. The difficulties

encountered were initially so great that Kawasaki’s engineers were at Nissan

nearly every day to repair leaking hydraulic lines, failed electronic circuits, and

faulty mechanical parts. Eventually, the problems were solved and the auto workers

themselves became adept at operating the robots and performing minor repairs.

Soon other companies in the highly competitive Japanese auto industry installed

robots so as not to fall behind Nissan in manufacturing technology.

Japanese industries that were rapidly growing, such as autos and electronics,

faced a shortage of skilled workers. In 1965, it was estimated that there was a

shortfall of some 1.8 million skilled workers in Japan, and the shortages persisted

into the 1980s. Capacity utilization was also affected by changing work patterns.

As Japanese workers became more affluent, they became less willing to work

second and third shifts. Robots represented an important solution to both problems.

In 1973, the first oil crisis led to a sharp recession in Japan and to cutthroat

domestic rivalry to fill unused capacity. The inflation of 1974–1975 that followed

the first oil shock drove up wage rates dramatically. Both raised cost

consciousness. Combined with lifetime employment policies in major companies,

these pressures also made Japanese firms more cautious in hiring new workers

who could be difficult to lay off in downturns? Japanese manufacturers, under

severe competitive pressure, turned to robots to increase productivity and conserve

energy.

In contrast to the situation in the United States and Europe, the supportive posture of Japanese labor unions aided the rapid penetration of robots. Japanese unions, generally single-company unions, were willing to cooperate with robot introduction. Jobs in the larger companies were protected by lifetime employment policies. In addition, the industries that were the major users of robots in Japan were growing rapidly throughout the late 1970s and early 1980s and had difficulty obtaining workers. In contrast, the introduction of robots met with severe resistance in many unionized companies in America and Europe, particularly in industries such as the auto industry that were not growing.

Japanese management also appeared far more willing to install industrial robots

than their foreign counterparts. A high proportion of Japanese managers were

engineers. They seemed more at home with new technologies than American

managers. Japanese managers were also under little pressure to produce short-term

results and were better able to make long-term strategic manufacturing decisions.

Robots were often hard to justify on short-term cost savings alone. Japanese firms

were more confident in achieving other benefits such as improved quality and

applied different investment criteria.

A final development, whose importance is hard to overestimate, was the

emergence of Japanese companies as the premier manufacturing companies in the

world in a wide range of industries. Through high levels of automation,

reorganization of work flow, and extreme attention to quality, Japanese companies

redefined manufacturing practice. Cutting-edge Japanese manufacturers were

sophisticated and anticipatory buyers for the growing Japanese robotics industry

and a spur to continual innovation.

All these factors combined to accelerate the development and installation of

industrial robots. Japan developed the earliest, largest, and most sophisticated

market for industrial robots in the world. By the early 1970s, Japan’s installed base

of robots was by far the largest in the world, representing over 60 percent of the

world total. The number of robots produced in Japan reached 7,200 (14.1 billion

yen) in 1976; 10,100 (27.3 billion yen) in 1978; 19,900 (78.4 billion yen) in 1980;

24,800 (148.4 billion yen) in 1982; and 48,500 (over 300 billion yen) in 1985.

Over the same time period, the product mix within the industry moved to more

sophisticated robots. By 1984, Japan’s installed base of industrial robots accounted

for over 66 percent of the world total compared to 14.9 percent for North America.

The size of the installed base of industrial robots in the major industrialized

countries is shown in Table 5–6.

Japanese buyers of robots included not only large but also small- and medium-

sized Japanese companies. The network of subcontractors employed in the

Japanese automotive and machinery industries was an important market for

Japanese robot manufacturers. Subcontractors valued the flexibility, economy, and

quality improvements that robots afforded. In addition, the shortage of skilled

workers had hit small firms particularly hard, because they were generally

considered less desirable places to work than the large companies. Many of these

firms had to automate in order to grow. One industry expert estimated that 20

percent of the industrial robots sold in Japan in 1986 went to small- and medium-

sized companies, and this figure was growing rapidly. The attention to this

segment was uniquely great in Japan and to a lesser extent in Italy.

SOURCE: Japan Industrial Robot Association, July 1985.

NOTE: This data excludes manual manipulators and fixed sequence control machines.

1 RIA Survey

2 RIA Survey (1983)

3 National Research Council (1981)

4 IPA

5 AFRI

6 Italian Industrial Robotics Society

7 Robotics Society of Finland

8 BIRA-Robotics Survey

9 Swedish Computers and Electronics Commission, Ministry of Industry (1979)

10 BRA (1982)

11 Technical University of Vienna (March 1983)

12 BRA

13 Danish Industrial Robot Association

14 MVL (Norway)

RIA = Robotic Industries Association

IPA = Fraunhofer Institut für Produktionstechnik und Automatisierung

AFRI = Association Française de Robotique Industrielle

BIRA = Belgisch Institut voor Regeltechniek en Automatizering

BRA = British Robot Association

By 1980, the largest users of industrial robots in Japan were the electronics

industry (36 percent of the installed base), the automotive industry (29 percent), the

plastic processing industry (10 percent), general machinery industries (7 percent),

and the metal working industry (5 percent). This pattern had not changed much by

1985, when the household electrical machinery and automotive markets accounted

for 49 percent of total Japanese robot sales and over 61 percent of domestic

sales.

In 1980, the Japanese government enacted several policies to stimulate robot

demand:

Establishment of a leasing system and the Japan Robot Leasing Company, designed to popularize industrial robots among small- and medium-sized enterprises

Special financing from the Small Business Finance Corporation and the People’s Finance Corporation to small- and medium-sized enterprises in introducing industrial robots designed to ensure worker safety

Establishment of a special depreciation system for high-performance industrial robots that included computers

Loans and leasing programs covering industrial robots at the local government level to help smaller enterprises in modernizing their equipment

Two additional policies were implemented in 1984:

Establishment of a leasing system for flexible manufacturing systems at special interest rates (special loans from the Japanese Development Bank to the Japan Robot Leasing Company)

Establishment of tax incentives for promoting investment in advanced equipment provided with electronics for smaller enterprises, involving special depreciation allowances or special deduction of corporate taxes

All these measures were limited in scope, though they did serve the useful

purpose of stimulating demand for robots in small- and medium-sized companies.

The robot leasing program financed foreign as well as Japanese robots and

covered only around 1 percent of total robot shipments. The special depreciation

allowances reached a peak in 1978–1979 when buyers could write off 25 percent

of the value of a purchased robot in the first year. This was decreased to 10 percent

in the first year in 1982–1983 and was later phased out altogether. It was generally

felt that these measures were not very important to the growth of the industry.

The Growing Japanese Cluster

Other important Japanese companies entered the robotics industry in the mid 1970s.

Most were from buyer, supplier, or related industries. FANUC, the world’s leading

producer of numerical controls for machine tools (with about 50 percent of the

world market) and a leading manufacturer of servo motors, entered in 1974.

FANUC’s first robots were produced for internal use.

FANUC became the leading Japanese producer of robots (in terms of number

produced). The auto industry soon became the largest customer for FANUC robots,

with the company itself second. FANUC’s main manufacturing facility near Mt. Fuji

was one of the most highly automated facilities in the world. FANUC’s plant

employed one hundred workers during the day and was supervised by a single

guard at night. FANUC estimated that using conventional manufacturing techiques

would have required ten times the capital investment and ten times as many

employees.

Matsushita Denki, a unit of the large consumer electronics firm, entered in 1971.

Matsushita developed its first Panasert automatic electronic parts mounting

machine in 1967 to automate the component insertion process in electronic

assembly. Matsushita installed the first Panasert machines in its own factories. In

1975, Matsushita founded a separate precision machinery division to further

develop its manufacturing equipment expertise. The firm began to sell polar

coordinate robots for welding in 1980 and assembly robots in 1982.

Yaskawa Electric Manufacturing Company was an example of an entrant during

the second half of the 1970s. Yaskawa produced computer numerical controls

(CNC) and heavy electrical products and was a major producer of electrical

motors. The firm introduced its first line of robots in 1977. Arc welding robots

dominated Yaskawa’s line, though it also supplied robots for materials handling,

machining, and assembly. The firm began to produce assembly cells in 1986. The first application of the Yaskawa assembly cell was to assemble components for the

company’s own popular L10W welding robot. The company planned to use its in-

house system to gain experience and as a demonstration unit for buyers. Yaskawa

claimed to be the largest Japanese supplier of industrial robots to the open market

by the mid-1980s.

Kawasaki, initially producing American designs under license, went on to

develop its own robot technology. In 1982, it began selling its Puma series of

welding robots. In 1985, it formed a technical relationship with Adept Technology

(United States) to develop direct drive robots. Kawasaki robots were used in a

variety of applications including spot welding, arc welding, machining, palletizing,

materials handling, sealing, and coating.

By 1980, there were no less than 130 robot manufacturers in Japan. They could

be divided into four major groups. First was the producers of electrical appliances

(including Hitachi, Toshiba, Nihon Electric, Mitsubishi Electric, Yaskawa, and Fuji

Electric). A second group consisted of producers of machinery (including FANUC,

Toyota Machine Works, Komatsu, and Toshiba Seiki). A third group was producers

of transportation equipment (including Kawasaki Heavy Industries, Mitsubishi

Heavy Industries, Ishika wajima-Harima Heavy Industries, and Mitsui Engineering

and Shipbuilding). The fourth and final group was steelmakers (including Kobe

Steel and Daido Steel).

Under the Temporary Measures Law for Machinery and Electronics Industries

(1971-1978) and the Temporary Measures Law on the Machinery and Information

Industries, robot manufacturers could qualify for low-interest government loans

from the Japan Development Bank. Few companies availed themselves of these

loans, however, partly because the interest rate differential was small and partly

because the competitors in robotics were significant companies with adequate

resources.

Japanese producers adopted differing degrees of vertical integration that

depended on the industries in which they had historically competed. Kawasaki,

with expertise in hydraulics gained through its activities in the defense sector,

produced hydraulic systems in-house but bought motors, gears, and small parts.

Matsushita produced motors but bought gears and hydraulic parts. FANUC

produced its own motors and controllers.

Japanese robot producers drew on strong domestic suppliers of all important

components. Japanese firms were world leaders in virtually all of the technologies

employed in industrial robots. This included numerical controllers, machine tools,

motors, optical sensors, electronic components, and other electrical equipment.

Many leading competitors in these related technologies had entered the robotics

industry.

Many of the Japanese robotics manufacturers were also diversified companies

experienced in electronics and machinery. Not only did they have in-house

experience in many of the separate technologies that went into industrial robots, but they were also major users. They thus had the advantage of possessing

considerable application knowledge, which was important to success in the

industry.

Japanese robotics competitors were also more likely to have a background in

electronics and computers than their foreign rivals. Most of the American robotics

firms were start-ups, users, or machinery producers, while the leading European

firms were often automotive companies with the exception of ASEA (now ABB),

Olivetti, and Siemens. Japanese electronics companies had an advantage over

purely machinery companies in incorporating sophisticated electronics and controls

in their machines.

Internationalization

Exports of robots from Japan began around 1975, though at low levels. By 1981,

exports still accounted for only 5 percent, by value, of industry sales. Rapid

adoption of robots in Japan dwarfed demand in most foreign markets. By 1985,

exports had grown to account for 20 percent of sales, with automotive companies

and their suppliers representing the major market.

Robots were sold directly to end users. Selling robots was highly technical and

frequently required a detailed engineering knowledge of a customer’s production

process. Significant efforts were usually necessary to educate the prospective

buyer about the capabilities and advantages of robots and other factory automation

equipment. Purchase decisions were often made at high levels. The slow growth of

exports was partly explained by the high service content of the products and the

need to provide the customer with maintenance, service, and training. Sales were

further complicated if robots were part of a fully automated production system.

Many Japanese robot manufacturers formed links with foreign firms in order to

gain access to foreign marketing, sales, and service capability, or to obtain

specialized technology. The best known was General Motors-FANUC, formed in

1982. Here, General Motors supplied software, marketing strength, and a captive

market, while FANUC supplied robots and robot-related hardware. Product

development was carried out jointly. By 1986, some 20 percent of FANUC’s robots

were manufactured for General Motors. The joint venture had an approximate 27

percent share of the U.S. robot market in 1985, by far the largest of any company.

FANUC also joined forces with General Electric in 1986 to develop factory

automation systems.

Both ventures were widely viewed as admissions by the American companies

that they could not match FANUC’s robot expertise. The other ties between

Japanese and U.S. firms were mostly sales agreements, in which American

companies marketed Japanese-made robots. No Japanese robot producer was

engaged in U.S. production and all Japanese robots sold in the United States were

imported, except for those produced in the General Motors-FANUC joint venture.

