Hit The Order Button To Order A **Custom Paper**

>> CLICK HERE TO ORDER 100% ORIGINAL PAPERS FROM AustralianExpertWriters.com <<

1 Jul
2020

#1 DiscussionWhen people hear the word graffiti, many no doubt think of vandalism, but…

Category:ACADEMICIAN

SOLUTION AT Australian Expert Writers

#1 DiscussionWhen people hear the word graffiti, many no doubt think of vandalism, but these days a growing number of enthusiasts are calling it art. View the following CBS Sunday Morning report,Graffiti: Art or vandalism? (Links to an external site.)DirectionsIn your opinion, is graffiti art or vandalism? Your answer should be well thought through and clear. It should reference concepts you have learned after watching this video. Your answer should show that you have actually thought the question through and that you’ve got something to tell or explain to the person reading your answer. Your answer does not have a set length limit; it must clearly and completely answer the question…how long that takes is up to you.#2 DiscussionTo complete the assignment, do the following:Watch segments 15,16, and 17 of the video “Judicial Opinions: The Supreme Court Justices” (Links to an external site.)Write a discussion post of 250 words addressing the following questions: (include word count at end of post)Why is the need for an independent judiciary so important?Why is it good that that the judges and the courts anger the other branches of government?What are actions of the court sometimes so controversial?
carefully all the requirements and upload on time please or before the deadline if you can
Paper length should be 2-3 pages. MLA format. No use of outside sources/quotes.Paper topic: Historian Alfred F. Young comes from a group of young historians who have felt that it is important to tell history not just from the point of view of those on top (Thomas Jefferson, for example) but from the view of those on the bottom. The now famous cobbler George Robert Twelves Hewes of Boston participated in an amazing amount of events that led up to the American Revolution. Canvas, Readings in American History # 1.Like many others, Hewes was transformed by the times. His reasons for supporting and participating in the war had a far range, from the personal ones (British soldiers bothering Boston women) to what we might term ideological ones (no taxation without representation) that were broader in their political meaning and applied to everyone in the colonies. First, identify these two types of reasons, and support them with examples or events that led to them. Then, describe what you think it might have been that transformed Hewes – made him see the larger, ideological picture and rationale for the Revolution beyond his personal and perhaps local / town reasons. Do you think that Hewes was a “typical American colonist”? Do you think that conditions in Boston were the same as in other colonial cities? Finally, what do you think Hewes expected that the Revolution would bring to him both as an individual and as an American citizen?Link to article that may be needed:https://brookdalecc.instructure.com/courses/1713263/files/105231970/download?download_frd=1Additional Information About The Objective C Paper :Read First! As the paper instructions indicate, the individual featured in the article is a cobbler, a lower middle class or upper lower class shop owner living in Boston during the volatile years just before the Revolution breaks out. The use of his perspective of what is transpiring is known as “history from the bottom up” as opposed to reading reflections on the same time and events by someone like the more famous John Adams, an upper class, wealthy citizen who was involved as well.Important ! Hewes has personal issues with the events of this time, particularly with British officials and soldiers. He is angry about what they are doing, so in some ways he sees these actual events and happenings as the fault of these people and perhaps remotely, the fault of a faraway British government that would put them into his beloved Boston city. BUT, somewhere along the way he begins to see the ideological issues (the larger collection of ideas and political theories) that are some of the driving reasons for the Revolution. Ideas that John Adams would have already been thinking about, but ones that take longer for the typical colonist to grasp, accept, and believe they had to fight for. So it’s one thing for Hewes to complain about soldiers not paying bills for shoe repair, another for him to start talking about and understanding the concept of actual representation (part of the idea of “no taxation without representation”).What do you need to be careful to do? Write about some of the personal issues that bothered Hewes, but really spend a fair amount of writing on the TRANSFORMATION of Hewes to an understanding of the larger ideological issues. How / when / why did this happen? Was it one event? A couple of events? Hanging out with some of Boston’s Revolutionary leaders? Knowing John Hancock? Participating in large crowd events? What do you think “triggered” this transformation in him?
