Call us: +1 (347) 632-0583

Instant Quote

  • FREE formating
  • FREE amendments
  • FREE revisions
  • FREE title page
  • FREE outline
  • Premium quality
  • 24/7 support
  • All subjects
  • Punctual & fast
  • Experienced writers
  • Archive for the ‘Essays’ Category


    Paper instructions:
    •Proposed Research Paper: Please describe, in one paragraph, the specific topic you wish to investigate for your paper (Behaviorism). It is understood that topics

    evolve and develop as one becomes more familiar with the existing literature. Give your best description of the topic as it exists at the present time.
    •Need for the Study: Please summarize at least five articles from the existing research on your topic that supports the need for your paper. Please include an

    explicit statement of what is not yet known or is insufficiently known.
    •Advancing Scientific Knowledge: Please describe in a paragraph how your research on the topic will advance scientific knowledge in your specialization within

    •Theoretical Foundations: Please describe in one paragraph, which psychological school of thought, provide a rationale by showing how the underlying assumptions or

    key theories that support your topic.


    Read More | Order Now


    Task 1

    Topic: Teen film as genre

    This week will contrast historical and semiotic approaches to teen film as dominant modes of “genre studies”. Genre is a very important concept for cultural studies

    and teen film will be used here to consider formalist approaches to genre, for which teen film might be determined exclusively by its contents and thus not necessarily

    by any cultural context. This is useful in seeing, for example, how teen film appears in places and forms outside the most spectacularly visible mainstream American

    films discussed last week. We will also discuss scholarly debates about genre in this context, considering how different approaches to genre bring different films in

    under the “teen film” umbrella.
    Examples: Donnie Darko (2001) and Akira (1988)
    Length: 250 words
    Key concept: genre

    Task 2

    Topic: Oprah in Oz: Is Globalization American?
    In this week, we will examine the ways in which Oprah’s 2010 visit to Australia seems to epitomise what Joseph Nye has called the ‘soft power’ of identities, images

    and ideas in contemporary processes of globalisation. By analysing media reception of the visit and the show taped at Sydney Harbour, we will ask to whom does Oprah

    appeal in Australia and why? How are Oprah’s race and gender as well as her celebrity persona and the neoliberal, therapeutic narratives of her show decoded in the

    Australian context? Finally, to what extent does Oprah’s visit and the media discourse surrounding it, affirm and/or trouble the notion that globalization is

    ultimately a form of US cultural and economic imperialism?
    Example: Oprah episode in Sydney, air date: Dec. 14, 2010
    Length: 250 words

    Key concept: cultural globalization

    Task 3

    Topic:Remaking Asian Cinema: Genre, Gender, and the Global
    In this week, we will continue to consider the role of the US in globalization, but this time by examining remakes of Asian horror movies, focusing on how the

    narrative and ideological structures of the Japanese film, Ringu are translated in the Korean and US remakes of the film. What social, economic and cultural factors

    have led to the current ‘remake craze’ in Hollywood? How might we interpret this trend in light of the growing international popularity of non-western, and especially

    Asian-based, film and popular media cultures, such as manga and anime, Hong Kong action films, Korean TV dramas, and Bollywood musicals? To what extent do the cross-

    cultural flows between these various media suggest alternate forms of globalization?
    Examples:Ringu (1998) and The Ring (2002)
    Length: 250 words

    Key concept: cross-cultural flows


    Read More | Order Now

    Revolution in Cairo

    Paper instructions:
    Following their viewing of the documentaries, students must write a one-page (minimum) to two-page (maximum) summary of what they saw and how what they saw relates

    to terms and/or concepts discussed in the SSCI 300 course for each of the two documentaries viewed. (The following formatting requirements should be followed: Times

    New Roman font; 10- 12 font size; and 1-inch margins on top, bottom, left and right. No citation is required for this assignment.)

    Black Money

    Revolution in Cairo


    Read More | Order Now

    low-calorie frozen, microwavable food

    Paper instructions:
    Assume that the low-calorie frozen, microwavable food company from Assignments 1 and 2 wants to expand and has to make some long-term capital budgeting decisions.

    The company is currently facing increases in the costs of major ingredients.

    Use the Internet and Strayer databases to research government policies and regulation.

