Informal Learning experience, assignment help (700-1050 words)

/in /by

Write a 700- to 1,050-word paper describing an informal learning experience you have had. You may describe, for example, how you became afraid of heights, why a particular food or smell moves you emotionally, or why you dislike elevators. The experience must be concrete and can be singular or an experience that occurred over a longer period.

Describe the experience by applying learning theories from this week’s readings to the steps involved. Include the following:

  • Identify what you learned from the experience.
  • Describe how your learning could have occurred through classical conditioning. Identify the unconditioned stimulus, the unconditioned response, the conditioned stimulus, and the conditioned response.
  • Explain how your learning could have occurred through operant conditioning. Describe the behavior, consequence, and reinforcement. Indicate the schedule of reinforcement, if applicable.
  • Address how your learning could have occurred through cognitive-social learning.
  • Conclude by comparing classical conditioning, operant conditioning, and cognitive-social learning.

Include at least two references from the University Library.

Select one short story from Module Three and analyze how the author constructs the work of fiction, assignment help

/in /by

Directions: Select one short story from Module Three and analyze how the author constructs the work of fiction to represent a specific aspect of human culture or human relationships. Develop a thesis of your own that 1) illuminates how the short story represents a specific yet significant aspect of human culture or human relationships (for example, family dynamics, cultural values or social conditions) and 2) explains how the author’s choices in style, language, dialogue, symbolism or other literary elements work to shape that particular representation. Incorporate at least two quotations from the short story to support your thesis. Required length: 500 – 700 words. 

Readings and Resources

Business Law Discussion and 1 Reply

/in /by

General Instructions for Discussion Responses to Classmates

Create a new thread for each posting.

Use correct, complete sentences, in paragraph format, unless otherwise instructed.

Use assigned course materials to complete discussion responses.

Use in-text citations and a Reference List in APA format to cite the course resource(s) used – an in-text citation cannot exist without a corresponding Reference List, and a Reference List cannot exist without a corresponding in-text citation.

Address each classmate by name, and sign your name to each posting, please.

ONLY USE THE SOURCES PROVIDED HERE:

Saylor: Advanced Business Law and the Legal Environment

Chapter 7:

Civil and Criminal Law Comparison

Elements of Negligence Summary

Premises liability

Introduction to Torts (video – 15 mins)

Maryland Workers’ Compensation Law


Part 1:

During a meeting with Winnie, Ralph, the GC owners, and you, the owners asked several questions about their potential liability for negligence. Winnie and Ralph asked you to respond to the following question.

Could GC be liable to a potential customer injured when she slips and falls on ice directly in front of the entry door while attempting to enter GC public offices during business hours? Why or why not?

Part 2:
Respond to the following student’s comments.

“Yes, GC could be held liable a slip in fall incident on ice in front of the entry door. Under the premises liability concept and property owners duty of care, most states require that property owners maintain and care for their property in a way whereas it is safe for entry (What is Premises Liability?, n.d.). It is likely the court will come to the conclusion that negligence was exercised in this case. This is because it is reasonable to expect that an entry point into a business is salted, ice-free, or has a warning sign posted to allow customers to be aware of the danger. A victim of a slip in fall must show that the owner of the property was aware of the unsafe conditions and failed to act (What is Premises Liability?, n.d.). It is reasonable to conclude that a business owner should know ice builds up in front of their entry points during cold weather.

Under the Elements of a Negligence Case, there are 5 elements that a victim must prove (Elements of a Negligence Case, n.d.)

1. Duty – There was a duty of care owed to the plaintiff, a safe entry point is owed to all customers.

2. Breach of Duty – Reasonable care was breached by not fulfilling the duty of keeping an entryway safe.

3. Cause in Fact – A plaintiff can easily prove that GC is responsible for a slip and fall. If they clear the entry point no one would get injured. Having an icy entrance would be the cause of a slip in fall at a building’s entrance and it is unreasonable to expect customers to enter a different way or be aware of the ice.

4. Proximate Cause – It is unlikely that a customer can foresee an icy, unsafe entryway

5. Damages – If the customer can display proof of physical harm or property of that person, it is like the victim will win their case (Elements of a Negligence Case, n.d.)