Hi I have two assignments to do in the same way as described below.1: Chapter 4 : The Ecology of
Hi I have two assignments to do in the same way as described below.1: Chapter 4 : The Ecology of Communities2 : Chapter 6: Human Population. News Story students will find a news story (local, regional, or international) that relates to the topics (Chapters) covered that week. A ONE paragraph summary of the news story news story and a link to the news story.the chapters are attached. Please attached them in 2 separate documents.
a screen of the result and complete properly the paper
The assignment unfolds in two stages:First – Take the Implicit Bias Test: Choose any two of the implicit bias tests offered by Project Implicit. (Links to an external site.)Here is some preliminary information about the implicit biases tests:Overview: https://implicit.harvard.edu/implicit/education.html (Links to an external site.)About the IAT: https://implicit.harvard.edu/implicit/iatdetails.html (Links to an external site.)Ethical Implications: https://implicit.harvard.edu/implicit/ethics.html (Links to an external site.)FAQ: https://implicit.harvard.edu/implicit/faqs.html (Links to an external site.)Second: Write a short (1-2 page, 12-inch font, 1-inch margins), critically reflective paper about the results of your implicit bias tests.See assignment details for more. IMPORTANT NOTE: The assignment details are too long. Yes, this is something I need to work on (and am working on). BUT – before you take one look at the length of the assignment details and respond with a “TL;DR,” please note that I have provided a shortcut for you: the most important aspects of the assignment are in bold print. You can just read those bolded sections (which are NOT too long!), and you’ll be all set. The rest of what I wrote, while not absolutely essential for your paper, seemed, to me, to be important to say. So, I’m leaving it in there – feel free to read it, or ignore it. But, if you have an objection to the assignment, and/or if you’re really into it, some of that might actually be worth the read.The assignment unfolds in two stages:First – Take the Implicit Bias Test: Choose any two of the implicit bias tests offered by Project Implicit. (Links to an external site.)Here is some preliminary information about the implicit biases tests:Overview: https://implicit.harvard.edu/implicit/education.html (Links to an external site.)About the IAT: https://implicit.harvard.edu/implicit/iatdetails.html (Links to an external site.)Ethical Implications: https://implicit.harvard.edu/implicit/ethics.html (Links to an external site.)FAQ: https://implicit.harvard.edu/implicit/faqs.html (Links to an external site.)Second: Write a short (1-2 page, 12-inch font, 1-inch margins), critically reflective paper about the results of your implicit bias tests.See assignment details for more. IMPORTANT NOTE: The assignment details are too long. Yes, this is something I need to work on (and am working on). BUT – before you take one look at the length of the assignment details and respond with a “TL;DR,” please note that I have provided a shortcut for you: the most important aspects of the assignment are in bold print. You can just read those bolded sections (which are NOT too long!), and you’ll be all set. The rest of what I wrote, while not absolutely essential for your paper, seemed, to me, to be important to say. So, I’m leaving it in there – feel free to read it, or ignore it. But, if you have an objection to the assignment, and/or if you’re really into it, some of that might actually be worth the read.
screem of the results and write the paper following the instructions
Political Science Assignment Writing ServiceThe assignment unfolds in two stages:First – Take the Implicit Bias Test: Choose any two of the implicit bias tests offered by Project Implicit. (Links to an external site.)Here is some preliminary information about the implicit biases tests:Overview: https://implicit.harvard.edu/implicit/education.html (Links to an external site.)About the IAT: https://implicit.harvard.edu/implicit/iatdetails.html (Links to an external site.)Ethical Implications: https://implicit.harvard.edu/implicit/ethics.html (Links to an external site.)FAQ: https://implicit.harvard.edu/implicit/faqs.html (Links to an external site.)Second: Write a short (1-2 page, 12-inch font, 1-inch margins), critically reflective paper about the results of your implicit bias tests.See assignment details for more. IMPORTANT NOTE: The assignment details are too long. Yes, this is something I need to work on (and am working on). BUT – before you take one look at the length of the assignment details and respond with a “TL;DR,” please note that I have provided a shortcut for you: the most important aspects of the assignment are in bold print. You can just read those bolded sections (which are NOT too long!), and you’ll be all set. The rest of what I wrote, while not absolutely essential for your paper, seemed, to me, to be important to say. So, I’m leaving it in there – feel free to read it, or ignore it. But, if you have an objection to the assignment, and/or if you’re really into it, some of that might actually be worth the read.