In the mid-1980s, Japanese firms were more successful in the U.S. market than

in the European market. They had focused on supplying the domestic market first,

then the U.S. market, and only then the European market. Japanese firms were just

beginning to gear up for large-scale sales efforts in Europe in the mid-1980s. They

had also found it easier to find American firms willing to market and resell

Japanese robots than to find European firms to take on these functions.

Domestic Rivalry In The 1980s

By 1986, the number of Japanese robot producers had swelled to approximately

300, up from 204 in 1983 and 279 in 1985. About 100 produced robots solely for

their own use. Local rivalry was fierce. Industry participants generally felt that the

Japanese market was easily the world’s toughest market in terms of competition.

Price competition was keen. By 1986, prices for small assembly robots had fallen

to 3 to 4 million yen from a level of 6 to 8 million yen only a few years before.

The pace of innovation and new product introduction among the Japanese firms

was feverish. Product innovations were soon imitated or upstaged by other

producers. For example, the American firm Adept Technology introduced the

world’s first commercially successful direct-drive robot near the end of 1984. Less

than a year later, seven Japanese firms, including Yamaha, Matsushita, and FANUC,

introduced direct-drive robots. In 1986, several Japanese firms, including

Yaskawa, Seiko Instruments and Electronics, and Seiko-Epson, introduced special

robots for use in clean rooms.

Japanese firms were willing to invest consistently and heavily in robotics.

Robotics was not the largest product line of any of the major participants, but most

firms saw the industry as a major area for growth. Robotics research was funded

out of overall corporate earnings. One reason for the willingness to invest heavily

in robotics was because internal sales were significant for most of the leading

robot producers, who sought state-of-the-art technology in their own plants.

Companies released designs for external sale only after they had proven successful

in their own factories. It was difficult to determine the profitability of the Japanese

robotics industry, but it was generally accepted that profits on sales of robots to

buyers besides sister divisions were still modest.

The concentration of Japanese robotics companies spawned active efforts at

factor creation. Some 180 Japanese universities and colleges had robotics labs.

The Japanese government sponsored research in the field of robotics. Starting in

1983, the Ministry of International Trade and Industry (MITI) sponsored a program

to develop special-purpose robots for use in space, under water, and in nuclear

power plants. MITI’s contribution in the eight-year period 1983–1991 was to be 20

billion yen, or about $20 million a year. The AIST (Agency of Industrial Science

and Technology, a semi-independent organization under MITI) Electrotechnical Lab

began a seven-year 30 billion yen research program (about $34 million per year) to develop intelligent robots. Leading robot, computer, and machinery manufacturers

joined in the program and provided half of the funding.

While government support was present, it was far below the investment made by

companies themselves. The relatively small influence of government in robotics

contrasted sharply with that in the related machine-tool industry, where government

targeting has been quite important.

Relative Position In 1988

Japanese firms held by far the leading position in robotics in the 1980s. Foreign

firms were successful in some segments, reflecting areas where their national

circumstances were particularly favorable. There were some seventy robot

producers in the United States in 1986, with the top ten producers controlling 81

percent of the market. Imports of robots and parts were approximately $160.6

million, or about 25 percent of the market. American exports totaled $33.7 million,

mostly to European customers. Most U.S. firms tended to specialize in producing

highly sophisticated, multipurpose (and expensive) robots (in contrast, Japanese

firms tended to specialize in simpler, limited-purpose machines). This reflected

unique demand in aerospace and defense applications as well as strengths in

software design. As of 1986, most U.S. robot manufacturers were operating at a

loss. Many of the American firms that sold robots engaged in little or no domestic

production, preferring to source robots from offshore manufacturers, often in Japan.

The leading Swedish producers of industrial robots were ASEA (now ABB)

and ESAB (welding robots). ASEA accounted for over 70 percent of Swedish

production and had production or assembly facilities in the United States, Spain,

France, and Japan. It was a major force in world robotics markets and, along with

Cincinnati Milacron, was one of only two foreign firms to achieve a measure of

success in the Japanese market. In the mid-1980s, Swedish success reflected early

home market robot penetration and the presence in Sweden of important robot-

using industries. ASEA provided a broad range of robots to the automotive and

auto-related industries. Volvo and Saab-Scania were two important home market

customers.

The most important German producers of industrial robots were Kuka,

Volkswagen, Bosch, Reis, Cloos, Duer, Mautec, and Jung Heinrich. The most

important foreign vendors in Germany were ASEA (now ABB), Cincinnati

Milacron, Unimation, and Trallfa (Norway). The installed base of industrial robots

in Germany was 8,800 at the end of 1985, of which approximately 45 percent had

been imported, with 23 percent of total imports coming from other European

countries, 12 percent from the United States, and 10 percent from Japan. The

automotive industry was by far the leading user of industrial robots in Germany,

accounting for approximately 40 percent of robot sales in 1986. The relatively

weak Japanese presence in the German market was partly due to the fact that many of the Japanese firms had yet to gear up to sell there. In addition, many of the robot

customers in Germany, such as Volkswagen and Bosch, preferred to produce their

own robots.

There were more than 50 robot producers in Italy in the mid-1980s. In 1985,

Italian robot production was 111.0 billion lire; exports accounted for 43.8 billion

lire, or nearly 40 percent. Italy had two centers of robotics and factory automation

technology, the Turin area and the Piacenza area. Leading Italian robot firms

included Comau (with a 27.3 percent share of total 1985 Italian sales), DEA (14.2

percent), and Prima Industrie (10.0 percent). Comau, the machine-tool and factory

automation subsidiary of Fiat, was formed in the late 1970s out of a number of

firms that had previously been independent suppliers to Fiat. Fiat was believed to

be the most automated automobile manufacturer in the world, largely due to its

difficult Italian labor environment. DEA was founded in 1963 by two engineers

who were former Fiat employees. DEA’s first product line was a series of

automatic measuring devices for use on auto assembly lines, and it later began to

produce assembly robots. Prima Industrie was started in 1977 by a small group of

engineers, some of whom had been employed at DEA.

By early 1987, some robot applications had saturated in the Japanese home

market. One expert estimated that 80 to 90 percent of Japan’s auto assembly lines

had already been automated. Robot penetration in electronic assembly applications

was also high, as Japanese electronics manufacturers rushed to incorporate

assembly robots in order to improve productivity and to combat foreign

competitors (notably from Korea and Taiwan) and a rising yen. Rapid saturation

also reflected the intense rivalry in Japanese user industries. When one customer

installed robots, others tended to follow closely behind. The saturation of Japanese

markets caused the Japanese robot manufacturers to look overseas for additional

sales, and exports were growing. However, the prevailing sentiment in the

Japanese industry was that the domestic market would continue to hold the largest

opportunities for growth.

Saturation at home was creating pressures to find new and more advanced robot

uses, making Japanese demand even more anticipatory compared to that in other

nations. Growth was forecast to come through expanding the areas of application of

robots to new industries or new uses within existing industries.

Japanese firms were upgrading their skills in sophisticated software that would

run not only robots but entire production facilities. Japanese firms were generally

viewed as lagging behind the American and European firms in this area. Observers

noted that most programming languages for writing software were English-based

and therefore more difficult for non-Westerners to learn. Another major thrust in the

Japanese industry was to develop robots for use in entirely new fields that were not

related to factory production, including robots to perform dangerous tasks, to work

undersea, and in construction. As for applications for robots, there was no end in

sight.

SUMMARY

America pioneered the robotics industry and made important early inventions. Yet

Japan has come to dominate this vital industry since the 1960s. Japan’s ascendance

illustrates vividly that invention without the presence of a favorable “diamond”

will fail to translate into industrial success.

American firms were the earliest entrants. Notable among the American entrants

were start-up companies, reflecting the vibrant American environment for new

business formation. Yet that was where the American competitive advantage

largely ended. Demand was earlier, far more sophisticated, and more globally

representative in Japan. Selective factor disadvantages in buyer industries (labor

shortages, wage escalation, yen appreciation) widened and upgraded Japanese

home demand continuously. Japanese firms proliferated models for many

applications, while American firms were drawn to complex robots for a few

unusual user industries.

Japanese entrants poured into the industry from buyer industries, supplier

industries, and related industries. Small start-up companies entered as well. Most

entrants were also sophisticated robot users, committed to mastering this important

manufacturing technology in-house.

The Japanese industry drew on world-class domestic positions in virtually

every important supplier industry to robotics. No other nation could approach the

cluster of such industries in Japan. Close contact between robot manufacturers,

their suppliers, and their customers, often because they were one and the same, only

helped accelerate innovation in the Japanese industry.

Domestic rivalry was intense and stimulated rapid product improvement, cost

reduction, and product line extension into new markets. The presence of so many

domestic rivals forced Japanese firms to innovate as well as to upgrade rapidly

into more sophisticated robots. It also stimulated active efforts at factor creation

both inside and outside the industry.

Demand conditions have been so favorable in Japan that exports have only

recently become a priority. But domestic market saturation had the predictable

effect of directing more attention overseas. The appreciation of the yen in recent

years only led Japanese firms to redouble their efforts in manufacturing. Japanese

robotics producers are also actively searching out new segments. In contrast,

American manufacturers are still in the early stages of adopting advanced

manufacturing techniques in the first place, hardly an environment conducive to the

success of American factory equipment producers.

The Japanese government had a modest role in this important industry. This is

typical of the modern Japanese success stories. In innovation-driven competitive

advantage, government’s proper role is indirect. In robotics, government policy

concentrated on improving demand conditions and stimulating factor creation, two

appropriate roles.

Today, Japanese robotics firms compete in an environment so stimulating to innovation in robotics that challenges to their leadership are nowhere in sight.

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The Problem Solving Cycle

You have learned about the problem-solving cycle throughout Unit 3. For this Discussion, choose science content such as rocks, seeds, clouds, leaves, or water, and then complete the following:

Discuss how you would set up an investigation that promotes the problem-solving stages. Make sure to include what topic you choose and how the students will meet each of the problem-solving stages.
Explain how children problem solve and how this investigation in particular helps them to develop their problem-solving skills.

What is your problem solving style? Explain how this will affect your student experiences and your classroom practices?
Create an Early Childhood game that relates to math and/or science that will enhance problem solving skills. Make sure to share the materials, directions, and other important components.
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Chemical Dependency: A Systems Approach easy essay help

Select an assessment from Chemical Dependency: A Systems Approach with faculty approval and administer the instrument to someone you know who drinks, uses drugs, or both.  (Picked a uncle who drinks and uses drugs and used The Substance Abuse Subtle Screening Inventory (SASSI) assessment)
Write a 1,050- to 1,400-word analysis regarding the following:

Identify what assessment was used.
Did you find the assessment useful?
What additional questions might need to be asked to accommodate particular special populations?
Include a summary of findings and a recommendation for treatment options.
Do not disclose the interviewee’s identity in your analysis.
Include peer-reviewed research as support for your answer.

Format your paper according to APA guidelines.
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Truth and Babylon- “By the Waters of Babylon” college essay help: college essay help

Truth and Babylon

Lying, Path the Truth, and “By the Waters of Babylon”
Description: Lying is a hot topic in morality, for we are not suppose to lie, but are there not times we actually should lie? In the PowerPoint you read three weeks ago, I had a slide with the different types of lying; in that slide I had the contention that belief without proof is actually worse than lying, because someone who believes without proof is saying truth has no value. The issue is complex. Last month, I was talking to some students about the UFOs over North Texas, and as I spoke to the people I became convinced that if the govt. knows what is going on with UFOs they should hide it from the people.
 
 
 
 
Write an essay to explore the nature of truth and how it should be given out.
Assignment: Read “BY THE WATERS OF BABYLON” by Stephen Vincent Benét – see below.
A good source: http://www.tkinter.smig.net/Outings/RosemountGhosts/Babylon.htm
Instructions: MLA style, type, size-12 Times New Roman, double-space. Answer the following question using chunk-style.
ASSIGNMENT: Should TRUTH be given out in small doses, or should the truth, facts, be wholly available to each and every person? For how is it we actually do come upon the truth of things?
You must use at least:
1) two quotes from Benet, and
2) should have at least two quotes from an additional source.
 
REQUIREMENTS:
1000 to 2,500 words, MLA-format — heading, abstract, body with citations, works cited.
 