    Write a six to eight (6-8) page paper in which you:

    1.)    Outline a plan that managers in the low-calorie, frozen microwaveable food company could follow in anticipation of raising prices when selecting pricing

    strategies for making their products response to a change in price less elastic. Provide a rationale for your response.
    2.)    Examine the major effects that government policies have on production and employment. Predict the potential effects that government policies could have on

    your company.
    3.)    Determine whether or not government regulation to ensure fairness in the low-calorie, frozen microwavable food industry is needed. Cite the major reasons

    for government involvement in a market economy. Provide two (2) examples of government involvement in a similar market economy to support your response.
    4.)    Examine the major complexities that would arise under expansion via capital projects. Propose key actions that the company could take in order to prevent or

    address these complexities.
    5.)    Suggest the substantive manner in which the company could create a convergence between the interests of stockholders and managers. Indicate the most likely

    impact to profitability of such a convergence. Provide two (2) examples of instances that support your response.
    6.)    Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.


    Read More | Order Now

    When, if ever, is abortion morally wrong

    Paper instructions:
    very clear argument about Abortion and plz without using others words.


    Read More | Order Now

    Zero Reject/FAPE

    1.    Zero Reject/FAPE. This mandate specified that all children, regardless of ability, are guaranteed a free and appropriate public education (FAPE). Local school

    systems were mandated to serve children ages 6-17 (and ages 3-5 and 18-21 if the state also educated nondisabled children in those age groups).
    2.    Nondiscriminatory Identification and Evaluation. In order to address inequitable practices resulting in misidentification and placement of individuals into

    special education (such as culturally and linguistically diverse children) this mandate identified several essential safeguards. These included assessments which were:

    (a) administered in a child’s primary language, (b) given by qualified personnel, (c) tailored to assess specific areas of need (not just IQ tests), (d) comprised of

    more than one procedure, (e) selected so as not to discriminate against the child’s disability, and (f) administered by a multidisciplinary team in all areas related

    to the suspected disability.
    3.    Individualized Education Program (IEP). An IEP must be written for each student with an identified disability. Each IEP is uniquely designed to meet the

    individual needs of a particular student. A team of individuals known as the IEP team meet annually to develop or up-date the IEP for all students receiving special

    education or related services. The IEP team consists of professionals, parents, and child, as appropriate. IEPs must include the following statements or information:

    (a) present levels of educational performance, (b) measurable annual goals including benchmark or short term objectives, (c) objective criteria and evaluation

    procedures, (d) specific special education and related services, (e) extent of participation in general education and an explanation of non-participation, (f)

    modifications to the general education environment, (g) projected dates for initiation and duration of services, and (h) annual evaluation of progress made on the IEP.

    IEP teams can convene at any time, but must meet at least annually.

    You can view a sample IEP by linking to the Teaching Tools section of our web site.
    4.    Least Restrictive Environment (LRE). PL 94-142 mandates that “To the maximum extent appropriate, children with disabilities, including children in public or

    private institution or other care facilities, are to be educated with children who are not disabled, and that special classes, separate schooling, or other removal of

    children with disabilities from the regular educational environment occur only when the nature or severity of the disability is such that education in the regular

    classes with the use of supplementary aids and services cannot be achieved satisfactorily.” The concept of LRE necessitates that children with and without disabilities

    should be educated together unless it does not meet the child’s needs. “The philosophy is to move as close to the normal setting (regular classroom) as feasible for

    each child” (Kirk, et. al, 2000, p. 73).
    5.    Due Process. Due Process is a system of checks and balances to ensure accountability and fairness for students with disabilities and their families. “Families

    and school districts can exercise their Fourteenth Amendment rights to due process…” (Hunt & Marshall, 1999, p. 15). These procedures include the following: (a)

    written parental permission for evaluation for special education, (b) written parental permission prior to placement in special education program, (c) parent right to

    review and question any of their child’s records, (d) parental right to an independent educational evaluation for their child, (e) parents (and school officials) have

    a right to a hearing, to present evidence, to have a lawyer present, and to call and confront witnesses, (f) parents and school officials have the right to appeal, and

    (g) confidentiality concerning students and their families must be maintained.
    6.    Parental Participation. Parents have the right to be included in placement decision, IEP development and evaluation. Schools should collaborate and communicate

    consistently with family members. Parents also have the right to access their child’s educational records.
    Major Features of PL 99-457
    •    Establishes state-level interagency councils on early intervention.
    •    Institutes individualized family service plans (IFSPs)
    •    Provides case management services to families
    •    Maintains a public awareness program that includes a comprehensive child find system and a central early intervention resource directory.
    •    Requires the development of a multidisciplinary, coordinated interagency model of service delivery.
    •    Establishes procedural safeguards.
    •    Acknowledges the family to be the central focus of service.
    •    Provides for smooth transitions as a family moves from one service or system to another.
    •    Facilitates development of a comprehensive system of personnel development.
    As of 1986 a new part of IDEA came into action. Originally, the program didn’t have the ability to be implemented in all fifty states due to the fact that public

    schooling was limited to a certain age range. However, the new section, PL 99-457 grants infants, toddlers, and their families an individualized family service plan