References

Elements of a Negligence Case (n.d.) Retrieved from https://injury.findlaw.com/accident-injury-law/elements-of-a-negligence-case.html

What is Premises Liability? (n.d.) Retrieved from https://www.nolo.com/legal-encyclopedia/what-premises-liability.html“

4 questions about the book “The Prince Machiavelli”

/in /by

Please answer the 4 questions using the book.

I have uploaded the book In case you need it.

please if you didn’t road the book or you have no idea about the book don’t bid on my question

1.. What is the historical context for Machiavelli’s text? Explain what makes that historical context important.

2.Identify four attributes a Prince must possess in order to control his principality and explain why Machiavelli’s thinks they are important to leadership.

3.Imagine you are a consultant for a political candidate in contemporary America. Identify three pieces of “advice” from Machiavelli’s text that might help your candidate. Explain why those pieces of advice are the most important.

4.Explain the ways Machiavelli’s The Prince is emblematic of Renaissance values. In other words, what makes this a thoroughly Renaissance text?

Discussion brand elements (xt)

/in /by

please look at chapter 4, brand elements (name, logo, character, packaging, slogan, jingle, url).

Choose Ford Motor Company as a brand with at least 4 elements. How does the entire mix of elements combine to satisfy the 6 major criteria? In other words, take each element (e.g., character), and describe how it satisfies one or more of the 6 criteria below. See ppt slides

Limit: one-page summary.

How to choose Branding Elements to build Brand Equity

There are 6 integral criteria for choosing your brand elements:

1) Memorability

2) Meaningfulness

3) Likability

4) Transferability

5) Adaptability

6) Protectability

1. Memorability: Brand elements that help achieve a high level of brand awareness or attention to the brand, in turn facilitate the recognition and recall of a brand during purchase or consumption.

2. Meaningfulness: Here a marketer needs to ensure that brand elements are descriptive and suggesting something about the product category of the brand. This is important to develop awareness and recognition for the brand in a particular product category.

Secondly, the brand elements also need to have a persuasive meaning and suggest something about the particular benefits and attributes of the brand. This is necessary for defining the positioning of the brand in a particular category.

3. Likability: Brand Elements need to be inherently fun, interesting, colourful and not necessarily always directly related to the product.

A memorable, meaningful and likable brand element makes it easier to build brand recognition and brand equity, thus reducing the burden on the marketer and thereby reducing the cost of marketing communications.

The above 3 criteria constitute the ” Offensive Strategy” towards building brand equity

4. Transferability: is the extent to which brand elements can add brand equity to new products of the brand in the line extensions. Another point, a marketer needs to keep in mind is that the brand element should be able to add brand equity across geographical boundaries and market segments. For example, brand names like “Apple”, “Blackberry” represent fruits the world over, thus as a brand name it doesn’t restrict brands and product extensions.

5. Adaptability: Consumer opinions, values and views keep changing over a period of time. The more adaptable and flexible brand elements are the easier it is to keep up changing and up to date from time to time to suit the consumers liking and views. For example, Coca -Cola has been updating it’s logo over the years to keep up with the latest trends, fashions and opinions.

6. Protectability: the final criteria in choosing a brand element is that it should be protectable legally and competitively. Brand elements need to be chosen in such a way, that they can be internationally protected legally, legally registered with legal bodies. Marketers need to voraciously defend their trademarks from unauthorized competitive infringements.

Cross-Cultural perspectives of Tourism

/in /by

Each of your answers must be a minimum of 800 words and maximum of 1000 words. Answers need to be detailed and in paragraph form, with a clear structure. You are welcome to find additional information on the topic and apply them to your answers, but if yo do so, use the APA convention for citing sources, to avoid plagiarism.