 
 
THE STORY:
By the Waters of Babylon
Stephen Vincent Benét
1 The north and the west and the south are good hunting ground, but it is forbidden to go east. It is forbidden to go to any of the Dead Places except to search for metal, and then he who touches the metal must be a priest or the son of a priest. Afterward, both the man and the metal must be purified. These are the rules and the laws; they are well-made. It is forbidden to cross the great river and look upon the place that was the Place of the Gods—this is most strictly forbidden. We do not even say its name, though we know its name. It is there that spirits live, and demons—it is there that there are the ashes of the Great Burning. These things are forbidden—they have been forbidden since the beginning of time.
2 My father is a priest; I am the son of a priest. I have been in the Dead Places near us, with my father—at first, I was afraid. When my father went into the house to search for the metal, I stood by the door and my heart felt small and weak. It was a dead man’s house, a spirit house. It did not have the smell of man, though there were old bones in a corner. But it is not fitting that a priest’s son should show fear. I looked at the bones in the shadow and kept my voice still.
3 Then my father came out with the metal—a good, strong piece. He looked at me with both eyes, but I had not run away. He gave me the metal to hold—I took it and did not die. So he knew that I was truly his son and would be a priest in my time. That was when I was very young—nevertheless my brothers would not have done it, though they are good hunters. After that, they gave me the good piece of meat and the warm corner by the fire. My father watched over me—he was glad that I should be a priest. But when I boasted or wept without a reason, he punished me more strictly than my brothers. That was right.
4 After a time, I myself was allowed to go into the dead houses and search for metal. So I learned the ways of those houses—and if I saw bones, I was no longer afraid. The bones are light and old—sometimes they will fall into dust if you touch them. But that is a great sin.
5 I was taught the chants and spells—I was taught how to stop the running of blood from a wound and many secrets. A priest must know many secrets—that was what my father said. If the hunters think we do all things by chants and spells, they may believe so—it does not hurt them. I was taught how to read in the old books and how to make the old writings—that was hard and took a long time. My knowledge made me happy—it was like a fire in my heart. Most of all, I liked to hear of the Old Days and the stories of the gods. I asked myself many questions that I could not answer, but it was good to ask them. At night, I would lie awake and listen to the wind—it seemed to me that it was the voice of the gods as they flew through the air.
6 We are not ignorant like the Forest People—our women spin wool on the wheel; our priests wear a white robe. We do not eat grubs from the tree, we have not forgotten the old writings, although they are hard to understand. Nevertheless, my knowledge and my lack of knowledge burned in me—I wished to know more. When I was a man at last, I came to my father and said, “It is time for me to go on my journey. Give me your leave.”
7 He looked at me for a long time, stroking his beard, then he said at last, “Yes. It is time.” That night, in the house of the priest-hood, I asked for and received purification. My body hurt but my spirit was a cool stone. It was my father himself who questioned me about my dreams.
8 He bade me look into the smoke of the fire and see—I saw and told what I saw. It was what I have always seen—a river, and, beyond it, a great Dead Place and in it the gods walking. I have always thought about that. His eyes were stern when I told him— he was no longer my father but a priest. He said, “This is a strong dream.”
9 “It is mine,” I said, while the smoke wavered and my head felt light. They were singing the Star song in the outer chamber and it was like the buzzing of bees in my head.
10 He asked me how the gods were dressed and I told him how they were dressed. We know how they were dressed. We know how they were dressed from the book, but I saw them as if they were before me. When I had finished, he threw the sticks three times and studied them as they fell.
11 “This is a very strong dream,” he said. “It may eat you up.”
12 “I am not afraid,” I said, and looked at him with both eyes. My voice sounded thin in my ears but that was because of the smoke.
13 He touched me on the breast and the forehead. He gave me the bow and the three arrows.
14 “Take them,” he said. “It is forbidden to travel east. It is forbidden to cross the river. It is forbidden to go to the Place of the Gods. All these things are forbidden.”
15 “All these things are forbidden,” I said, but it was my voice that spoke and not my spirit. He looked at me again.
16 “My son,” he said. “Once I had young dreams. If your dreams do not eat you up, you may be a great priest. If they eat you, you are still my son. Now go on your journey.
17 I went fasting, as is the law. My body hurt but not my heart. When the dawn came, I was out of sight of the village. I prayed and purified myself, waiting for a sign. The sign was an eagle. It flew east.
18 Sometimes signs are sent by bad spirits. I waited again on the flat rock, fasting, taking no food. I was very still—I could feel the sky above me and the earth beneath. I waited till the sun was beginning to sink. Then three deer passed in the valley, going east—they did not wind me or see me. There was a white fawn with them—a very great sign.
19 I followed them, at a distance, waiting for what would happen. My heart was troubled about going east, yet I knew that I must go. My head hummed with my fasting—I did not even see the panther spring upon the white fawn. But, before I knew it, the bow was in my hand. I shouted and the panther lifted his head from the fawn. It is not easy to kill a panther with one arrow, but the arrow went through his eye and into his brain. He died as he tried to spring—he rolled over, tearing at the ground. Then I knew I was meant to go east—I knew that was my journey. When the night came, I made my fire and roasted meat.
20 It is eight suns’ journey to the east, and a man passes by many Dead Places. The Forest People are afraid of them but I am not. Once I made my fire on the edge of a Dead Place at night and, next morning, in the dead house, I found a good knife, a little rusted. That was small to what came afterward, but it made my heart feel big. Always when I looked for game, it was in front of my arrow, and twice I passed hunting parties of the Forest People without their knowing. So I knew my magic was strong and my journey
clean, in spite of the law.
21 Toward the setting of the eighth sun, I came to the banks of the great river. It was half-a-day’s journey after I had left the god-road—we do not use the god-roads now for they are falling apart into great blocks of stone, and the forest is safer going. A long way off I had seen the water through trees but the trees were thick. At last, I came out upon an open place at the top of a cliff. There was the great river below, like a giant in the sun. It is very long, very wide. It could eat all the streams we know and still be thirsty. Its name is Ou-dis-sun, the Sacred, the Long. No man of my tribe had seen it, not even my father, the priest. It was magic and I prayed.
22 Then I raised my eyes and looked south. It was there, the Place of the Gods.
23 How can I tell what it was like—you do not know. It was there, in the red light,
and they were too big to be houses. It was there with the red light upon it, might and ruined. I knew that in another moment the gods would see me. I covered my eyes with my hands and crept back into the forest.
24 Surely, that was enough to do, and live. Surely it was enough to spend the night upon the cliff. The Forest People themselves do not come near. Yet, all through the night, I knew that I should have to cross the river and walk in the Place of the Gods, although the gods ate me up. My magic did not help me at all and yet, there was a fire in my bowels, a fire in my mind. When the sun rose, I thought, “My journey has been clean. Now I will go home from my journey.” But, even as I thought so, I knew I could not. If I went to the Place of the Gods, I would surely die, but, if I did not go, I could never be at peace with my spirit again. It is better to lose one’s life than one’s spirit, if one is a priest and the son of a priest.
25 Nevertheless, as I made the raft, the tears ran out of my eyes. The Forest People could have killed me without fight, if they had come upon me then, but they did not come. When the raft was made, I said the sayings for the dead and painted myself for death. My heart was cold as a frog and my knees like water, but the burning in my mind would not let me have peace. As I pushed the raft from the shore, I began my death song—I had the right. It was a fine song.
“I am John, son of John,” I sang. “My people are the Hill people. They are the men.
I go into the Dead Places but I am not slain.
I take the metal from the Dead places but I am not blasted.
I travel upon the god-roads and am not afraid. E-yah! I have killed the panther, I have killed the fawn!
E-yah! I have come to the great river. No man has come there before.
It is forbidden to go east, but I have gone, forbidden to go on the great river, but I am there.
Open your hearts, your spirits, and hear my song.
Now I go to the Place of the Gods, I shall not return.
My body is painted for death and my limbs weak, but my heart is big as I go to the Place of the Gods!”
26 All the same, when I came to the Place of the Gods, I was afraid, afraid. The current of the great river is very strong—it gripped my raft with its hands. That was magic, for the river itself is wide and calm. I could feel evil spirits about me, in the bright morning; I could feel their breath on my neck as I was swept down the stream. Never have I been so much alone—I tried to think of my knowledge, but it was a squirrel’s heap of winter nuts. There was no strength in my knowledge any more, and I felt small and naked as a new-hatched bird—alone upon the great river, the servant of the gods.
27 Yet, after a while, my eyes were opened and I saw. I saw both banks of the river—I saw that once there had been god-roads across it, though now they were broken and fallen like broken vines. Very great they were, and wonderful and broken—broken in the time of the Great Burning, when the fire fell out of the sky. And always the current took me nearer to the Place of the Gods, and the huge ruins rose before my eyes.
28 I do not know the customs of rivers—we are the People of the Hills. I tried to guide my raft with the pole but it spun around. I thought the river meant to take me past the Place of the Gods and out into the Bitter Water of the legends. I grew angry then—my heart felt strong. I said aloud, “I am a priest and the son of a priest!” The gods heard me—they showed me how to paddle with the pole on one side of the raft. The current changed itself—I drew near to the Place of the Gods.
29 When I was very near, my raft stuck and turned over. I can swim in our lakes—I swam to shore. There was a great spike of rusted metal sticking out into the river—I hauled myself up upon it and sat there, panting. I had saved my bow and two arrows and the knife I found in the Dead Place but that was all. My raft went whirling downstream toward the Bitter Water. I looked after it, and thought if it had trod me under, at least I would be safely dead. Nevertheless, when I had dried my bowstring and restrung it, I walked forward to the Place of the Gods.
30 It felt like ground underfoot; it did not burn me. It is not true what some of the tales say, that the ground there burns forever, for I have been there. Here and there were the marks and stains of the Great Burning, on the ruins, that is true. But they were old marks and old stains. It is not true, either, what some of our priests say, that it is an island covered with fogs and enchantments. It is not. It is a great Dead Place—greater than any Dead Place we know. Everywhere in it there are god-roads, though most are cracked and broken. Everywhere there are the ruins of the high towers of the gods.
31 How shall I tell what I saw? I went carefully, my strung bow in my hand, my skin ready for danger. There should have been the wailings of spirits and the shrieks of demons, but there were not. It was very silent and sunny where I had landed—the wind and the rain and the birds that drop seeds had done their work—the grass grew in the cracks of the broken stone. It is a fair island—no wonder the gods built there. If I had come there, a god, I also would have built.
32 How shall I tell what I saw? The towers are not all broken—here and there one still stands, like a great tree in a forest, and the birds nest high. But the towers themselves look blind, for the gods are gone. I saw a fish hawk, catching fish in the river. I saw a little dance of white butterflies over a great heap of broken stones and columns. I went there and looked about me—there was a carved stone with cut-letters, broken in half. I can read letters but I could not understand these. They said UBTREAS. There was also the shattered image of man or a god. It had been made of white stone and he wore his hair tied back like a woman’s. His name was ASHING, as I read on the cracked half of a stone. I thought it wise to pray for ASHING, though I do not know that god.
33 How shall I tell what I saw? There was no smell of man left, on stone or metal. Nor were there many trees in the wilderness of stone. There are many pigeons, nesting and dropping in the towers—the gods must have loved them, or, perhaps, they used them for sacrifices. There are wild cats that roam the god-roads, green-eyed, unafraid of man. At night they wail like demons, but they are not demons. The wild dogs are more dangerous, for they hunt in a pack, but them I did not meet till later. Everywhere there are the carved stones, carved with magical numbers or words.
34 I went north—I did not try to hide myself. When a god or a demon saw me, then I would die, but meanwhile I was no longer afraid. My hunger for knowledge burned in me—there was so much that I could not understand. After a while, I knew that my belly was hungry. I could have hunted for my meat, but I did not hunt. It is known that the gods did not hunt as we do—they got their food from enchanted boxes and jars. Sometimes these are still found in the Dead Places—once, when I was a child and foolish, I opened such a jar and tasted it and found the food sweet. But my father found out and punished me for it strictly, for, often, that food is death. Now, though, I had long gone past what was forbidden, and I entered the likeliest towers, looking for the food of the gods.
35 I found it at last in the ruins of a great temple in the mid-city. A mighty temple it must have been, for the roof was painted like the sky at night with its stars—that much I could see, though the colors were faint and dim. It went down into great caves and tunnels—perhaps they kept their slaves there. But when I started to climb down, I heard the squeaking of rats, so I did not go—rats are unclean, and there must have been many tribes of them, from the squeaking. But near there, I found food, in the heart of a ruin, behind a door that still opened. I ate only the fruits from the jars—they had a very sweet taste. There was a drink, too, in bottles of glass—the drink of the gods was strong and made my head swim. After I had eaten and drunk, I slept on the top of a stone, my bow at my side.
36 When I woke, the sun was low. Looking down from where I lay, I saw a dog sitting on his haunches. His tongue was hanging out of his mouth; he looked as if he were laughing. He was a big dog, with a gray-brown coat, as big as a wolf. I sprang up and shouted at him but he did not move—he just sat there as if he were laughing. I did not like that. When I reached for a stone to throw, he moved swiftly out of the way of the stone. He was not afraid of me; he looked at me as if I were meat. No doubt I could have killed him with an arrow, but I did not know if there were others. Moreover, night was falling.
37 I looked about me—not far away there was a great, broken god-road, leading north. The towers were high enough, but not so high, and while many of the dead-houses were wrecked, there were some that stood. I went toward this god-road, keeping to heights of the ruins, while the dog followed. When I had reached the god-road, I saw that there were others behind him. If I had slept later, they would have come upon me asleep and torn out my throat. As it was, they were sure enough of me; they did not hurry. When I went into the dead-house, they kept watch at the entrance—doubtless they thought they would have a fine hunt. But a dog cannot open a door and I knew, from the books, that the gods did not like to live on the ground but high.
38 I had just found a door I could open when the dogs decided to rush. Ha! They were surprised when I shut the door in their faces—it was a good door, of strong metal. I could hear their foolish baying beyond it but I did not stop to answer them. I was in darkness—I found stairs and climbed. There were many stairs, turning around till my head was dizzy. At the top was another door—I found the knob and opened it. I was in a long small chamber—on one side of it was a bronze door that could not be opened, for it had no handle. Perhaps there was a magic word to open it but I did not have the word. I turned to the door in the opposite side of the wall. The lock of it was broken and I opened it and went in.
39 Within, there was a place of great riches. The god who lived there must have been a powerful god. The first room was a small anteroom—I waited there for some time, telling the spirits of the place that I came in peace and not as a robber. When it seemed to me that they had had time to hear me, I went on. Ah, what riches! Few, even, of the windows had been broken—it was all as it had been. The great windows that looked over the city had not been broken at all, though they were dusty and streaked with many years. There were coverings on the floors, the colors not greatly faded, and the chairs were soft and deep. There were pictures upon the walls, very strange, very wonderful—I remember one of a bunch of flowers in a jar—if you came close to it, you could see nothing but bits of color, but if you stood away from it, the flowers might have been picked yesterday. It made my heart feel strange to look at this picture—and to look at the figure of a bird, in some hard clay, on a table and see it so like our birds. Everywhere there were books and writings, many in tongues that I could not read. The god who lived there must have been a wise god and full of knowledge. I felt I had right there, as I sought knowledge also.
40 Nevertheless, it was strange. There was a washing-place but no water—perhaps the gods washed in air. There was a cooking-place but no wood, and though there was a machine to cook food, there was no place to put fire in it. Nor were there candles or lamps—there were things that looked like lamps but they had neither oil nor wick. All these things were magic, but I touched them and lived—the magic had gone out of them. Let me tell one thing to show. In the washing-place, a thing said “Hot” but it was not hot to the touch—another thing said “Cold” but it was not cold. This must have been a strong magic but the magic was gone. I do not understand—they had ways—I wish that I knew.
41 It was close and dry and dusty in their house of the gods. I have said the magic was gone but that is not true—it had gone from the magic things but it had not gone from the place. I felt the spirits about me, weighing upon me. Nor had I ever slept in a Dead Place before—and yet, tonight, I must sleep there. When I thought of it, my tongue felt dry in my throat, in spite of my wish for knowledge. Almost I would have gone down again and faced the dogs, but I did not.
42 I had gone through all the rooms when the darkness fell. When it fell, I went back to the big room looking over the city and made fire. There was a place to make fire and a box with wood in it, though I do not think they cooked there. I wrapped myself in a floor-covering and slept in front of the fire—I was very tired.
43 Now I tell what is very strong magic. I woke in the midst of the night. When I woke, the fire had gone out and I was cold. It seemed to me that all around me, there were whisperings and voices. I closed my eyes to shut them out. Some will say that I slept again, but I do not think that I slept. I could feel the spirits drawing my spirit out of my body as a fish is drawn on a line.
44 Why should I lie about it? I am a priest and the son of a priest. If there are spirits, as they say, in the small Dead Places near us, what spirits must there not be in that great Place of the Gods? And would not they wish to speak? After such long years? I know that I felt myself drawn as a fish is drawn on a line. I had stepped out of my body—I could see my body asleep in front of the cold fire, but it was not I. I was drawn to look out upon the city of the gods.
45 It should have been dark, for it was night, but it was not dark. Everywhere there were lights—lines of lights—circles and blurs of light—ten thousand torches would not have been the same. The sky itself was alight—you could barely see the stars for the glow in the sky. I thought to myself “This is strong magic” and trembled. There was a roaring in my ears like the rushing of rivers. Then my eyes grew used to the light and my ears to the sound. I knew that I was seeing the city as it had been when the gods were alive.
46 That was a sight indeed—yes, that was a sight; I could not have seen it in the body—my body would have died. Everywhere went the gods, on foot and in chariots— there were gods beyond number and counting and their chariots blocked the streets. They had turned night to day for their pleasure—they did not sleep with the sun. The noise of their coming and going was the noise of many waters. It was magic what they could do—it was magic what they did.
47 I looked out of another window—the great vines of their bridges were mended and the god-roads went east and west. Restless, restless, were the gods and always in motion! They burrowed tunnels under rivers—they flew in the air. With unbelievable tools they did giant works—no part of the earth was safe from them, for, if they wished for a thing, they summoned it from the other side of the world. And always, as they labored and rested, as they feasted and made love, there was a drum in their ears—the pulse of the giant city, beating and beating like a man’s heart.
48 Were they happy? What is happiness to the gods? They were great, they were mighty, they were wonderful and terrible. As I looked upon them and their magic, I felt like a child—but a little more, it seemed to me, and they would pull down the moon from the sky. I saw them with wisdom beyond wisdom and knowledge beyond knowledge. And yet not all they did was well done—even I could see that—and yet their wisdom could not but grow until all was peace.
49 Then I saw their fate come upon them and that was terrible past speech. It came upon them as they walked the streets of their city. I have been in the fights with the Forest People—I have seen men die. But this was not like that. When gods war with gods, they use weapons we do not know. It was fire falling out of the sky and a mist that poisoned. It was the time of the Great Burning and Destruction. They ran about like ants in the streets of their city—poor gods, poor gods! Then the towers began to fall. A few escaped—yes, a few. The legends tell it. But, even after the city had become a Dead Place, for many years the poison was still in the ground. I saw it happen, I saw the last of them die. It was darkness over the broken city and I wept.
50 All this, I saw. I saw it as I have told it, though not in the body. When I woke in the morning, I was hungry, but I did not think first of my hunger, for my heart was perplexed and confused. I knew the reason for the Dead Places but I did not see why it had happened. It seemed to me it should not have happened, with all the magic they had. I went through the house I could not understand—and yet I am a priest and the son of a priest. It was like being on one side of the great river, at night, with no light to show the way.
51 Then I saw the dead god. He was sitting in his chair, by the window, in a room I had not entered before and, for the first moment, I thought that he was alive. Then I saw the skin on the back of his hand—it was like dry leather. The room was shut, hot and dry—no doubt that had kept him as he was. At first I was afraid to approach him—then the fear left me. He was sitting looking out over the city—he was dressed in the clothes of the gods. His age was neither young nor old—I could not tell his age. But there was wisdom in his face and great sadness. You could see that he would not have run away. He had sat at his window, watching his city die—then he himself had died. But it is better to lose one’s life than one’s spirit—and you could see from the face that his spirit had not been lost. I knew that, if I touched him, he would fall into dust—and yet, there was something unconquered in the face.
52 That is all of my story, for then I knew he was a man—I knew then that they had been men, neither gods nor demons. It is a great knowledge, hard to tell and believe. They were men—they went a dark road, but they were men. I had no fear after that—I had no fear going home, though twice I fought off the dogs and once I was hunted for two days by Forest People. When I saw my father again, I prayed and was purified. He touched my lips and my breast. He said, “You went away a boy. You come back a man and a priest.” I said, “Father, they were men! I have been in the Place of the Gods and seen it! Now slay me, if it is the law—but still I know they were men.
53 He looked at me out of both eyes. He said, “The law is not always the same shape—you have done what you have done. I could not have done it my time, but you come after me me. Tell!”
54 I told and he listened. After that, I wished to tell all the people but he showed me otherwise. He said, “Truth is a hard deer to hunt. If you eat too much truth at once, you may die of the truth. It was not idly that our fathers forbade the Dead Places.” He was right—it is better the truth should come little by little. I have learned that, being a priest.
Perhaps, in the old days, they ate knowledge too fast.
55 Nevertheless, we make a beginning. It is not for the metal alone we go to the Dead Places now—there are the books and the writings. They are hard to learn. And the magic tools are broken—but we can look at them and wonder. At least, we make a beginning. And, when I am chief priest we shall go beyond the great river. We shall go to the Place of the Gods—the place new-york—not one man but a company. We shall look for the images of the gods and find the god ASHING and the others—the gods Lincoln and Biltmore and Moses. But they were men who built the city, not gods or demons. They were men. I remember the dead man’s face. They were men who were here before us. We must build again.
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Rate of marriage in the US rice supplement essay help: rice supplement essay help