    (Education Law, 1998), thus allowing early intervention in order to best provide an education to the child in question. As such, the amendment is known as the “Early

    Intervention Amendment.” (Education Law, 1998). This particular amendment caters specifically to children who are anticipated to have problems in school. The goal is

    to reduce the restrictions on potential student’s environments by better preparing them for school life and what to expect from the educational system.
    In 1990, PL 101-476 changed the title of the special education law to Individuals with Disabilities Education Act (IDEA), also known as the “Person First” law. The

    intent of the law was to recognize children first and the disability second. For example, “learning disabled students” are now referred to as “students with learning

    disabilities.” All phrases putting the term “handicapped” before children were deleted. In addition to a change in the language, PL 101-476: IDEA added two categories

    of eligibility and mandated transition services.
    The next amendment, a 1997 amendment came as a change to Public Law 105-17. This amendment gave parents the right to participate in making education decisions for

    their disabled children (Parent Rights in the Special Education Process Under IDEA PL 105-17, 2006), a right not previously granted to parents. This huge step for

    parents gave them the right to receive educational notifications concerning their student, give informed consent to education plans and programs, and participate in

    voluntary mediation should it be necessary. In essence, the new amendment took the education plan out of educational agencies hands, where it formerly rested in full,

    and dedicated a fair deal of responsibility granting rights to the parents of the disabled child. It encouraged a more informed and collaborative relationship between

    parents and educators.
    The latest amendment was the HR-1350 Reauthorization came in 2004 with the resigning of the IDEA (Individuals with Disabilities Education Improvement Act) and No Child

    Left Behind Act. The first goal of the reauthorization was to ensure that all disabled students were granted special education teachers equipped with the skills and

    training needed to provide the best education possible. Secondly, the law put into action for the first time tutoring programs for those disabled students who need

    extra help passing their required classes. This specific part of the act focused the attention on the students and their needs and away from educational agencies and

    their extensive legislation, piles of paperwork, and endless meetings. A solidifying factor to the previous goal is the third and final statement of the new HR-1350

    Reauthorization. This final statements grants more “flexibility and control over the students’ education to parents and teachers and principals,” (President’s Remarks

    at the Signing of H.R. 1350, 2004) thus taking the control firmly out of the hands of those who guide from the sidelines and into the hands of those who know what the

    student needs most.
    Step 1. Child is identified as possibly needing special education and related services.
    There are two primary ways in which children are identified as possibly needing special education and related services: the system known as Child Find (which operates

    in each state), and by referral of a parent or school personnel.
    Child Find. Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related

    services. To do so, states conduct what are known as Child Find activities.
    When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child.

    Parents can also call the Child Find office and ask that their child be evaluated.
    Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s

    teacher or other school professional to ask that their child be evaluated. This request may be verbal, but it’s best to put it in writing.
    Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives

    consent. However, if a State’s IDEA regulations give a different timeline for completion of the evaluation, the State’s timeline is applied.
    Back to top
    Step 2. Child is evaluated.
    Evaluation is an essential early step in the special education process for a child. It’s intended to answer these questions:
    •    Does the child have a disability that requires the provision of special education and related services?
    •    What are the child’s specific educational needs?
    •    What special education services and related services, then, are appropriate for addressing those needs?
    By law, the initial evaluation of the child must be “full and individual”—which is to say, focused on that child and that child alone. The evaluation must assess the

    child in all areas related to the child’s suspected disability.
    The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational

    program for the child.
    If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school

    system pay for this IEE.
    Back to top
    Step 3. Eligibility is decided.
    A group of qualified professionals and the parents look at the child’s evaluation results. Together, they decide if the child is a “child with a disability,” as

    defined by IDEA. If the parents do not agree with the eligibility decision, they may ask for a hearing to challenge the decision.
    Step 4. Child is found eligible for services.
    If the child is found to be a child with a disability, as defined by IDEA, he or she eligiblefor special education and related services. Within 30 calendar days after