Application title: UG Admission Checker Purpose: The UG Admission Checker desktop application will determine the eligibility of an applicant for
Application title: UG Admission Checker Purpose: The UG Admission Checker desktop application will determine the eligibility of an applicant for their chosen programme of study. Program Procedures: The administrator adds programmes and their respective cut-off grades for male and female per programme. Applicants can select “Check Eligibility” button from the dashboard and proceed. Algorithms, Processing, and Conditions: 1. Program starts with a dashboard which has 2 buttons namely “Check Eligibility” and “View Cut Off Points” and a link label “Login” that opens a Login form. 2. On the “Check Eligibility” form, the applicant must select from a drop-down control the following programmes (General Science, Business Administration, General Arts). 3. For each option selected, the applicant must be able to enter their results based on the subjects specific to the choice. Also, the applicant must be able to enter their name (first name, last name), Date of Birth, Gender, Name of previous school. The “Check” button on this form must be inactive until the applicant enters all required fields. 4. After clicking “Check” the program should calculate the applicant’s grade, verify if they qualify for admission for the selected programmed and display a message to that effect. The details of the applicant should be saved in a table “Applicants” and the “Qualified” column of the table should be “Yes”. For unsuccessful applicants the data should be saved into the same table and “No” saved into the “Qualified” column. 5. The “View Cut Off Points” button should open a form where the programmes already keyed in by the Administrator should be displayed to the user. 6. The “Login” link label should open a Login form. This should allow the Administrator to Login 7. The “Cut Off Point” form should be displayed upon successful login. 8. Report of qualified and unqualified applicants should be generated by clicking “Generate Report” button on the “Cut Off Point” form with the details (Applicant Name, Gender, Chosen Program, Aggregate) Notes and Restrictions: 1. The applicant should be able to click an exit button to close the application. 2. The grades entered by the applicant are not saved into the database. Comments: The designer must determine the design of the user interface, the words and graphics used in the user interface. Additional creativity will attract some marks Comments: The designer must determine the design of the user interface, the words and graphics used in the user interface. Additional creativity will attract some marks Tables Cut Off Point Column Datatype ProgID Integer ProgName String MaleCutOff Integer FemaleCutOff Integer Login Table Column Datatype UserID AutoIncrement Username String Password VarChar Applicants Column Datatype ApplicantID AutoIncrement FirstName String LastName String Gender String DoB Date LastName String PrevSchool String PrevProg String ChosenProg String Aggregate Integer Qualified Boolean DateTime DateTime Forms 1. Login 2. Applicants 3. Cut Off Point WASSCE Grades A1, B2, B3, C4, C5, C6, D7, E8, F9 with number values 1 – 9 respectively BELOW IS THE WORK IN WORD FORMAT
1. Introduction (2 points) (minimum three paragraph with 255 characters and with single space) 2. Problem Statement (1 points) (minimum
1. Introduction (2 points) (minimum three paragraph with 255 characters and with single space) 2. Problem Statement (1 points) (minimum one paragraph with 255 characters and with single space) 3. Purpose of the Research (1 points) (minimum one paragraph with 255 characters and with single space) 4. Literature Reviews (4 points) (minimum four paragraph with 255 characters and with single space) 5. Methodologies (10 points) (1 pt. each) 1. Method – From the article 1 2. Method – From the article 2 3. Method – From the article 3 4. Method – From the article 4 5. Method – From the article 5 6. Method – On your own, test the method using software/tools, and explain the results. 7. Method – On your own, test the method using software/tools, and explain the results. 8. Method – On your own, test the method using software/tools, and explain the results. 9. Method – On your own, test the method using software/tools, and explain the results. 10. Method – On your own, test the method using software/tools, and explain the results. 6. Recommendation of the Most Effective Methodology (1 points) (minimum one paragraph with 255 characters and with single space)7. CONCLUSION ( 2-3 paragraphs)8. References (1 points) (minimum 10 different with references APA style format)
please respond to rachel with 200 words Topic 1: Socialization techniquesAnalyze the socialization techniques (conscious or unconscious) used by your
