Best Writer

You will research the ROBLOX company related to the major Business Administration program and analyze its strategic plan. Your analysis will include, but not be limited to, the company mission statement, objectives (short-term and long-term), SWOT analysis, Porter’s Five Forces analysis, and financial health analysis. You will compose your analysis in both written English

RUBRIC
Introduction (5 points)
• Clearly identify the purpose of this paper, and summarize the paper’s contents.

Company History/Mission/Vision/Values (15 points)
• History: the summary is continuous from the company’s founding to today.
• Vision:
• Provide an exact quote
• Critique (textbook’s criteria): graphic, directional, ….
• Mission:
• Provide an exact quote
• Critique (textbook’s criteria)
• Identifies “who we are, what we do, why we are here?”
• Describes these?
• Products & services
• Buyer needs that it satisfies
• Customer group(s)
• Approach to pleasing customers
• Identity of the company
• Company Values
• Beliefs, traits, behavioral norms

Strategic Plan Crafting (15 Points)
• Company Business Model
o Customer Value Proposition
o Profit Formula
• Objectives
• Short Termo
• Long Term

• (You can present them as bullets or in a chart)
• Can be financial objectives or strategic objectives
• Strategic Approach (Chapter 5 in textbook)
• One of the below approaches is the best description of the company.
Explain which one
• Low-cost provider
• Broad differentiation
• Focused low-cost provider
• Best cost provider (best value for the price)

External Business Environment (20 points)
Identify PESTEL elements:
1) Political
2) Economic
3) Sociocultural
4) Technological
5) Environmental
6) Legal / Regulatory
• Competing in the Industry
• Positioning of Industry Rivals
• Show one strategic group map
• Key Success Factors (KSFs) in its industry — bullet list with brief explanation and example
1) Technolgy
2) Manufacturing?
3) Distribution?
4) Marketing?
5) Skills and capabilities?
6) Others? (see textbook)

Company’s Unique Resources and Capabilities (5 points)
• Bullet list with brief explanations and examples

Key Financials (10 points)
• Revenues (show trends over time using a graph)
• Net income (show trends over time using a graph)
• Stock Value
• Basic financial ratios (Current Ratio, Debt/Equity, ROA, EPS, P/E)
• Show trends over time using a graph
• market share (pie chart)

SWOT Analysis (15 points)
• Correct, clearly stated, and comprehensive (considers all aspects of company strategy)

Use a SWOT analysis found on the Internet, but you must edit based on your research and analysis warning many SWOT analyses you find on the Internet of poor quality