Choice 3:
The rate of marriage in the US is at an all-time low and is continuing to plummet.  In 1960, only 9% of all Americans aged 25 or older have never been married.  Today, that 9% is now 20% and it is projected to continually grow larger.
Think about how societal issues impact the choices of individuals. C. Wright Mills introduced the idea of sociological imagination to explain how sociology can be applied to our everyday experience. Consider how he defines this concept and the importance of being able to make sense of the decline in marriage rates in the US.
How can you apply the concept of the sociological imagination, as described by C. Wright Mills, to the issue of declining marriage rates in the United States? Using C. Wright Mills’ terms, write an essay that clearly defines the sociological imagination and provide examples of how it can be applied to understanding the issue of decreasing marriage rates in the US. Be sure to include how changing sexual, work and familial norms play a role in the decline of marriage rates.
 
Important!
Whichever option you choose, you must write a 3-4 page paper according to the directions for your chosen option.  Please cite your textbook in your paper, since you will be using it for your information.  You do not need to cite additional sources, but are welcome to if you wish.  Remember, anything that you pull information from must be cited.  These papers should be double spaced, 12 point, Times New Roman font.
 
I am requiring this paper to be written in ASA format.  A sure way of losing points is incorrect citations, so please use the link below for the correct ASA formatting of citations.  I will also deduct points for spelling and grammar errors, so please check your work!

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Supplier of health care information technology essay help freeScenario Summary
A Kansas City based supplier of health care information technology (HCIT) solutions has recently hired you as a Human Resource Manager. You are in charge of hiring new medical consultants for the sales division of this organization. Due to the competitive marketplace, sales and revenues are at an all-time low. During your interview, you stated that you could serve as a valuable asset to this company. You noted your long-standing history of selecting the best candidates for a variety of positions and stated that you could bring the sales division back to its place as the leading resource of your organization. You want to perform well at this job because it is a big career move for you.  You know that if people trust your judgement about the quality of the people you hire, that they will trust your judgement about other matters as well.  Also, the more successful HR managers in this company tend to move to higher positions within the organization.
 
Your Role
Your job is to hire a medical consultant to assist with sales of your latest HCIT solutions to a global marketplace. This job requires that the consultant be articulate, sophisticated, and knowledgeable about medical terminology and technology. The job requires frequent travel Monday through Friday in order for the consultant to work with those in the prospective company. This job also includes spending some leisure time after 5:00 P.M. with prospective clients.
 
Your Assignment
Required: Read the case summary and accompanying character descriptions, then answer the following question:
·         Which of these four candidates would you hire for this position and why?
Please state and explain your decision in a one-page summary. Make sure to include a title page. In your summary, be sure to reference course material (readings, lectures, or concepts from the flash cards).
 
Key Players
Ren Sanspit,  Changing Careers
As my resume states, I was a dentist before arthritis made that career too painful. My physician says that my condition would not interfere with this position.  I think working with people in sales would be more interesting than taking bite-wings and placing rubber dams. I am an empty nester and want to devote time to my new career in order to be successful.
Angie Gram, Medical Technologist
As my resume states, I was an engineering major and I designed medical devices. I am very good with people and I am working on improving my English-speaking skills. I graduated first in my class and I wrote a paper on the use of qr codes to monitor patient medication that was recently published in a peer-reviewed journal. I am a leading expert in the medical technology field.
Medica Seles, Informatics Consultant
As my resume states, I have been in a medical sales consultant for five years. I have been awarded the Sales Consultant of the Year at my last company. Currently I am relocating to Kansas City because I will be getting married next month. My credentials are stellar and I graduated at the top of my class in Healthcare Informatics.
Karen Comfort, BSN
As my resume states, I have a BSN and have been employed in  various positions in a variety of medical specialty practices.  I have worked for M.D.s, D.O.s and hospital administrators.  Having worked in so many different specialty practices I am extremely well versed in medical terminology.  I am single, therefore I am available to travel and work long hours.
 