please respond to rachel with 200 words Topic 1: Socialization techniquesAnalyze the socialization techniques (conscious or unconscious) used by your family and teachers. Discuss the techniques used. Support your discussion by citing appropriate textbook materials from chapter 2 and use correct APA format in in-text citations.According to Berns (2016), “Some of the socializing techniques by which sociocultural expectations influence behavior are group pressure, tradition, rituals and routines, and symbols” (pg. 69). Traditions and routines are two that I will discuss from those listed.One unconscious family tradition that we partook in and highly honored when I was growing up was Christmas. This was a tradition that was passed down from generation to generation and my mother’s favorite holiday. From my youth, I was taught that this was a religious holiday and an important celebration because it was linked to the Messiah’s birth. In my adulthood, I was led to a study in the Book of Luke and introduced to biblical feasts and festivals. This study caused me to celebrate the birth of the Messiah through the eyes of Hanukkah rather than mixing the Messiah with Santa Claus, trees, and elves. Of course, this transition to break away from the cherished family tradition that I grew up with was not received well by my parents, siblings, and church members. In the end, my children were fine with the conscious decision we made as a family to honor this tradition in our home. In the end, I learned that one should take time to research generational traditions and the reasons why they are celebrated and cherished.Routines, according to Berns (2016), “are repetitive acts or established procedures” (pg. 73) and can be found in classrooms under the supervised care of teachers. An early childhood educator creates routines for the early learner to follow. The child is unaware of the purpose or goals of the routines but as they continue to participate, learn, and grow through the routines the teacher created they achieve growth in their cognitive, social/emotional, language, and physical development. The unconscious routine of washing one’s hands becomes a state of awareness and hygiene and cleanliness are learned. In closing, the short-term goal of classroom routines teaches children how to follow instructions and maintain a schedule, which supports the future goal of time management benefiting the child’s development.Topic 2: Pinocchio and GepettoI am sure that all of you are familiar with the story of Pinocchio. To refresh your memory please research and read the story about Pinocchio and Gepetto. Then, shared briefly the trials and tribulations of a little boy growing up and the socialization agents contribute to the socialization. The Blue Fairy gave Pinocchio life and he very much desired to be a real boy, however, for the wish to come true, Pinocchio needed to prove himself brave, truthful, and unselfish. Since he was very new to his surroundings a conscious was gifted to him to help him along his journey. Sir. Jiminy Cricket was dubbed the lord high keeper of the knowledge of right and wrong, counselor in moments of temptation, and guide along the straight and narrow and would be the voice of reason during unforeseen circumstances. In my opinion, I found it interesting to see how Pinocchio at his birth was gifted with a conscious, which parallels humanity.Immediately within Pinocchio’s microsystem he felt loved and experienced his father’s care by means of safety, rest, and education. Despite Pinocchio’s shortcoming of not being a real boy, Cleo and Figaro imparted acceptance and welcomed him into their home and hearts. Although it was a short scene, the home environment resonated with adequate love, a nurturing environment, and functionality. A few examples of Geppetto’s degree of parenting are cleanliness and hygiene as seen in Pinocchio’s clothing, the apple for the teacher symbolized honor or respect to an authority figure and the importance of education. All are model mannerisms that a parent or caregiver teaches to his or her child(ren). All in all, Pinocchio’s family were healthy and positive socialization agents that contributed to a solid social foundation.It was on Pinocchio’s way to school that temptation met him, and the enticing words of Mr. Honest John painted him a monet of fame and fortune. Sir Jiminy had the opportunity to quickly reason with Pinocchio and the choice of right versus wrong was placed before him. Since Pinocchio was solely focused on fame and fortune without understanding the consequences, he chose that path and later regretted his decision when he found out the cost. There was a negative impact that came from Pinocchio socializing with one who had self-interests the second time Honest John came around with his partner, Pinocchio seemed focused and determined to stay on the right path and head home, however, I did notice that Mr. Honest John and his partner lifted him up and carried him away. This connected me to peer pressure and how influence from others can carry the body away while the mind is connected to what is right, but the pressure is so powerful that the mind ends up united with the body and both body and mind participate in the negative activity.Undoubtedly, those closely affected by Pinocchio’s actions provided positive guidance and were catalysts in his development. Those who were not affected by the choices Pinocchio made took advantage of him, gave him destructive direction, and had no concerns with his end. Cleary, his family had the greatest social influence during his early stages of development. At the end of the movie, I noticed that Geppetto reinforced his unconditional love for his son when they were reunited in the belly of the blue whale. Geppetto noticed the unnatural change that his son presented the ears, tail, and animalistic laugh but never made him feel guilty. According to Berns (2016), “Pinocchio was continually learning which activities he initiated were OK and which were not. Thus, some guilt is healthy in that it can control misbehavior” (pg. 43) Geppetto read Pinocchio’s face and quickly knew he learned from his error and demonstrated that their reunification was far more important than the actions from his past. Then, analyze and discuss the primary agent(s) of socialization in your own lives. Include the impact of the microsystem (the family, the school, the peer group, the community, and mass media).Currently, my primary socialization agents are those within my family. Covid-19 has minimized socialization within the school network and other areas, but I find ways to socialize with others in the outside world. Recently, the media impacted my attitude and my family recognized my conversations and the negative influence it had on me. For this reason, my husbandly kindly made me aware of my actions and I made the choice to minimize my interactions with the media. As stated by Berns (2016), “Most social scientists agree that socialization is unique to human beings because humans can think” (pg. 6), for this reason, I believe social distancing is being implemented to keep the thinkers away from those who are mentally asleep. Reply
respond to adriana with 200 words Topic 1: Socialization techniquesFamily is one of the major parts of socializing a child.
respond to adriana with 200 words Topic 1: Socialization techniquesFamily is one of the major parts of socializing a child. When a child is born they are placed into society and into a community. As they grow up the child is placed into school/child care. While in school they are socialized by many, including teachers and fellow classmates. Classmates are the child peer group because they’re roughly around the same age and have some common internets. A peer group helps a child see different perspectives author than there own family’s point of view. Another agent of socialization is mass media. The mass media includes books, radio, magazines, television, and many more means of technology. Mass media provides information in an impersonal way. With media, children internalize without the knowledge of doing so and turn it into something meaningful which may be positive or negative. There are some operant methods of socialization as well. Operant methods have a cause and effect. whether a child is being good or bad, reinforcement is put into place. there is positive reinforcement which provides a reward given for desired behavior. then there is negative reinforcement which is stopping a punishment for the desired response. Following reinforcement, feedback is given to the child. Allowing them to understand positive and negative behavior. Feedback helps the child understand what right or wrong action they have done and how to improve themselves. (Berns, 2016)Topic 2: Pinocchio and GepettoIn the movie Pinocchio, there is an old man named Geppetto. He created a puppet and named him Pinocchio. He wishes on a star for his creation to come alive. While he sleeps a blue fairy appears to grant his wish and gives Pinocchio the gift of life. As the puppet turns into a living creature the blue fairy explains to him that if he is to turn into a real boy he needs to learn right from wrong, to be selfless and caring of others. once he fulfills these actions she will turn him into a real boy forever. At this moment the blue fairy is representing a parent figure. After this encounter, an insect jumps in around them named Jiminy cricket. He overheard their conversation and offered to be Pinocchio’s conscience. He lets him know right from wrong and provides advice to him. His actions act as a teacher in Pinocchio’s life as he tries to guide him in the right direction.As Pinocchio starts to learn new things, his father tells him he will be attending school. Gepetto is another character who represents a parent figure for Pinocchio. Pinocchio learns to call him father.Pinocchio runs into two foxes who stop him on his way to school. Honest Jhon is one of the foxes and convinces Pinocchio to join them on their way to becoming famous instead of being a good boy and going to school. The two foxes are part of the community that will affect Pinocchio. After this encounter, he is set right by the blue fairy. He then obeys her orders and heads home to his father. On his way home he was stopped again by the same foxes. Pinocchio was more hesitant this time but the foxes were very persuasive. They talked all about a place where you can do anything you wanted which was called pleasure island. Pinocchio decides to join them on their way to the island. On the way to the island, he meets a boy named lamp wick. Lamp wick is a big part of his peer group because he is around the same age as Pinocchio. Lamp wick teaches him being bad is lots of fun. Pinocchio then starts to drink and smoke with his new friend.Once he realizes the consequences of being bad he changes his mind and wants to go home. When he gets there he finds out his father has been swallowed by a whale. He sets off to find him. Once he does they escape the whale and Pinocchio has to sacrifice himself to save his father. In the end, the blue fairy keeps her word and turns him into a real boy for being honest and selfless.Berns, R. M. (2016). Child, Family, School, Community Socialization and Support (10th ed.).
