multi-choice-answer-Accounting-Assignment-Homework-Help

Accounting multi choices

 
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Basic-Moral-Philosophy-Robert-Holmes-4th-edition-Midterm-test-philosophy-homework-help

I need help with my philosophy midterm class. 

My class called Business Ethics.

I’m going to upload you the recommend for the paper. And please read and follow the recommend verey carefully. 

The only sources you going to use is: (don’t use any other sources)

  1. Basic Moral Philosophy Robert Holmes, 4th edition
  2. Ethical Issues in Business, Donaldson & Werhane, eds., 7th edition
  3. Other readings ( I will upload you the reading and the note)

I will provide you the reading schedule as well just to see what he exactly covered in the class.

It is 5 question. Each question the answers most be between 2 and 3 pages length.

If you have any questions, feel free to contact me. 

Thank you!!

 
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unit-10-final-assignment-the-strategic-plan-presentation

Hello,

Please see my Unit 10 assignment instructions.

 
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Describe the organization that you selected and the industry in which it exists assignment help

Select a company or brand from which you buy frequently. In 1-2 pages, include the following:

  1. Describe the organization that you selected and the industry in which it exists.
  2. Explain how each element of the marketing mix (product, place, price, and promotion) is utilized to influence the demand for the company’s products or services.

 
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Pilgrims-versus-Puritans-History-Assignment-Homework-Help

Title: Choose an appropriate one

Subject: Literature

Format: MLA

Pages: 2

Sources: 0

Spacing: Double

Description

Consider what ultimately happened to the Puritan era.  We have to remember that theirs was a religious, not a political agenda; moral and theological principles were involved, and from their perspective, there was no compromise–God came first.

But the Puritan project could not last. Why?  The irony resulting from the City on the Hill vision of Manifest Destiny is that a radical form of liberal individualism started to develop from the Puritans very thorough, intellectual readings/applications of holy scripture. Furthermore, we must not forget that as new communities sprang forth in colonial times, there was a HUGE, unacknowledged emphasis on acquiring new land and resources.  (For a hint of what was to come, revisit what Bradford says about his new community on pp. 89-90.)

Your writing prompt first involves your chewing on a socio-political idea and secondly asks you to address two questions.

First the idea: Critic Perry Miller points out that it is a sort of human law that as societies push out toward exploring and conquering a new frontier, citizens are drawn away from their controlled, civilized communities.  This is a frontier effect. People begin to seek material profit more than religion and salvation.  As people move to a more materialistic, survivalist, me-first consciousness, they seek a simpler, less intellectualized way of expressing religion.  You might even say that the simplified, unexamined sort of Christianity that flourished–especially in rural areas after Puritanisms demise–is the beginning of what we now know as the more fundamentalist strains of Christianity.  What do you think about this theory? 

Secondly: Think about todays brand of Christianity.  How do you explain what has happened to the Christian notion of God?

 

 
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rapid-industrialization-project-Collectivization-history-homework-help

Collectivization

The other transformative event of the Great Turn, along with the rapid industrialization project, was the rapid collectivization of Soviet agriculture.  This had not been part of the initial five-year plan.  Although the plan depended on the state procuring ever larger hauls of grain, both to feed the growing industrial class and to sell abroad, to finance the purchase of advanced machinery, authorities offered no new mechanism or strategy for achieving these procurements.  During the first year of the plan, however, procurements were critically low.  Simply put, the Soviet economy was not producing enough useful to interest the peasantry, so the latter chose to withhold their grain from the market.  There was a consensus among the leadership that the grain situation constituted a crisis but there was disagreement on how to deal with it.  Some called for a return to the War Communism methods of confiscation while others, particularly the Right, thought that the situation could be solved by tinkering with the tax codes and encouraging voluntary forms of agricultural cooperatives.

Although the peasantry’s retreat from the market was logical, the Soviet leadership, led by Stalin, interpreted this not as a logical turn given the market conditions but as sabotage on the part of the peasantry, particularly the “kulaks,” or rich peasants.  Initially, the regime responded to the crisis by dispatching thousands of punitive detachments to countryside to “procure” grain.  Then, with little forethought or discussion among the leadership, the Soviets embarked on plan to force peasants to pool their land and livestock into large “kolkhozy,” or collective farms.

There was a positive aspect to the collectivization program:  the larger scale cultivation would make it easier to mechanize and modernize agriculture.  Guiding this program was a Bolshevik conceit that the they could step up food production by introducing modern industrial management to the countryside.  The potential benefits of modernization was lost on most peasants who viewed the state turn to the village as an intrusion on their lifestyles and well-being.  In some regions local authorities had to call in the army to put down sporadic yet determined peasant resistance.  The immediate practical result was a disaster.Although there were regional variations across the vast Soviet Union, poor planning and poor harvests owing to bad weather resulted in famine and mass death in 1932-33.  The death toll in present-day Ukraine alone ran in the millions.  (The current Ukrainian government is pursuing recognition of this episode as a man-made genocide.)