Additional Information

 Understanding
 15
 33.3
Demonstrate a strong grasp of the competing interests involved in choosing a candidate. Demonstrate understanding of how the course concepts apply to the process.

 Analysis
 15
 33.3
Carefully weigh the pros and cons of the available candidates and choose one applying concepts from the course material to justify the selection.

 Execution
 15
 33.3
Clear and succinct answer using strong organization and proper grammar, punctuation, and spelling. In-text citations and reference page are in APA format.

 45
 100
 A quality paper will meet or exceed all of the above requirements.

 
 
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Deviant and criminal behavior college essay help los angeles: college essay help los angelesChoice 1:
Sociologists attempt to understand why members of a society engage in deviant and criminal behavior. From a macro perspective, deviance occurs when the means to achieve culturally defined goals are blocked. This may be due in part to structural inequalities and power imbalances. On the micro level, there are three theories that provide explanations for deviance and crime.
Consider how socialization influences individuals to choose deviant and criminal behavior. Becker, Sutherland and Hirschi have three different theories about how socialization contributes to such behavior. Becker’s theory is called labeling theory, Sutherland’s is called differential association theory, and Hirschi’s is known as control theory. Each provides a unique explanation to help us understand deviance and crime in our everyday lives.
Write an essay that highlights your understanding of deviance and crime. In your response be sure to define deviance and crime and explain the three micro level theories of Becker, Sutherland and Hirschi.
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Changes in cultural norms and values summary and response essay helpChoice 2:
Social change occurs when the social order is significantly altered over time, such as profound changes in cultural norms and values, and behavioral patterns. We all experience social changes over our lifetimes due to macro level causes.
Think about the cultural norms that have changed from the 1960s to today. Write an essay that identifies the macro causes of social change. Specifically include examples of how war and technology may have contributed to these shifts in cultural norms.
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Behavioral Support Plans essay help cheapI only want 6 pages and I will pay $50. I attached a previous week assingment that can be used as an guide.Thank you
 
 
Behavioral Support Plans
Focus of the Final Paper
Review the Week 3 assignment, “Functional Behavioral Assessment Short Paper,” in which you outlined three challenging behaviors (and a possible function for each behavior) commonly observed in young children. Then, explore the purpose and process of behavior management in a paper in which you:

Describe the purpose of behavior management in early childhood education settings, including why it is important to think proactively. Integrate the specific challenging behaviors to be detailed in this paper.
Discuss three strategies teachers may use to determine the functions of challenging behaviors.
Design an individual support plan for each of the challenging behaviors which includes:

the possible functions of the behavior
specific positive behavior supports
replacement behaviors

Summarize the role of the teacher in designing and implementing a classroom behavior plan.

Writing the Final Paper
The Final Paper:

Must be six to eight double-spaced pages in length (not including title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a separate title page with the following:

Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

Must address the topic of the paper with critical thought.
Must use at least three scholarly sources in addition to the course text.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page, formatted according to APA style as outlined in the Ashford Writing Center.
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Student Learning Outcomes -Child development personal essay help: personal essay help

CHLD 109: Observation
 
Student Learning Outcomes
This assignment is designed to assess the following Student Learning Outcomes (SLO):

Employ observation strategies to assess reasons for child behavior.
Evaluate a child’s physical and social environments and propose modifications that foster prosocial behavior.

 
Instructions
This assignment gives you an opportunity to take the information you learn in this course and apply it in real-life scenarios. For this assignment, you will need to observe a classroom at a licensed early childhood facility. Use the following steps to guide you in successfully completing this assignment:
 

Select a licensed child care center. You are responsible for finding a classroom to observe. You will need to call ahead and schedule an observation with the center that you choose. Do not show up unannounced.

The Child Development Center on campus can provide children for this assignment (during the spring and fall semesters). No appointment is necessary to complete an observation at the MiraCosta Child Development Center.

 

You must observe in the classroom for at least 60 minutes (or longer if needed to implement the four observation strategies). When you call to schedule your observation, try to set up time to talk with the teacher or director after your observation so that you can get any questions answered.

 

You are expected to conduct yourself in a professional manner. While you are observing, you are representing MiraCosta College. Dress professionally. Do not interact with the children you are observing. If a child approaches you, be friendly, but direct them back to the teacher. Turn off any cell phones or electronic devices. Do not eat or drink while observing. Do not take a lot of stuff into the centers. All you will need is a notebook and pen. Be as unobtrusive as possible. Your role is a “fly on the wall”. You are not there to inform teachers or caregivers about your opinion or tell them what you think about what they are doing. Remember to thank the teachers and/or director of the school for letting you observe! Students must adhere to the rules of the center in which the observation is taking place.

 
 

You may not observe your own children or children that you spend a lot of time with. Knowing the child/ren that you are observing compromises your ability to be objective. If you work in a preschool, school, or childcare setting, you may not observe children while you are working or “on the clock”.

 

No real names of the children will be used in this assignment.

 
Format
You will be observing children’s behavior in a licensed childcare or school setting. Using the four observation strategies we’ve discussed this semester, document the behavioral situations observed (sharing, problem solving, aggression, acting out, clinging, tattling, etc.) as well as the teacher’s/adult’s response to the behaviors. Be detailed about what you see. Avoid judgment or interpretation in the observation portions. Zoom in on the interactions between the adults and the children. Be as accurate, objective, and specific as possible. Include details such as dialogue, language use, problem solving strategies, roles, how children interact with others, children’s understanding of an activity, etc.
 
The length of your paper will vary, but the average length will be at least 5 pages (excluding title page, abstract, and references). Utilize the following format:
 

Title page
Abstract
Center information

Name of center: Child Development Center at MiraCosta College
Location of center: 1 Barnard Drive, Oceanside, CA 92056
Date and time of observation: March 7, 2014, 3:00-4:45 pm
Number and ages of children: 13 children, 3-4 years old
Adult/child ratio: 2 adults/13 children
Any special information: The lead teacher was absent today. There was a substitute from another classroom, and the regular classroom aide present. The children have just come in from the outside play time.

Environment description: Describe the classroom environment; be detailed about the set-up and layout of the classroom.

 

Helpful tip: You may want to review Unit 2: Observation Skills before you complete you visit a center to complete your observation. Also, you may find this overview of observation strategies helpful as a reminder of the key points, purposes, and drawbacks!

 

Running Account

Observation Notes: State the specific, objective events that you observed in the appropriate format.
Analysis: Discuss possible underlying causes of behavior, evaluate the adult response (or lack thereof), and discuss alternatives to the situation. You will analyze data from your observations and discuss the way you would respond to the behavior. Remember to use APA format, be detailed in your analyses, and cite all sources utilized in your assignment.

Anecdotal Record

Observation Notes: State the specific, objective events that you observed in the appropriate format.
Analysis: Discuss possible underlying causes of behavior, evaluate the adult response (or lack thereof), and discuss alternatives to the situation. You will analyze data from your observations and discuss the way you would respond to the behavior. Remember to use APA format, be detailed in your analyses, and cite all sources utilized in your assignment.

Time Sampling

Observation Notes: State the specific, objective events that you observed in the appropriate format.
Analysis: Discuss possible underlying causes of behavior, evaluate the adult response (or lack thereof), and discuss alternatives to the situation. You will analyze data from your observations and discuss the way you would respond to the behavior. Remember to use APA format, be detailed in your analyses, and cite all sources utilized in your assignment.

Event Sampling

Observation Notes: State the specific, objective events that you observed in the appropriate format.
Analysis: Discuss possible underlying causes of behavior, evaluate the adult response (or lack thereof), and discuss alternatives to the situation. You will analyze data from your observations and discuss the way you would respond to the behavior. Remember to use APA format, be detailed in your analyses, and cite all sources utilized in your assignment.

References

 
Note: I randomly contact at least 25% of schools visited by students to thank them for allowing MiraCosta students to visit their site. I also confirm (by name) that a particular student observed and interviewed a teacher at that site for this assignment. I do this in part to encourage schools to participate in supporting students and in part for the purpose of academic integrity (honesty and ethics).
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The rational choice model of policy making essay help online· Briefly define the rational choice model of policymaking as it was explained in the Unit 1 lecture.
· Explain what is meant by “strategic behavior.” What strategies might a politician use? What goals would a politician be pursuing?
· Do you believe the rational choice model accurately explains the way policymakers behave? Why or why not?
· Briefly define the rational choice model of policymaking as it was explained in the Unit 1 lecture.
· Explain what is meant by “strategic behavior.” What strategies might a politician use? What goals would a politician be pursuing?
· Do you believe the rational choice model accurately explains the way policymakers behave? Why or why not?
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The concepts of principal accomplice essay help writing: essay help writingWrite a well-constructed factual scenario which demonstrates your working knowledge of the concepts of principal, accomplice, accessory, and accessory after the fact. First, construct the set of hypothetical facts involving (at least) the four “players”. These facts must be detailed and explanatory enough to enable your reader to understand the roles of the individuals in the criminal activities which you have designed. Then “teach” your reader by identifying for her which player has which role and explaining why/how the actions of each player meet the legal criteria for that role in the offense. Your essay must be well-written, double-line spaced, and well-formatted. You must use accurate citations.
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Create a historical timeline utilizing information from the textbook and at least two other sources. The timeline should include the following:
1. Important dates and events
2. Eras of health care
3. Determinants and impacts
4. Changing definitions
5. Health-related organizations/entities
Your timeline must include a minimum of eight dates.
End your timeline with your own projections of major reform policies/programs you believe will have the greatest impact on the health care structure.
Provide appropriate and scholarly sources to support your information. Remember that Wikipedia is not considered a scholarly source.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
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Research the following in your community or surrounding area:
• One walk-in clinic, such as urgent care
• One retail clinic in your local grocery store or drug store
• No appointment physician’s office
Write a 1,050- to 1,400-word paper that includes the above centers and addresses the following:
• Analyze the changing landscape of the health care system.
o Differentiate the various places health care is delivered.
• Analyze what impact cultural demographics have on the health care market.
o Analyze the targeted audience of the clinic or office based on cultural demographics.
o Analyze the effectiveness of the marketing approach for the clinic or office to various cultures.
o Analyze the marketing techniques that could be used to improve the marketing within different cultural demographics.
• Differentiate what effect different generations have on the health care market.
• Analyze the targeted audience of the clinic or office based on generational demographics.
o Differentiate the effectiveness of the marketing approach for the clinic or office to various generations.
o Differentiate the marketing techniques that could be used to improve the marketing within different generations.
• Analyze the impact of media and social networking on consumer choices.
Format your assignment according to APA guidelines.
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Assignment 3 The Concept of Program Reengineering

Based on the Case Study Mayor Schell’s Zero Homeless Family Strategy (PDF), write a 45 page paper in which you
Analyze four (4) policy choices of Mayor Schell that were made as part of the strategy for the homeless.
Analyze the PreImplementation and Design Strategies of Mayor Schell and interpret four (4) practical outcomes of his choices.
Reconstruct four (4) steps taken by Mayor Schell to reengineer the program in order to fit the new objectives.
Analyze four (4) reasons for the importance of conducting assessments prior to new program implementation.
Research at least four (4) peerreviewed academic sources.

Your assignment must
Be typed, double spaced, using Times New Roman font (size 12), with oneinch margins on all sides; references must follow APA or schoolspecific format. Check with your professor for any additional instructions.
Include a cover page containing the tile 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 page length.

The specific course learning outcomes associated with this assignment are
Analyze and apply concepts of planning, reengineering, implementation, and program evaluation essential to the study of public administration as it relates to political choice.
Use technology and information resources to research issues in modern public administration.
Write clearly and concisely about modern public administration using proper writing mechanics.
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Write a 1,050- to 1,400-word reflection that details the changing landscape of the health care system. Include the following:
• Explain shifts taking place currently in the health care system.
o For example, consider the shift from acute care to wellness and prevention and the shift in accountability.
• Describe current and potential challenges with the health care system.
• Identify health care cost for consumers.
o Consider how the costs for consumers have evolved.
o What are consumers’ reactions?
• Explain how the health care system is handling challenges.
o Are they effective?
Format your assignment according to APA guidelines.
Cite 2 peer-reviewed, scholarly, or similar references.
Click the Assignment Files tab to submit your assignment.
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Analyze and discuss Scanlan’s motivation college admissions essay help

This assignment is including two parts
You will write a paper on your choice of one of the ethical issues listed by your instructor (see below).  Discuss your perspective on the issue, supporting your arguments with the ethical thinking of one or more of the philosophers covered in this course.
First part
In Session 11, each student is expected to submit their Essay Outline & sources. This includes the following:
 
·       Essay topic (chosen ethical issue)
·       Summary of student’s ethical perspective on the issue
·       Ethical theory or theories they will use to support arguments in the essay
·       Four sources that will be cited
Second part
The final version of the essay is
The essay must be 5 to 6 pages in length, typed, double-spaced, 12 point Times New Roman or Arial font.  APA or MLA format may be used.  The pages must have 1-inch margins all around. Cover and sources pages do not count as the body of the 5 to 6 page essay.
Use at least FOUR sources; two sources must be accessed from the Ivy Tech Virtual Library: http://library.ivytech.edu/c.php?g=429100&p=2927303.  The textbook or Web materials may be cited as sources, but please do not cite Wikipedia or similar information sites (such as Ask.com or About.com), films, blogs, online videos, or comics.  The essay is worth 100 points.
 