please respond to amiah with 200 words Topic 1- Growing up in a home with structure and loving parents protects
please respond to amiah with 200 words Topic 1- Growing up in a home with structure and loving parents protects children from mental, physical, educational, and social problems. With that being said, about 50 percent(one in two) of married couples get divorced within the first ten years of marriage. The end of a marriage typically releases a flood of emotions that specifically has an effect on any children that may be involved. These feelings can appear at any time, and will most likely be unexpected. Parental divorce is not a single event but rather represents a series of stressful experiences for the entire family that begins with marital conflict before the actual separation and includes many adjustments afterward, (Berns, 2016, p. 91). We can compare what Berns has said here to the writing of Lisa Herrick, Ph.D., as she suggests that most children adjust well within two years following divorce; on the other hand, children often experience more problems when parents remain in high-conflict marriages instead of splitting up, (2013, American Psychological Association). Any divorce, split-up, conflicts, etc are going to have an effect on the children involved. Nonetheless, the choices parents make before and after the divorce are what is going to affect the child the most. Ongoing parental conflict increases kids’ risk of psychological and social problems. If appropriate, give them a few weeks’ notice before moving them to a new home. It can be helpful to minimize changes as much as possible in the months and years following a divorce, (Herrick, 2013). It is important as a parent in the divorce that you, your spouse, or both focus on building strong and positive reciprocal relationships for the child. Learn to establish open communication and define everyone’s role within the family. Keep each child a main priority/focus in your relationship before making decisions ask yourself “How will this affect our child’s growth and development?”. There is no easy part when it comes to divorce however, decisions can be made in order to make things easier to cope with and less stressful. Topic 2- It was astonishing to notice in Figure 3.5 that only 1% makes up the capitalist class. With a population of nearly 332,000,000 people just under 320,000 people are investors, heirs, or executives. Some societies include inherited factors and place members by ascribed status; that is, family lineage, gender, birth order, or skin color, (Berns, 2016, p. 105). Whereas other societies place members based on achieved statuses such as education, occupation, income, or place of residence. Socioeconomic status impacts our language and cognitive abilities by what we are able to learn from our parents. Most of what we learn as children come from our parents, therefore they have a critical role in our development. Often, people with lower socioeconomic status are less educated than people with a higher status. In this case, as children, our cognitive development could be negatively affected by the lack of knowledge from our parents. On the other hand, socioeconomic status positively impacts the cognitive skills of children through the improved ability to think when they are in good health. A lower status may make providing healthy meals on a regular basis difficult, while a higher status makes it easier to obtain healthy food on a regular basis. A hungry child lacking nutrients will find it harder to focus and develop more challenging critical thinking skills. Reply

Order from Australian Expert Writers
Best Australian Academic Writers

QUALITY: 100% ORIGINAL PAPERNO PLAGIARISM – CUSTOM PAPER

READ ALSO  Strategic Management-Individual report | Good Grade Guarantee!