The campaign to reorganize agricultural management went hand in hand with a plan to “smash” the kulaks. The Soviet leadership did not create the negative stereotype of the kulak, who traditionally was connected with money-lending, but played fast and loose its definition of a kulak to transpose Marxist class analysis to the countryside.  Authorities rather arbitrarily assumed that the peasantry could be neatly divided into the kulaks, or rich peasants, the middle peasantry, and poor peasantry.  It was assumed that the poor peasantry would instinctively ally with the “workers’ state,” kulaks would instinctively oppose the socialist cause, thus, the key was to gain the trust of the middle peasantry.  This was the theory.  In practice, any peasant who openly opposed collectivization risked classification as a kulak.  Hundreds of thousands of alleged kulaks were summarily executed.  Millions more were arrested and sent to labor camps or were simply deprived of their civil rights and banished from the villages.  This latter group comprised a vast off-the-books labor force that could be employed in construction projects.

Resources:

General Descriptions:

http://www.periclespress.net/collective.html

http://soviethistory.msu.edu/1929-2/collectivization/

Primary Documents:

Stalin,”Dizzy with Success”: https://www.marxists.org/reference/archive/stalin/works/1930/03/02.htm

A few pages from the memoirs of Lev Kopelev, who participated in the collectivization drive: http://seansrussiablog.org/USSR1834/Week%2014/kopelev.pdf (you may have to cut-and-paste the link in your browser)

Eyewitness account from Ukraine of Gareth Jones: http://www.garethjones.org/soviet_articles/russia_in_grip_of_famine.htm

Scholarly Articles (all available via the UMUC Library):

Teresa Cherfas, “Reporting Stalin’s Famine: Jones and Muggeridge: A Case Study in Forgetting and Rediscovery,” Kritika: Exploration in Russian and Eurasian History, 2013, Vol. 14, No. 4, pp. 775-804.

Moshe Lewin, “The Immediate Background of Soviet Collectivization,” Soviet Studies, 1965, Vol. 17, No. 2, pp. 162-197.

Roger R. Reese, “Red Army Opposition to Forced Collectivization, 1929-1930: the Army Wavers,” Slavic Review, 1996, Vol. 55, No. 1, pp. 24-45.

Discussion Question: 

What factor contributed the most to the disastrous implementation of rapid collectivization: was it a fundamentally ill-conceived project?  Did the authorities waste too much energy and resources fighting class enemies (the kulaks)?  Did the campaign against the kulaks eliminate the most productive producers among the peasantry?   Feel free to offer other explanations.

 
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The-nutritional-needs-across-the-lifespan-assignment-help-

we will be looking at the nutritional needs across the lifespan. How do they differ with age? Choose a developmental stage and describe its nutritional needs. Remember that your posts should be substantial (at least 200 words) and contain the correct APA citations indicating where you are using the material. You need to include a source other than your text and provide the complete reference at the end. we use that book in class : Fundamentals of Nursing  Potter and Perry one reference from the book and other sources and in text citation. Thank you

 
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Watergate-scandal-in-1974-assignment-help-

There’s an old adage that says that history is always written by the winners. Although this is not always the case, it is true that people’s sense of historical events is often influenced by the viewpoints of the historians who write about them.

During the Watergate scandal in 1974, many policy pundits wrote columns demanding that President Richard Nixon resign from the presidency because he was, in their view, clearly culpable for the Watergate break-ins. Not all pundits felt this way, however. Click here and here to read articles that offer differing views of President Nixon at the height of the Watergate scandal.

Complete the following for this assignment:

  • Step 1: Summarize the arguments made in each of the two articles regarding the conduct of President Nixon. How might each of the author’s views impact the reader’s understanding of the Watergate crisis?
  • Step 2: Describe how the Watergate events changed American views toward politics and politicians. In your view, how did these events change the press coverage of politicians?
  • Step 3: Speculate about how the Watergate event coverage might have been different (better or worse) in the age of social media and smartphones. Would it have lasted as long? Why or why not? Are these innovations in technology helpful or harmful to the way that people understand current events?

At least 2 credible sources are required for this assignment. Your sources should be cited using APA format; both in-text citations and references. Please use the CTU Undergraduate Writing Style Guide for assistance on APA formatting.

 
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What-is-more-stressful-for-the-police-officer-working-the-street-or-dealing-with-the-agency-administration-

What is more stressful for the police officer – working the street or dealing with the agency administration? Why so? What can be done by the police administrator to reduce this stress felt by officers?

 
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Analyze-the-most-important-concept-or-method-of-discrete-mathematics-used-to-analyze-algorithms-assignment-help-

  • Analyze the most important concept or method of discrete mathematics used to analyze algorithms. Provide a rationale with your response.
  • From the e-Activity, determine how you would use the resource you found in order to analyze algorithms. In your discussion, provide the Website name and URL, along with an example.

**Below is the E-Activity**

The Internet is a great resource for many topics within the field of Discrete Math. There are several Websites that present information, tutorials, animations, and applications related to Discrete Math. Use the Internet to conduct an Internet “field trip,” and find one resource that relates to Discrete Math. Write a short paragraph about it.

  • Analyze the most important concept or method of discrete mathematics used to analyze algorithms. Provide a rationale with your response.
  • From the e-Activity, determine how you would use the resource you found in order to analyze algorithms. In your discussion, provide the Website name and URL, along with an example.

**Below is the E-Activity**

The Internet is a great resource for many topics within the field of Discrete Math. There are several Websites that present information, tutorials, animations, and applications related to Discrete Math. Use the Internet to conduct an Internet “field trip,” and find one resource that relates to Discrete Math. Write a short paragraph about it.

  • This is not an essay. Keep the answers short and sweet.  Most of all straight to the point and do not plagerize.  This will be checked by turnitin.

 
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