Choose ONE of the following ethical issues:
·       Animal Rights
·       Assisted Reproductive Technologies (ART)
·       Capital Punishment
·       Cloning/Stem Cell Research/Fetal Experimentation (discuss one or more areas)
·       Environment
·       Euthanasia/Assisted Suicide (discuss one or both)
·       Gay Rights
·       Pornography
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The Concept of Ethical Obligations essay help cheap: essay help cheapAssignment 2 The Concept of Ethical Obligations
Based on the case study, George Tenet and the Last Great Days of the CIA, in Stillman, Chapter 16, write a 45 page paper in which you
Identify four (4) crosscoded ethical dilemmas facing former CIA Director George Tenet and assess their impact on his leadership abilities.
Analyze four (4) ways in which Tenet addressed the prioritization of ethical concerns.
Identify and explain four (4) strategies used in competing ethical obligations in relation to the many intergovernmental organizations that overlapped his office.
Elaborate on four (4) relevant notions for designing ethical maps for defining and prioritizing ethical obligations.
Research and cite at least four (4) peerreviewed academic sources.
6. Prepare a 510 in class oral powerpoint presentation on an ethical issues involving local public officials within DC local government. Presentation should provide background on topic; explain the ethical delimma; describe the impact on the city; explain how the matter resolved; provide strategies of how matter could have been avoided. Professor must approve each topic.
Your assignment must
Be typed, double spaced, using Times New Roman font (size 12), with oneinch margins on all sides; references must follow APA or schoolspecific format. Check with your professor for any additional instructions.
Include a cover page containing the tile 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 page length.
Include a cover and reference page for powerpoint presentation.
The specific course learning outcomes associated with this assignment are
Assess the changing nature and responsibilities for managing public and nonprofit organizations.
Critique ethics in public service and its influence to the study of public administration as it relates to political choice.
Use technology and information resources to research issues in modern public administration.
Write clearly and concisely about modern public administration using proper writing mechanics.
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The concepts of “presentation of self” medical school essay helpUnit III Scholarly Activity In Chapter 4 of the textbook, you were introduced to the concepts of “presentation of self” and “impression management.” For your assignment in this unit, you will study your digital footprint using both the micro theories of self, found in Goffman’s concepts, and the concepts found in Chapter 5. Start by doing some research on your digital footprint. Review various websites of interest that can assist you in your assignment. One example is the Internet Society website (hint: look under the section What We Do, then Internet Technology Matters, then Privacy and Identity—listed on the left side of the screen). Then complete the assignment below: 1. Discuss your social self, or how you introduce yourself in social situations, in your opening paragraph. 2. Google yourself. This search will give you several arenas for your digital footprint. a. Describe the various websites you find that you could use to learn about yourself (e.g., you might see your birth record link). b. Discuss who manages these sites and thus is involved in the management of your presentation of self c. To which statuses and groups do you belong? How do these affect your digital footprint? d. In what ways can aspects of your digital footprint impact personal or professional opportunities? 3. Next, open your Facebook, Twitter, LinkedIn, or other online networking site. a. In a few paragraphs, explain how you manage your self-presentation on these websites. Be sure to include information such as your statuses, roles, and identities that you present on the sites. b. Discuss why you chose to include those statuses, roles, and identities, but not others. c. Explain how social structure shapes what you reveal and what you hide about yourself. d. How does the way you are managing your self-presentation online impact your personal and professional opportunities? NOTE: If you do not use the above-mentioned social media, interview someone who does and get their responses to questions 3a, 3b, 3c, and 3d. Your final submission must be a minimum of two full pages. As always, use APA formatting with in-text citations and a proper references page. Ensure that you cite all sources used in your response.
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Starting a Business Online persuasive essay help: persuasive essay helpImagine that you own a small, local clothing store along the Jersey Shore boardwalk and decide that you want to engage in e-Commerce.
 
Write a 4-5 page paper on the following:
 

Imagine that someone has offered you $1,000 to buy your domain name shortly after your started your business online. Explain why or why you would not sell and cite the ethical dilemmas involved.

The e-Commerce software you will be using must provide a catalog display, shopping cart capabilities, and transaction processing. The convenience and usability for the customer are benefits of these functions. State how each of these functions could be beneficial to your business.

Your business will have created a presence in the physical world by having a store along the boardwalk. Assess how you will create an effective presence on the Web, meeting the objectives listed in Chapter 3. Be sure to include how you would improve Web presence by increasing Website usability.

Develop a Web marketing strategy for your company including the following: identify the market segments you will target, how you will reach that segment, and explain how you will advertise on the Web.

Your assignment must:
 

Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific 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 page length.

The specific course learning outcomes associated with this assignment are:
 

Summarize the principle security and privacy issues related to electronic commerce and actions firms can take to address these issues.

Identify the basic elements of the technology infrastructure used to conduct electronic business.

Explain the basic communications and network concepts used in electronic commerce and the basic functioning of the Internet and the World Wide Web.

Outline the considerations for marketing on the World Wide Web and creating an effective Web presence.

Use technology and information resources to research issues in fundamentals of e-business.

Write clearly and concisely about fundamentals of e-business using proper writing mechanics.
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Problem solving and decision-making need essay help: need essay help

Week 4 Assignment 1 – Submit Here .
Students, please view the “Submit a Clickable Rubric Assignment” in the Student Center.
Instructors, training on how to grade is within the Instructor Center.
Assignment 1: Applications of the Scientific Method
Due Week 4 and worth 160 points
The scientific method is useful in problem solving and decision-making in a wide variety of fields. In this assignment, you will demonstrate how to use the scientific method to make decisions and solve problems in your field of study or everyday life.
Identify a specific problem often faced in your field of study or everyday life. Research your problem and assess your data / research. Examples of such problems could be:
1.Business
1.Developing a new product that is superior to competitor’s brands; or
2.Establishing a price for a new product using the law of supply and demand;
2.Information Systems and Technology
1.The use of personal electronic devices for work purpose, or
2.Determining in the most cost-effective computer for your business;
3.Criminal Justice
1.The reliability of eyewitness testimony, or
2.Determining what evidence reveals to you about a crime;
4.Everyday Life
1.Selecting a particular brand of detergent, or
2.Determining the most cost-efficient transportation / route for your commute.
Write a three to five (3-5) page paper in which you:
1.Explain the scientific method and describe the overall manner in which you would apply it in your field of study or everyday life.
2.Propose one (1) testable hypothesis to explain / solve the problem you have selected. State the expected outcomes of your actions and include criteria for determining whether or not these actions would succeed. Note: Your hypothesis should be stated very precisely.
3.Describe the main actions that you intend to put into place to test the hypothesis that you proposed in Question 2. Describe the way in which you would evaluate the success of your program. Include the results that you would deem as a success and the results that would be considered a failure.
4.Discuss the wisdom behind the strategy you would use to test the hypothesis from Question 3, and describe the additional steps you might take, depending on the results of your test. Note: These additional steps might be to revise your original hypothesis (if the results were unsatisfactory) or to propose new hypotheses. The goal is to continuously improve your understanding of the factors influencing your outcomes, to be able to achieve greater results over time.
5.Use at least two (2) quality resources / references in this assignment. Note: Wikipedia and personal blogs do not qualify as quality resources.
Your report 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 or school-specific 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:
•Apply concepts in physical sciences to evaluate current trends and issues in the modern world.
•Describe the physical processes influencing climate and weather.
•Use technology and information resources to research issues in physical sciences.
•Write clearly and concisely about physical sciences using proper writing mechanics
**** I was given a subject from the teacher and listed below is what I have come up with already****
Establishing a more harsh punishment for “White Collar crime that would reduce fraud in Corporate America.
The scientific method is an ongoing process, which usually begins with observations about the natural world. Human beings are naturally inquisitive, so they often come up with questions about things they see or hear and often develop ideas (hypotheses) about why things are the way they are. The best hypotheses lead to predictions that can be tested in various ways, including making further observations about nature. In general, the strongest tests of hypotheses come from carefully controlled and replicated experiments that gather empirical data. Depending on how well the tests match the predictions, the original hypothesis may require refinement, alteration, expansion or even rejection. If a particular hypothesis becomes very well supported a general theory may be developed. The scientific method is one of the most powerful of all the approaches yet devised for obtaining answers to questions and the scientific method not only validates its own hypothesis but also opens to refine, alter, expand or even reject the hypothesis.
The applicability of the scientific method in determining the punishment for “White Collar crime that would reduce fraud in Corporate America can be clearly visualized. The problem to determine a punishment for “White Collar crime that would reduce fraud in Corporate America is scientific in nature as one can easily observe that before we can issue a harsh punishment for “White Collar” crime, Where in the law does it say that sentences have to be proportional? Sometimes, the answer is, “Nowhere.” Other times, it’s clearly spelled out. It all depends on if you’re dealing with state or federal law. Thus, by observation the assumption that potential and actual offenders respond to both positive and negative incentives, with “White Collar” crime and that the volume of fraud offences in Corporate America, In most cases the punishment for the laws that are broken don’t seem to be that offence for stealing from a company. At, the same time trying to establish a more severe punishment for “White Collar” still need to go through al the steps followed by scientific method such as hypothesis formulation, test of hypothesis, analzation of data and drawing a conclusion.
 
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Residential patterns affect intergroup relations college essay help service

The focus of this paper is to explore how residential patterns affect intergroup relations. You will use research approaches such as observation and secondary data analysis to further understand your community. You will need to choose whether you will research your city, county, or state. Be sure to choose a large enough geographic area to perform meaningful analysis. For example, if you live in Hawaii, you may want to research your state. If you live in a small town, you may want to research your county. If you live in Atlanta or another big city, researching at the city level should be fine.
Step 1: Using Secondary Data
Use the data gathered on your chosen locality in the Week Three assignment, “Demographic Report,” . If more data is needed, use demographic data from the latest census (available online using the US Census American FactFinder) and identify the various social and economic characteristics (i.e., education, population, housing, race, class, etc.) of this locale. You can also check government websites for your state, county or city for data. Present your findings in two to three pages of the paper.
Step 2: Using an Observational Study 
Taking the information you have gathered in Step 1 regarding social and economic characteristics, and take 30 to 60 minutes observing your community or use a newspaper if you’re unable to physically go to your community. Take notes of what you observe. Compare this data to what was found in the census data and make note if there are differences. Present your findings in one to two pages of the paper.
Step 3: Analysis and Reporting of Research
Analyze your data and present your responses in two to three pages in the paper:

Describe how segregated the neighborhoods are in your locality. Be sure to consider the various social inequality indicators: race, ethnicity, class, gender, and perhaps sexuality for some areas.
Indicate if there are policies, practices, or specific circumstances that have created and maintained these patterns.
Here are some examples of aspects to consider: Historically, has there always been racial segregation or not? Was it traditionally an area of immigration from a certain ethnic region? Is there an LGBT community? Was it an industrial area that had a strong working class community, or is it a technology area with highly educated citizens? Have there been efforts to desegregate or plans in the future?

In Chapter 1 and throughout the text, you have explored several sociological theoretical perspectives. Indicate which theoretical perspective best presents your analysis of your locality. Describe why you have chosen this theoretical perspective and ensure you include detail on which theorist’s work is most representative.

The Research Paper:

Must be seven to nine double-spaced pages in length (excluding title and reference pages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title page with the following:

Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least five scholarly resources, including a minimum of two from the Ashford University Library.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference page

 

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Assignment : Victims’ Rights college essay help online: college essay help onlineAssignment 1: Victims’ Rights
The death penalty is one of the most controversial topics in the criminal justice system. In the US criminal justice system, the government represents the victim. At the time of sentencing, many states allow victim impact statements. There are additional issues to consider in the application of the death penalty. Some of these issues are race, age, and cost.
Use the Argosy University Online Library resources to research the role of the victims in sentencing a defendant.
Submission Details:
By Saturday, June 25, 2016, in a minimum of 250 words, post your responses to the following topics to this Discussion Area.