1- Among the Toraja people of Sulawesi, Indonesia, not all was going well with tourism. In fact, resentment became so great over the way in which sacred funeral ceremonies were being adapted to meet tourists’ needs that in the late 1980s, a number of Toraja communities simply refused to accept tourists. The result is that host communities find culture and traditions under threat from the purchasing power of the tourism industry. Neither are tourists better off from the cultural viewpoint. Instead of getting rich and authentic cultural insights and experiences, tourists get staged authenticity; instead of getting exotic culture, they get kitsch. Question: Within the context of the narrative presented above, discuss 4 cultural differences (Scollon and Scollon, 1995) that may have prompted the Toraja communities to resist the threats posed by tourism. Your answer must be a minimum of 800 words and maximum of 1000 words.

2- In many Muslim countries, strict standards exist regarding the appearance and behavior of Muslim women, who must carefully cover themselves in public. Tourists in these countries often disregard or are unaware of these standards, ignoring the prevalent dress code, appearing half-dressed (by local standards) in revealing shorts, skirts or even bikinis, sunbathing topless at the beach or consuming large quantities of alcohol openly. Besides creating ill-will, this kind of behavior can be an incentive for locals not to respect their own traditions and religion anymore, leading to tensions within the local community. The same types of culture clashes happen in conservative Christian communities in Polynesia, the Caribbean and the Mediterranean. Question: Using the contact hypothesis, describe the potential outcomes of the tourist-host contact indicated above. Be sure to discuss the outcomes in terms of tourist-host attitudes, interactions, perceptions, values, and communication. Your answer must be a minimum of 800 words and maximum of 1000 words.

English 4 : Module 01 : Lesson 10 Intro: Macbeth: The Power of Words , English homework help

/in /by

Step 2: Setting Interpretation

Choose one of the scenes from Macbeth that you have previously studied in this course and locate or create an image that shows a fitting setting for that scene. In a response of at least five sentences, explain why you chose the image. Use examples from the play and the image to support your reasoning. Include the scene and the image along with your response.

Sometimes those clues appear directly as stage directions in a script. For example, Shakespeare included the following specific set clues in Macbeth:
ACT I, Scene I – [An open Place. Thunder and Lightning]
ACT III, Scene I – [Forres. A Room in the Palace.]
ACT III, Scene V – [Thunder.]
ACT IV, Scene I – [A dark Cave. In the middle, a Caldron Boiling]

ACT V, Scene I – [Dunsinane. A Room in the Castle]

1 page limit

/in /by

You are panning a fundraiser for the cancer foundation. You will need 50 volunteers that will do a large variety of tasks from marketing to setting up the event,taking tickets ,and actually helping to plan the events components and some will have larger tasks and Some are day of so you need different approaches for different type of volunteers.below are the four areas are all important in managing volunteers

Answering this questions

1.What are 3 different ways you can recruit volunteers and why do you think each of these would be successful or important as a part of your overall recruitment strategy?

2.what are two questions you will Ask why to access where each volunteer can be best placed?

3.In addition to thanking them ,and providing a letter or a certificate of appreciation what are three other things you will you do during the process of planning the event (before the day of the event ) and or following the event ( after the day of the event ) and to ensure the volunteers have a good experience and why ? These ideas cannot be implemented on event day

4.post event you will be asking the volunteers about their experience what are the two questions you will ask and why

​Sexual Offending Risk Assessment, psychology homework help

/in /by

Sexual Offending Risk Assessment

Risk assessment is the process of forensic mental health professionals for determining the risk that a sex offender presents to the community at large.

Tasks:

Using resources from the professional literature, research risk assessment tools used with the sex offender population. The literature may include the Argosy University online library resources, relevant textbooks, peer-reviewed journal articles, and websites created by professional organizations, agencies, or institutions (.edu and .gov).

In a 3- to 4-page paper in a Microsoft Word document, address the following:

  • Identify two reasons that a forensic mental health professional would be called to complete a risk assessment for a sex offender.
  • Explain why risk assessment measures are widely used with the sex offender population. What do assessment measures hope to achieve?
  • Describe two types of risk assessment instruments or methods utilized with the sex offender population. What is the research support for utilization of these instruments?
  • Discuss the reasons that a sex offender is compared to other sex offenders when conducting a sex offender risk assessment.
  • Identify one or more specific risk assessment measures utilized for female sex offenders.