    a child is determined eligible, a team of school professionals and the parents must meet to write an individualized education program (IEP) for the child.
    Step 5. IEP meeting is scheduled.
    The school system schedules and conducts the IEP meeting. School staff must:
    •    contact the participants, including the parents;
    •    notify parents early enough to make sure they have an opportunity to attend;
    •    schedule the meeting at a time and place agreeable to parents and the school;
    •    tell the parents the purpose, time, and location of the meeting;
    •    tell the parents who will be attending; and
    •    tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
    Back to top
    Step 6. IEP meeting is held and the IEP is written.
    The IEP team gathers to talk about the child’s needs and write the student’s IEP. Parents and the student (when appropriate) are full participating members of the

    team. If the child’s placement (meaning, where the child will receive his or her special education and related services) is decided by a different group, the parents

    must be part of that group as well.
    Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive

    services as soon as possible after the IEP is written and this consent is given.
    If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they

    still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a state complaint with the state education agency or a due process

    complaint, which is the first step in requesting a due process hearing, at which time mediation must be available.
    Back to top
    Step 7. After the IEP is written, services are provided.
    The school makes sure that the child’s IEP is carried out as it was written. Parents are given a copy of the IEP. Each of the child’s teachers and service providers

    has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must

    be provided to the child, in keeping with the IEP.
    Step 8. Progress is measured and reported to parents.
    The child’s progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child’s progress and whether that

    progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed

    of their nondisabled children’s progress.
    Step 9. IEP is reviewed.
    The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents,

    as team members, must be invited to participate in these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP, and agree or disagree

    with the placement.
    If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are

    several options, including additional testing, an independent evaluation, or asking for mediation, or a due process hearing. They may also file a complaint with the

    state education agency.
    Back to top
    Step 10. Child is reevaluated.
    At least every three years the child must be reevaluated. This evaluation is sometimes called a “triennial.” Its purpose is to find out if the child continues to be a

    child with a disability, as defined by IDEA, and what the child’s educational needs are. However, the child must be reevaluated more often if conditions warrant or if

    the child’s parent or teacher asks for a new evaluation.


    Read More | Order Now

    Rabbit Run, by John Updike

    Paper instructions:
    The essay is based on the novel “Rabbit Run, by John Updike”
    How does the author show the theme of the novel through the characters, the conflicts, and the elements of form? Use 2 novel references in each of the body

    paragraphs (so 6 references from the novel in total). Use 1 research references in each of the body paragraphs (3 in total).


    Read More | Order Now

    agree or disagree that students texting or checking emails is not a big deal in class

    Paper instructions:
    agree or disagree with following statement that students texting or checking emails is not a big deal
    one page


    Read More | Order Now

    public corporations in an industry

    Paper instructions:
    Choose two (2) public corporations in an industry with which you are familiar – one (1) that has acquired
    another company and operates internationally and one (1) that does not have a history of mergers and
    acquisitions and operates solely within the U.S. Research each company on its own Website, the public
    filings on the Securities and Exchange Commission EDGAR database (,
    in the University’s online databases, and any other sources you can find. The annual report will often
    provide insights that can help address some of these questions.

    Write a six (6) page paper in which you:
    1. For the corporation that has acquired another company, merged with another company, or been
    acquired by another company, evaluate the strategy that led to the merger or acquisition to
    determine whether or not this merger or acquisition was a wise choice. Justify your opinion.
    2. For the corporation that has not been involved in any mergers or acquisitions, identify one (1)
    company that would be a profitable candidate for the corporation to acquire or merge with and
    explain why this company would be a profitable target.
    3. For the corporation that operates internationally, briefly evaluate its international business-level
    strategy and international corporate-level strategy and make recommendations for improvement.
    4. For the corporation that does not operate internationally, propose one business-level strategy and
    one corporate-level strategy that you would suggest the corporation consider. Justify your
    5. Use at least three (3) quality references. Note: Wikipedia and other Websites do not quality as
    academic resources.

    Your assignment must follow these formatting requirements:
    ? Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all
    sides; 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.


    Read More | Order Now

    What is Warehouse Management?

    Project description
    Describe the different functions of a warehouse, and management strategies Site 2 sources for this paper, please include a Title page. paper must be double spaced.


    Read More | Order Now
    • 10+ years experience in writing.
    • A wide range of services
    • Satisfied and returning customers
    • 100% privacy guaranteed
    • Only custom-written papers
    • Free amendments upon request