Discuss what you learned, focusing on such topics as racial disparity, juveniles, and victim impact statements. Be sure to cite your sources of information in the APA style.
Describe a specific case you learned about in the news where victims’ rights figured prominently (either in a positive or in a negative way).

By Wednesday, June 29, 2016, respond to at least two of your classmates’ posts.

As you read your classmates’ posts, use critical thinking and consider a different perspective. Identify some aspect of victims’ rights that you had not previously thought of.
Is there anything about victims’ rights that a fellow student posted that you disagree with?
Ask your classmates questions to challenge their perspectives.

Discussion Grading Criteria and Rubric
All discussion assignments in this course will be graded using a rubric. This assignment is worth 40 points. Download the discussion rubric and carefully read it to understand the expectations.

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Solving Youth Unemployment in Canada popular mba argumentative essay help

You may approach these topics in any particular way that you want; however, your essay MUST focus on one of these four main issue focuses (failure to do so will result in significant reduction of
marks). For example, if you choose to write on People and politics: Social issues in Canadian Politics,
you may want to focus on the issue of legalizing same sex marriage in Ontario or abortion etc. You may choose any subtopic that will fall under the four issues listed above. The most effective way to
produce a well written research paper is to organize your arguments in the form of an outline,
though you are not required to use this approach and will not be submitting it for evaluation. After you have selected your topic, start thinking about how you would like to present it, your arguments, what is it that you wish to prove, how you will prove it, etc.
Content of Your Paper – The final component of this assignment is a well-organized research essay.
Please write in full sentences, and your final essay must have an introduction, thesis statement, body paragraphs, conclusion and reference page. Your may format your references in any way you wish (APA, MLA, Chicago style, footnote, endnote etc) as long as it is consistent. Your final
assignment must have a MINIMUM of 6 references, 3 of which must be academic sources (i.e. either articles from peer reviewed journals or books. Magazines, periodical and websites are NOT academic sources, if you are unsure if the source is academic or not, please consult your instructor
before proceeding). If you wish you may also use headings in your essay. Your essay should be approximately 6 pages, double spaced, 12 point Times New Roman font.
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Implementation strategy for the treatment plan college application essay help online

Scenario One: Belinda
 
Belinda is an 18-year-old woman and is pregnant with her second child. Belinda believes she is 8.5 months pregnant, but she is not really sure. She has not seen a doctor since her initial doctor visit when she took the pregnancy test. She has not had any prenatal care during her pregnancy. Belinda’s first child, Benny, was delivered by cesarean section and is now 16 months old.
 
Belinda is an American Indian and has a Certificate of Degree of Indian Blood (CDIB) for both Muscogee Creek Nation and Cheyenne and Arapaho Tribes. Belinda is currently living in an apartment with her children’s father, but she suspects that they will be evicted soon for not paying rent. Neither Belinda nor the children’s father has a job, and both have been unemployed for several months. Belinda and her boyfriend do not have transportation. Additionally, neither has any personal identification documents—such as a social security card, birth certificate, or driver’s license—other than a CDIB card.
 
 
Belinda would like to become a nurse, but she dropped out of high school half way through the ninth grade.
 
Review the case study scenario above.  Write, as a team, a 200- to 250-word paper summarizing the treatment plan. Include the following in your paper:

An implementation strategy for the treatment plan

Format your paper consistent with APA guidelines.
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Systems of Religion and Politics popular mba argumentative essay help: popular mba argumentative essay help

Select a country from the following list and research the political history and the religious history of the country from the last twenty years:

Japan
North Korea
Iraq
Syria
Afghanistan
Egypt

Write an essay in which you include the following:

Analyze the ways in which government and religion interact with each other. What influence does one have over the other? Please provide two specific examples.
Discuss the significance of religion and government on other characteristics of the country’s culture such as in literature, music, and art. Please provide two specific examples.

What influences and impacts of religion and politics do you see on the  social and business aspect of the country? Please provide two specific examples.

How do you think recent events affecting the people of the country have their roots in what you have learned about historical cultural trends in religion and government?

 
The essay content will have 3 to 4 pages double-spaced with an introduction, body, and conclusion. Then add the title page and reference page for 5-6 pages. An essay does not include the questions within the report rather written in a manner the reader understands the question. Use New Times Roman 12 inch font.
√ Introduction At least 5 introduction sentences – the sentence is a topic sentence and the remaining paragraph highlights what is in the report.
√  Body (Remember to remove the sentences)
√ Select a country – Japan, North Korea, Iraq, Syria, Afghanistan, Egypt
√ Research the political history and the religious history of the country: The focus is not on history, though some historical information is needed in the report.
√ Essay Questions Template – 
The General Evolutionary Lines of Both the Governmental and Religious Cultural Histories of [the country you have selected from the provided list] and Probable Reasons for These Evolutionary Trends
    Double space, 12’ font – respond here and then remove the question.
The Ways In Which Government and Religion Interact With Each Other and the Influences Each Has on the Other
    Double space, 12’ font – respond here and then remove the question.
The Influences and Impacts on the Overall Culture, both Social and Business, of the Religious and Political Interactions
    Double space, 12’ font – respond here and then remove the question.
The Primary Influences of Religion and Politics on the People and Their Culture
    Double space, 12’ font – respond here and then remove the question.
How Recent Events Affecting the People of the Country Have Their Roots in What You Have Learned About Historical Cultural Trends in Religion and Government
    Double space, 12’ font – respond here and then remove the question.
√ Conclusion   At least 5 concluding sentences. Wra
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Society has constructed the LGBT identity high school essay helpI have 2 quick questions needed in less than 2 hours. So if you can complete in 1 and a half hours it will be great.
Each question to be 210 words
Add a ew references
1. How society has constructed the LGBT identity(Lesbia,Gay,Bisexual,Transgender)
2.A summary of existing or proposed solutions of differing groups. Consider the U.S. Equal Employment Opportunity Commission, corporate human resource departments, state or federal laws and regulations, political strategies, government agencies, religious groups, activist groups, and other grass roots organizations
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Essay/implementation plan essay help free: essay help freeChoose one of the following 3 pedagogical responses reviewed in class: Multicultural Education, Sociocultural Theory, or Funds of Knowledge. Address the following components in essay format:
a. Definition/Description: Identify and define the pedagogical response you chose in your own words. Describe how this pedagogical response addresses cultural diversity.
b. Implementation Plan: Outline an implementation plan/action plan for applying this pedagogical response to your teaching. Provide clear, tangible and practical actions and strategies. Here are some guiding questions:
i. How would you implement this in your classroom?
ii. What challenges do you anticipate and how would you address those?
iii. What benefits would this provide to your students?
c. Rationale/Justification: Provide your rationale and justification for electing this particular pedagogical response. Here again are some guiding questions:
i. Why did you choose this response?
ii. What most draws you to it/makes it appealing to you?
iii. Why not the others?
iv. Why does it fare better in comparison?
v. What challenges does this pedagogical response present to your teaching?
vi. How would your students’ learning be impacted by experiencing this pedagogical response?
vii. How does this pedagogical response align with your own personal philosophy of teaching and learning?
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Research: Sampling Components college essay help near me: college essay help near me

In previous weeks of the course, you explored the importance of conceptualizing and defining variables. Those tasks set the guidelines for research and have many important consequences for the results. In sampling methods research as well, guidelines must be set. Researchers must conceptualize and define important components of probability sampling.
For this Application Assignment, you define and explain the role of all of those terms within the context of probability sampling. You also explain potential advantages of probability sampling over nonprobability sampling.
The assignment (2–3 pages):

Explain the definition and role of each of the following components of probability sampling: element, population, study population, random selection, sampling unit, statistic, and parameter.
Finally, explain advantages of probability sampling over nonprobability sampling.
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Monitoring Our Home Planet medical school essay help

Assignment 1: LASA 2: Monitoring Our Home Planet
The Internet is a powerful tool that provides the ability to monitor natural phenomena and disasters that happen all over planet Earth.
In this assignment, you will research resources available on the Internet for monitoring natural phenomena including earthquakes, volcanoes, tsunamis, global climate, and weather.
Based on your research, do the following:

Identify a minimum of three different natural phenomena that are typically responsible for natural disasters. Analyze the potential impact of these disasters.
Analyze how these phenomenon are monitored, or not, via the Internet. Critique available Web sites, which publicly display up-to-date monitored information related to each of the natural phenomena you have identified. Focus on the following aspects:

Geography

What parts of the world are potentially affected by these phenomena? Specifically identify the countries.

Resources

What kinds of resources are allocated toward monitoring these phenomena and why?
What types of Web resources monitor the phenomena and provide up-to-date information about them?
What kinds of technology are involved in monitoring the phenomena?

Politics

What political ramifications would this disaster-preparedness technology cause between more-developed countries and less-developed countries?
What kinds of issues could this technology cause between less-developed countries?

Economics

How would this technology directly impact the economies of those countries that have the technology versus those countries that do not?
Do you predict any indirect impacts? What current evidence supports your position?

Disaster Preparedness

What types of systems are in place in terms of disaster preparedness related to these monitored phenomena?

Summarize your findings. Evaluate how this technology will impact the future of humanity, both positively and negatively. Be sure to consider the political and economic issues discussed in your future predictions.
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“The Predicament” Case Study college admission essay help: college admission essay help“The Predicament” Case Study Discussion
Jenny completed her high school education and dreamed of going to college. After 10 years and two children, she finally realized her dream. She started classes at an online university because it matched her current work schedule and allowed her the flexibility to spend time with her children. She completed her first class with excellent grades and was looking forward to her next class session. Just when things seem to be running smoothly, other significant events happened. Jenny’s office had a downsizing, and several individuals lost their jobs. Fortunately, Jenny was one of the employees who was able to stay with the company. However, her boss, Tom, changed her hours and assigned her more responsibility. This change happened during Week 2 of her 5-week session.
Getting adjusted to her new duties required a lot of Jenny’s time, and she was too exhausted at the end of the day to complete her coursework. She barely made her Unit 3 due date and was falling behind in her Unit 4 assignment. If she did not get at least a C in this class, she could be in jeopardy of losing her tuition reimbursement. She was not going to be able to continue with school if she did not have financial assistance. Jenny contacted her instructor, Professor Poe, on Wednesday and asked him for an extension. He advised Jenny that he had posted his late policy and she would receive any late penalties as well as any point deductions for poor writing and improper grammar usage. He stated he could not make exceptions to the policy.
Jenny shared her concerns with her coworker, Gloria. After listening to the situation, Gloria told her, “Jenny, no one writes their own papers anymore. There are lots of places on the Internet that sell papers on just about any topic. My cousin has submitted them several times and always gets good grades. This way, you won’t get points deducted for poor writing. I’ll get a list of sites for you.”
It is Saturday evening, and Jenny is just sitting down to start her paper. She logs onto her computer and notices that she has an e-mail form Gloria. It is a message that has a paper attached that Gloria’s cousin, Louise, says should work for Jenny’s class. If Jenny tweaks the paper slightly, she can spend some time with her children and get some additional rest before starting next week’s assignment. Jenny hesitates for a moment but decides to tweak the paper and submit it. It takes Professor Poe about 8 minutes to determine that the paper submitted by Jenny has been purchased from an Internet site. Up to this point, Jenny had been receiving good grades on her submissions, but he will have to give her a 0 on this paper. He is thinking about letting her resubmit but remembers that Dean Brown has reminded faculty that they must adhere to the university’s Academic Integrity Policy. Professor Poe escalates the situation to Dean Brown. Dean Brown determines that the paper is purchased, so Jenny fails the assignment, and an Academic Integrity violation is put in her file.
Assignment Specifics

Upon reading the “The Predicament” case study above, prepare a post that discusses your perspective of the levels of fault of each character (Gloria, Louise, Professor Poe, Dean Brown, Jenny, and Tom).

Your post should include the following:

Using the numbers 1–6, where 1 is most at fault and 6 is least at fault, rank the characters in order of the person who is most at fault as #1, down to the person who is least at fault as #6 for Jenny’s failing grade on her Unit 4 assignment. (There are 6 people, so assign only 1 number per individual.)
Support your decision for the rankings.
Offer your suggestions for what you believe Jenny should do next.
Describe any time management strategies that you believe Jenny should try in the future to avoid a repeat of this type of situation.