I have more instructions to add about the conclusion

This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)This discussion will cover four more mental models that can be used to increase effectiveness. They are in no particular order, and you will likely recognize some of them. As you read about each one, think about a time when you employed a mental model. (Attribution goes to Rhiannon Beaubien as my most recent source of these models.) In this discussion, please offer us a detailed personal example of a time when you employed one of the following mental models:
1. HANLON’S RAZOR. “Never attribute to malice that which is adequately explained by stupidity.” This mental model stipulates that most people aren’t mean; they’re just ignorant or unaware. If someone cuts you off on the freeway, or steps on your new shoes, or coughs in your direction (in public, without a mask), attempt to employ Hanlon’s Razor.
Bitmoji Image
Instead of considering them mean, ask yourself if they might just be ignorant or unaware. Imagine other people’s stories. (And in our class, let’s say that someone writes something egregious in a discussion. Instead of lashing out in response, consider asking questions: What is this true of? What is this person’s story? This person is not mean, so why do I feel like he is?) Your reply might be something like, “I might be misreading your reply. Can you help me understand what you’re conveying?”
Remember, it’s easy to default to “He’s an asshole.” It is more difficult (and perhaps more admirable) to default to “He must be ignorant or unaware. What is he ignorant or unaware of? And why? And how might I attempt to see from his perspective? Can I forgive?”
2. ALGEBRAIC EQUIVALENCE. There are many ways to solve a problem. There is usually more than one right answer. In the following, please solve for x.
(x-6)(x+3)=0
x can equal 6 or -3
6 and -3 are not the same answers, but in this equation they give you an equal answer.
In our class, many of you will earn an A. You will achieve an “equal” result. However, the work you produce will differ. In other words, many of you will find different ways to achieve the same result. In our class, pay close attention to the Rubric for each composition. You will see the minimum effective dose for each criterion.
3. RISK COMPENSATION. Sometimes protective measures are in place to protect us, but as a result, we take greater risks and cancel out the benefits. In our class, for instance, students can earn a lot of extra credit. This is designed to turn a C into a B, or a B into an A. But some students take uncalculated or unwise risks. For instance, some students (last semester) submitted a haphazardly-composed final essay. They likely believed that, even if they did poorly on the essay, the extra credit they’d earned would save them. Unfortunately, they may not have realized that extra credit in our class does not count if the student has a D or an F. See, extra credit in our class is a protective measure. (It’s like a bicycle helmet. Just because you have a helmet doesn’t mean you should deliberately crash into a pole.)
Bitmoji Image
Extra credit exists in our class because some of you are pursuing things that may require you to have earned an A or B in our class. Thus, as long as you have a C or higher at the end of our class, the extra credit you earned will be applied, hopefully turning your C into a B, or your B into an A. It is a protective measure to ensure that you earn an A or B in our class. Please do not take greater risks because of it . . . and cancel out the benefits.
Bonus Mental Model:
Cooperation. (Working with other people is important because you can’t be an expert at everything. Partner with people who have different skills and strengths.) In our class, for instance, I’m eager to partner with you. Invite me into your world, and I can help shine some light on confusion you have regarding our readings, the essays you must compose, etc. Further, partner with NetTutor and/or the MSAC Writing Center before officially uploading/submitting your compositions for a grade on Canvas. (Both NetTutor and the MSAC Writing Center have been linked to in our Course Menu.)
(For many of us, Cooperation is a bit obvious, but it should be included. Please, however, choose one of the other mental models–Hanlon’s Razor, Algebraic Equivalence, or Risk Compensation–when you reply to this Discussion. Thank you. And for full credit, please reply to two of your peers.)

Critical Reflection Essay Religion and Horror

Students will write and submit short critical reflection essays (5 full double-spaced
pages, 12-point font, times new roman) on the last exorcist:
1) Carefully respond to all of the following: utilizing the ideas of religion as orientation
(Charles Long) and sociophobics (Douglas Cowan), write an in-depth analysis exploring
the relationship between religion and horror as portrayed through one character’s
orientation and one sociophobic theme in the chosen film (note: the sociophobic
theme should come from Cowan’s typology, e.g., fear of death and of dying badly,
fear of change in the sacred order, fear of supernatural evil internalized and
externalized, etc). How would you describe this orientation? What are its primary
characteristics? How would you describe the sociophobic theme? What are its main
elements? How is the religious orientation used to help build a sense of fear associated
with the sociophobic theme? What might all of this together suggest more broadly
about the relationship between religion and sociophobics in American cinema horror?
Students are advised to select at least two specific scenes from the film in order to
tightly focus their essays. All critical reflection essays should include an underlined
or italicized thesis statement (central argument) in the opening paragraph, a body,
which provides specific details (e.g, particular characters, dialogue, scenes, events,
etc.) from the film as well as analysis supporting the thesis statement, and a
conclusion. These essays must be submitted via email.

How will Africans benefit from the Internet Expansion” Al Jazeera

Social Media Money in Ghana (Documentary) – BBC Africa

Ipob: Biafra “media warriors” call for killings on socialmedia

Please watch these 3 videos. READINGS ARE UPLOADED
Using your class readings, on the ideas of the “Janus face” of social media and how FB’s Free Basics work in Africa,

comment on how the 3 videos touch on the potentials and shortfalls of the role of the internet in these different parts of Africa.