ESE 315 Week 2 D1

/in /by

Mary Quest, an early childhood teacher of 15 years, has shared two narratives of her experiences with response to intervention (RTI). After reading Chapter 3, Chapter 4, and the two case narratives below, describe what you see as both the strengths and challenges of RTI. How do you see children getting the support and services they may need through RTI? As you read the following case studies what would you like to learn more about? If RTI is new to you, what have you learned? If you have experience with RTI, what can you share about your experience with RTI?

Case One:

Within the first few weeks of school, I knew was going to need extra support with a student named Joshua. Having been teaching in Early Childhood for 10 years, it was very apparent that his receptive and productive language skills needed support. He only repeated phrases that the other students or I had used right before. He didn’t speak using any original words or phrases (not even one or two words) and repeated questions back to me rather than answer them. (Even “what is your name?”, “how old are you?”, etc.). He had not attended preschool and the family had just moved into the district from another state before school started.

I was asked to wait until a month or two into the school year, but then in October, I decided to bring my concerns to the team which included a speech pathologist, social worker, OT, PT, and special services coordinator. Several of them came into the classroom to observe, and the speech pathologist started some basic language assessments, which tested both productive and receptive language in the developmental range of a two-year-old. RTI requires that you try various interventions in the classroom before going into a full referral process; so I was given cards with objects on them to work with him in the classroom on naming objects. I was also asked to document his language and keep work samples. As you can guess, the anecdotal records I kept showed little to no improvement in his language, and his work was not within the range of Kindergarten expectations. He also started to receive speech intervention at that time since you can get speech services without a full referral or an IEP, and the speech pathologist also felt that there was very limited improvement.

We met again with the rest of the team after trying the interventions for a few months. The parents had been involved in the process and seemed willing to do whatever the school suggested to help him. The team did not want to pursue a full assessment and go through the IEP process until we had tried other classroom interventions. I expressed my concern for the best interest of the student. I enlisted some volunteer help from a former parent to work with him one-on-one three times a week. After documenting very little improvement, it was finally approved in April, and he was given a full assessment (IQ, behavioral checklists, OT/PT, speech, cognitive ability, etc.).

Joshua qualified for services in May. The last three weeks of the school year, he was receiving services.

Case Two:

The other student was a boy named Max who had been progressing well socially until about February. He started hitting and generally being disruptive to the other students and me (yelling and rolling around on the floor during group and center time, refusing to participate, interfering with other students’ work, etc.). Some of the expectations for the length of time in a whole group and working in centers had been increasing as the school year went on and he seemed to struggle with that. He was a very kinesthetic person beyond just being a five-year-old. I had tried several things to help him manage his own behavior, which didn’t work.

I approached the team with my concerns about his behavior and what I had tried thus far. I did not feel that he needed a full referral or IEP, but was hoping for some suggestions for interventions to try with him. The school social worker and the occupational therapist both observed. The OT saw that he seemed to need to move after a certain amount of time and suggested that I try a picture schedule to help him to manage his own behavior.

I gave him a paper schedule with pictures to represent each part of the day (broken into 15- to 30-minute segments like ‘group time’, ‘centers’, ‘music class’, ‘choice time’, etc.) with a space next to each picture for him to check off or put a sticker as each part of the day passed and he was able to keep his body under control. This served two purposes in that he could have a clear sense of what to expect and not feel overwhelmed at the idea of keeping himself under control the whole day but rather for small segments of time, and it also gave him a legitimate reason to get up when he felt he needed to move. If I could see him getting antsy, I would say “Why don’t you go check your schedule?” and he would get up and go. He would also voluntarily get up to look at it if he felt himself needing to move over time.

I keep anecdotal records of his improvements in behavior and brought it back to the team for a follow up. Because the suggested intervention was working, we did not need to put others into place. He relied on the schedule less and less as the school year was ending and became better able to manage himself for lengths of time.

Guided Response: Respond to two of your classmates. As you respond, what aspects of RTI did you find you agreed upon in your posts and in what ways did you see RTI differently? How does this help you think about how you might offer support and resources to a child in your classroom? Make some suggestions that your peer may want to consider in their assessments.

Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.