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Sample Legislation Paper essay help servicesThere are several different types of legislation. For this assignment you are writing a “public bill” for introduction into the House of Representatives. Public bills are items of legislation that affect the general welfare or address a general question. Therefore, you’re writing a potential policy that affects a wide range of the general public (or, at least, your constituents). Your public bill will be placed on the House Calendar. Again, there are several different types of legislative calendars depending on the type of legislation being debated. However, we are simplifying the process by using a single calendar for all bills. All bills will be introduced in the second session of the 114th Congress. You do not need to give your bill an “H.R. number.” Use the sample legislation as a formatting guide. Use the following websites to find legislation introduced by the representative you are playing, or create your own legislation based on your representative’s policy goals (refer to assignment #2 for ideas). Use any legislation you find as a guide, but know that you not not have include every single aspect of the legislation into your assignment. Your representative’s .gov website The library of Congress database – www.congress.gov (you can search by House member) Steps for Writing your Legislation Step 1 – Write a statement of purpose for the legislation you intend to propose. Some elements are common to all pieces of legislation. For example, every piece of legislation has a statement of purpose that can be found directly beneath its number. This statement of purpose explains what the bill is about. If you look at the sample legislation, you’ll notice these statements of purpose come immediately following the notation, “A bill to…” Step 2 – Give your legislation a title. In addition to a statement of purpose, most major legislation also includes a title—that is, a way of referring to the legislation. Sometimes these titles are simply descriptive (e.g., “Nuclear Threat Reduction Act”); other times, they can be catchy phrases or can be converted to easy-to-remember acronyms (e.g, “Racketeer Influenced and Corrupt Organizations Act or RICO). The title should begin “Section 1” after your statement of purpose. Below the title you need to include a brief paragraph telling everyone that you are introducing the bill. Additionally, you should include the committee you would like the bill to be referred to. Therefore, you need to review the committee descriptions to ensure you select the appropriate committee (found at the end of this document). It is generally a good idea to pick a policy issue covered by the committee you are assigned to. Step 3 – Draft as least one, but as many as are needed, statements of findings or “whereas” clauses for your legislation. Many pieces of legislation include a justification for the legislation. In this case, the justification comes in the form of a statement of findings, which comes after your title. You will need to present some justification for your legislation. Step 3 – Outline the major themes of your legislation. The remainder of the legislation should be focused on the substance of what it is you are trying to accomplish. As you write this section, you will need to separate your main ideas into major headings and include details about each of the subheadings. These details could include the appropriation of funds to support the legislation; they might specify to whom the legislation will apply (what part of the population?); and/or these details may simply clarify your major themes. Be as broad or specific as you feel is necessary to get your message across. Your major themes should be a part of section 3 in your legislation. Refer to the sample legislation to guide you through this process. Step 4 – Draft the approach sunrise and sunset provisions in your legislation. A sunrise provision sets a date for the legislation to take effect. A sunset provision sets a date—if you so desire—for the legislation to expire. All legislation includes some form of sunrise provisions. Your sunrise/sunset provisions should be a part of section 3 of your legislation.
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LASA 2— Corporate Compliance law essay helpAssignment 1: LASA 2— Corporate Compliance
 
You are a corporate compliance officer for a hospital.  You are also a feature writer for The Medical Reporter, an online health magazine.  The editor asks you to write an 8-10 page feature story about the steps you should take when fraud and abuse cases are reported to a facility. This is very timely as you recently received a call on your “hotline” regarding a potential fraud and abuse issue.  The caller indicated that Dr. Greedy was billing for services that had not been provided.  You are in danger of losing reimbursement for Medicare and Medicaid programs if this behavior is not stopped.   Your feature should address the ethical and moral components that healthcare providers and healthcare facilities face with fraud and abuse issues.  Your research should include the following aspects:
 
I.            How to conduct an investigation.  It should include the following elements:
 
a.            Reviewing the initial complaint: What are the items you should look for in a compliant to determine validity?
b.            Notifying the appropriate upper management of the complaint unless they are implicated in the complaint: What are the steps to take to determine who is involved?
c.            Obtaining additional information as necessary and developing a plan for the investigation:  What other items are important to the investigation?
d.            Conducting interviews with staff, residents and/or management: Delineate the types of questions to ask in the interview.
e.            Determining if the allegations are substantiated or unsubstantiated: Identify criteria to determine if substantiated or unsubstantiated.
 
II.            How to develop a correction action plan. The plan may suggest:
 
a.            A recommendation for a subsequent audit or follow-up to the complaint and determination of when this is necessary.
b.            A recommendation to refund any overpayments to federal government, insurance company or individual payer and when that may be the best course of action.
 
By Saturday, August 24, 2013, deliver your assignment to the M5: Assignment 1 Dropbox.
Use the following file naming convention: LastnameFirstInitial_M5_A1.doc.
 
 
 
 

Assignment 1 Grading Criteria
Maximum Points

Discussed the process for reviewing the initial healthcare fraud and abuse complaint and the items to look for to determine validity.
36

Explained the steps to take to determine who is involved in the complaint.
32

Discussed how to obtain additional information to develop a plan for the investigation and the items, which would be important to the investigation.
32

Explained how to conduct interviews with staff, residents and/or management and the types of questions to ask in the interview.
32

Identified the criteria to determine if the allegations are substantiated or unsubstantiated.
32

Explained how to determine when a recommendation for a subsequent audit or follow-up to the complaint is necessary.
36

Discussed the best course of action when a recommendation to refund any overpayments to federal government, insurance company or individual payer is warranted.
36

Written Components:
Style (8 points): Tone, audience, and word choice
Organization (16 points): Introduction, transitions, and conclusion
Usage and Mechanics (16 points): Grammar, spelling, and sentence structure
APA Elements (24 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
64

Total:
300

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Climate Change Response personal essay help: personal essay helpSome people you know say they don’t believe that the climate is changing.  After this week’s readings, how would you respond?
 
Write a 525- to 700-word response including:
·         How scientists learn about past global temperatures and climates.
·         The greenhouse effect.
·         Greenhouse gases and their role in current climate change.
·         One piece of data scientists offer to show that the climate is changing globally (see this NASA website:http:/ /climate. nasa.gov/evidence/).
 
·         Expected impacts of climate change in your area (this EPA website is very helpful: www3.epa.gov/climatechange/impacts/).
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Environmental Analysis Presentation medical school essay helpPerform an analysis of an environmental issue. Prepare a 5- to 8-slide PowerPoint® presentation with detailed speaker notes. If you first discuss options with your faculty member, you are also welcome to use a tool such as “Voice Thread” to add audio to your presentation.
Include the following:
o A description of an environmental issue including the cause of the issue and its effects on the environment and people.
o An explanation of how economics and personal lifestyle choice are involved in this issue.
o An explanation of how individuals, communities, and/or governments are working to address the environmental issue.
o Your opinion as to whether the issue is being adequately addressed and suggestions of ways it could be better addressed.
Include at least 2 outside resources for your presentation. Format your presentation according to APA guidelines.
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The Effects of Means-Tested Social Programs essay help fairfax: essay help fairfaxDiscussion 1: The Effects of Means-Tested Social Programs
What is welfare? When you hear the word “welfare,” do you picture images of individuals who are facing hard times? While there is more than one type of social program available in the United States to those who need it, social welfare programs like TANF provide assistance to families in need through government tax revenues. Programs like these are often referred to as “public assistance” or “means-tested programs.” These programs have eligibility criteria that are based on the individual’s or the family’s household income and assets. Do these types of programs exist in your state or region? If so, what are the criteria? If you encountered a client like Eboni Logan, from the Logan Family video, who soon will become a mother, how might you best assist her in obtaining benefits from these types of programs?
 
For this Discussion, review this week’s resources, including the Logan Family video case. Consider the means-tested programs that might be available to her in your state or region. Then, think about the likely long-term outcomes for Eboni and her child, if she chooses to parent. Finally, reflect on the state welfare policies that might help her manage the responsibilities of parenthood.
 
Post by WEDNESDAY 9PM NEW YORK TIME a brief explanation of the means-tested programs that might be available to Eboni. Be sure your answer is specific to the means-tested programs available in the state/region of The U.S. State of Connecticut. Then, explain the potential long-term outcomes for Eboni and her child, if she chooses to parent. Finally, explain the state public assistance policies that might help Eboni manage the responsibilities of parenthood.
 
References/Resources
Laureate Education (Producer). (2013). Sessions: Logan family Episode 4 of 42) [Video file]. Retrieved from https://class.waldenu.edu
U.S. Department of Health & Human Services. (n.d.). Office of Planning, Research & Evaluation. Retrieved November 14, 2013, from http://www.acf.hhs.gov/programs/opre/research
 

Popple, P. R., & Leighninger, L. (2015). The policy-based profession: An introduction to social welfare policy analysis for social workers.(6th ed.). Upper Saddle River, NJ: Pearson Education.

Chapter 6, “Fighting poverty: Temporary Assistance to Needy Families” (pp. 101-138)

[removed]Bentele, K. G., & Nicoli, L. T. (2012). Ending access as we know it: State welfare benefit coverage in the TANF era. Social Service Review, 86(2), 223–268.
Retrieved from the Walden Library databases.
[removed]Posiniewski, L. (2011). A unique approach to meeting the employment and training needs of food stamp recipients. Policy & Practice, 69(2), 14–15.
Retrieved from the Walden Library databases.
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Moral Issues in Film Paper melbourne essay help: melbourne essay helpMoral Issues in Film Paper
For this assignment, you will select a film that deals with a moral concern. You will briefly summarize this film (250 words). Then, you will analyze how the film treats this moral issue. Use the text to support your analysis (about 500 words). The paper will be due at the end of Module 5 and should employ an APA title page, in-text citations and a References page.
 
Use;
 
Rosenstand, N. (2013) The Moral Of the Story. New York, NY: McGraw-Hill Companies
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Multicultural Counseling Video Analysis my assignment essay help

Watch the “Multicultural Counseling and Psychotherapy” video found in this week’s Electronic Reserve Readings.
 
Write a 1,000 word paper that addresses the following:

How do the counselors help clients become aware of their own expression of cultural identity? Provide some examples.
What are some multicultural issues affecting the clients and their situations?
What strategies are the counselors using to identify areas where multicultural issues are playing a role in the clients’ concerns or problems? How do the counselors help clients realize the positive attributes of their cultural identity?
Using reflections from the video, how do you view culture in your own life and in the shaping of your own identity? How does it affect your values and belief systems? What do you appreciate about your own identity, cultural or otherwise?

Format your paper consistent with APA guidelines.
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Summarizing the treatment plan persuasive essay help: persuasive essay helpReview the case study scenario you selected from the Case Study
Scenarios in Week 2.
Complete the Treatment or Goal Service Plan. Each Learning Team member must complete the plan individually.
Discuss the results of your Treatment or Goal Service Plan.
Complete a Treatment or Goal Service plan as a team after discussing the results of the individual plans.
Write, as a team, a 700- to 1,050-word paper summarizing the treatment plan. Include the following in your paper:

A description of the treatment plan
A minimum of three strategies to motivate the client to follow the treatment plan
An implementation strategy for the treatment plan

Format your paper consistent with APA guidelines.
 
Belinda is an 18-year-old woman and is pregnant with her second child. Belinda believes she is 8.5 months pregnant, but she is not really sure. She has not seen a doctor since her initial doctor visit when she took the pregnancy test. She has not had any prenatal care during her pregnancy. Belinda’s first child, Benny, was delivered by cesarean section and is now 16 months old.
 
Belinda is an American Indian and has a Certificate of Degree of Indian Blood (CDIB) for both Muscogee Creek Nation and Cheyenne and Arapaho Tribes. Belinda is currently living in an apartment with her children’s father, but she suspects that they will be evicted soon for not paying rent. Neither Belinda nor the children’s father has a job, and both have been unemployed for several months. Belinda and her boyfriend do not have transportation. Additionally, neither has any personal identification documents—such as a social security card, birth certificate, or driver’s license—other than a CDIB card.
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Internet Resources on Family Policy essay help app

Click through 10-12 Internet Resources on Family Policy provided for this class.  Using the criteria in the article below,   evaluate 3 of the websites listed for accuracy and credibility, placing your comments in the table provided. Then choose a website on your own that illustrates poor credibility and explain why you find it disreputable, in the final column of the table.  Post your table in the Forum.
Evaluating Print vs. Internet Sources
https://owl.english.purdue.edu/owl/resource/553/04/
 
Forum 3: WEBSITE CREDIBILITY TABLE (also attached, below)
 

 
Website #1
Website #2
Website #3
Website#4 (disreputable)

Publication process
 
 
 
 

Authorship and affiliations
 
 
 
 

Sources and quotations
 
 
 
 

Bias and special interests
 
 
 
 

Author qualifications
 
 
 
 

Publication information
 
 
 
 

400 Level Forum Grading Rubric
 
Possible points
Student points

Met initial post deadline (Wednesday)
 10
 

Initial post is substantive
 10
 

Initial post is at least 400 words
 10
 

Initial post employs at least two citations; one can be text; other must be from an academic source
 10
 

 

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