PROMPT

Compare and contrast Esperanza and the other women of The House on Mango Street. In your response, describe Esperanza’s character, and demonstrate how she is similar to and different from the other women in the novella. Then explain why Esperanza, unlike other women in the story, is able to avoid the pitfalls of her environment.

Cite specific examples from the novella in your response.

Remember to write in standard formal English and use the third person (no personal opinions) and the present tense.

RUBRIC
Your essay should consist of at least five paragraphs.

The literary essay fulfills its purpose of analyzing the characters, themes, and/or historical context of the novel. This purpose is clearly articulated in a valid thesis statement.

The literary essay contains insightful analysis and examples of the choices characters make, the consequences of the choices, the connection to theme, and the way in which these ideas reflect the broader historical or literary context in America. The writer explains the connections between the evidence and the thesis.

The essay has a clear introduction, body, and conclusion. The essay identifies the title of the novel and the name of the author, presents a thesis in the introductory paragraph, and ends with a concluding paragraph that summarizes the main points or restates the thesis of the essay. The body of the essay contains paragraphs that support the essay’s thesis. The essay consistently follows an organizational pattern, such as order of importance. Transitions are well placed and make meaningful connections between ideas and paragraphs.

The writer uses effective, compelling language to express key ideas. He or she considers purpose, audience, and tone in language and word choice. The essay uses present tense when referring to the novel. The essay incorporates literary terms and contains no colloquialisms or slang expressions. The essay is written in the third-person point of view without first-person expressions of opinion. The literary essay is written in a formal style.

Each sentence expresses a complete thought. The title of the novel and the name of the author are capitalized correctly. The title of the novel is italicized, and quotations within the essay contain the exact words from the novel and are punctuated correctly. There are extremely few errors in grammar, usage, and mechanics, and those that exist do not impede understanding.Each sentence expresses a complete thought. The title of the novel and the name of the author are capitalized correctly. The title of the novel is italicized, and quotations within the essay contain the exact words from the novel and are punctuated correctly. There are extremely few errors in grammar, usage, and mechanics, and those that exist do not impede understanding.

How does Global warming affect waether patterns. Explain.

Answer fully the following questions:

Q1: https://www.youtube.com/watch?v=zhV9x79PLRU

Watch the video about “Latin American Debt Crisis of the 1980s ” and summarize it in at least 1 paragraph.

Q2:

What caused Latin America’s debt crisis? Explain by incorporating the following factors: careless borrowing, economic populism, inefficiency, corruption, inflation, and capital flight.

Q.3:

Macroeconomic stabilization is a critical ingredient for sustained growth. Latin America grappled with debilitating inflation in the 1980s and 1990s. What lessons for inflation stabilization can we take from Brazil? Describe them by incorporating the following components: a pure orthodox approach, heterodox policy, and fiscal and monetary fundamentals.

Q.4: https://www.youtube.com/watch?v=YvWrrfPFvR4

In Latin America the largest source of international capital flowing into the region comes not from transnationals, investors, or development agencies but Latino themselves, The largest source of foreign funds in Latin America is the money that migrant workers send home. Why have remittances seen explosive growth? Explain. Refer to the video about “the effect of remittance money on Latin America”

You will explore the use of cognitive mapping as a technique to improve as a student. Complete the attached, “Cognitive Mapping Worksheet.” Complete the worksheet attached below

Please write an essay about any of the topics in the screenshots that I have attached with the requirements and tie it to communication extremely well. Some possible paper topics are cultural differences or gender differences, but you can choose whatever you would like that is on the list. I have also attached two example papers to give you an idea of what my professor wants, and the research methods in Appendix B and and example of Appendix A, which you can choose from for the paper requirements. Please look through everything I have attached and read and follow the instructions very well. THANK YOU!!!

Write two paragraphs using the 10 on 1 Method described in chapter 6 of the Rosenwassser textbook. Chose one of the
images from this list to analyze – you cannot choose the Tiananmen Square image.. See page 167 for an example.

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