Best Writer

300 words for each question.
1)Kaufman shares a number of stories from actual patients involved in her research. She uses these stories to illustrate how patients struggle to make various challenging decisions in terms of life-saving healthcare measures and treatments. Further, she explores how we struggled between the time we have left prior to death and the quality of those days. She also points out how these “choices” are problematic and may not being entirely informed, autonomous choices at all.
Choose one of the stories (from anywhere in the book we’ve read so far) that stood out to you. Briefly summarize that story (1-2 sentences) and explain how you see the story connecting to Kaufman’s larger ideas of “health care drivers” and “ordinary medicine”.
Then, compare your understanding of Kaufman’s ideas and the patient story to one of the ethical theories. How does that theory apply to this story? In addition, what major moral principle most closely applies to the theory, Kaufman’s larger ideas, and the story you chose? In other words, which moral principle ties it all together and how so?

2) Whether pro-life or pro-choice, abortion lies at the heart of the patient-provider relationship, shaping decisions in a way that may prevent providers’ supporting patients when they need them most. Read the following article (https://www.medpagetoday.com/opinion/second-opinions/99479?xid=nl_mpt_DHE_2022-06-28&eun=g1968228d0r&utm_source=Sailthru&utm_medium=email&utm_campaign=Daily%20Headlines%20Evening%202022-06-28&utm_term=NL_Daily_DHE_dual-gmail-definition). What moral principle(s) might guide the situation here between patient and provider? Consider the issues herein and reflect about them in your post.

3)Choose one main idea from anywhere in the course content for this week and one main idea from Kaufman’s conclusion and relate them to one another. How do the healthcare drivers Kaufman talks about interact with issues in patient-provider ethics? How do the ethical theories and/or moral principles apply to this interaction (choose at least one)?
4)Last week you were asked to watch the Rosemarie Garland piece on societal biases coded into our ideas about disability. Consider something from her lecture that stood out to you, that connected with something we read or talked about in class, and connected with at least one major moral principle. Write a reflection that “connects the dots” between the Garland lecture, at least one other reading from class, and at least one major moral principle.

How will studying or interning abroad help you achieve your future academic or professional goals?
Why did you select your specific program and host country?
(I am going to Korea to study abroad.)
How are you academically prepared to be a successful scholar abroad? If you have faced significant academic difficulties, tell us about those and how you are overcoming them.
What examples of knowledge, skills, and experiences will you draw on to meet the challenges of going abroad?

Organization: Pfizer

1.Within each of the 4 basic, SCM measurement categories (i.e. customer service, internal efficiency, demand flexibility, and product development), there are numerous and varied metrics for evaluating/assessing SCM performance. Identify and describe 1 measure in each of the four categories. Be sure to detail and explain the value and impact of each measure on overall business performance. 2.In your own organization, what performance measures receive the greatest focus/attention. How valuable and effective are these measures for guiding and directing the business? Would you recommend any change relative to the current focus? De-emphasize any performance measures? Add or elevate different or new performance measures? (Be sure to detail and describe your measures).
Needs 2 citations
1. Essentials of Supply Chain management, 4th edition. Micheal H. Hugo’s
2. A scholarly reviewed journal

PSA Format: Answering the 4 Critical Analysis Questions
Primary Source Evidence: This assignments needs to focus on a “Artifact, Letter, Photograph, Cartoon, Picture,Poem”, an ACTUAL piece of evidence WITHIN one of these “Primary Sources. (Primary Soures to choose from are attached in file!!!

The PSA is not a formal essay assignment, though you may respond in the form of a short essay. The purpose of the PSA is to guide you through the process of critically analyzing an historical document. To do so, the PSA is organized around four questions. If you are more comfortable answering the following questions directly rather than in essay form that is perfectly acceptable. Points will not be deducted if you do not compose an answer in traditional essay form.
The PSA you submit is required to address each of these four questions: (1) What primary source will you analyze? (2) How can you describe this primary source? (3) What can you conclude after reading this primary source? (4) Do other primary sources support or challenge your conclusion? The point-value for answering each question is noted below. Points will be deducted if your PSA fails to address any of the required questions. For further instructions on how to answer these 4 questions, refer to the explanations below:

QUESTIONS:
Question 1 (5 points, out of 100)
What primary source will you analyze?
This may seem easy like an easy 5 points, but if you do not choose a primary source to analyze you will not receive credit for this assignment. Choosing a primary source is the first step in this analytical assignment. To repeat, if you do not focus on a primary source your assignment will not receive credit.

Question 2 (20 points, out of 100)
How can you describe this primary source?
In this paragraph it’s your responsibility to describe the primary source evidence you’ve decided to focus on. There are several key elements I’d like you to describe. What type of primary source is it? (Is it a diary, a letter, a memoir, a political speech, census data, or another type of document or artifact from the past?) Who is the author, what is their perspective? What tone distinguishes this source? (Consider what adjective best describes the tone of the source, such as outraged, joyous, matter of fact, or sarcastic.) Finally, what was the probable purpose of the source? (Probable, because it’s rare for a source to announce its original purpose; here, you will need to speculate, deduce, and infer.)
In this step it is important to consider the relative merits and/or biases of the source you’ve read. It is also important to consider the context in which a source was produced, and what purpose it was meant to have. It is not your job here to gauge whether a source is “good,” “bad,” or “biased”; all primary sources are each of these things—good, bad, and biased. The challenge here is to understand the perspective of the source so you can begin to consider what you can conclude after reading it (the goal of the next step of the assignment). If you don’t know the answer to any one of these questions, simply note that you don’t have that information. We historians very often don’t know the full story of a source. That’s just part of the challenge of piecing together a picture of the past from fragmentary evidence.

Question 3 (50 points, out of 100)
What can you conclude after reading this source? Describe in no less than one double-spaced page an argument you can make based on the source(s).
An argument can be described as the conclusion you come to after reading the primary source you’ve chosen. This is the historian’s most important job: coming to an understanding about the past by engaging with evidence from the past.
One way to consider completing this part of the assignment is to think about how you’d answer this question: What does this primary source evidence lead you to conclude about this period in the past.

EXAMPLE:
Here is an example. After reading the following primary source (http://www.fordham.edu/halsall/source/columbus2.html), a ca. 1494 letter from Christopher Columbus to the Spanish monarchs, Ferdinand and Isabella, I argue that economic motivations mainly spurred European exploration and colonization of the Americas. This is evident in Columbus’s attention to the material resources available in the islands of the West Indies he had explored. That Columbus repeatedly refers to the acquisition, distribution, and protection of gold is significant. Clearly, Europeans, like Columbus, were motivated by economic concerns above all other factors.
After reading the Columbus letter, I came to the conclusion that European exploration was mainly inspired by economic motivations. You might not agree with my argument—especially given Columbus’s references in the letter to religious factors—but that’s okay. An argument is inherently subjective and it’s appropriate to debate. In this part of the assignment it is up to you, after choosing and describing a primary source, to also choose what conclusion you can come to.

1. What did the events of the Great Global Depression reveal? (Please refer to screenshots GD pg 1 to GD pg 4).
2. Explain what is meant by “the invisible hand of the marketplace.” (Please refer to screenshots IH pg 1 to IH pg 2).

Write a research paper you will discuss and critique 3-4 types of Employee Development activities (excluding coaching) for a job function of your choosing. Some examples include on-the-job training, 360 feedback reviews, job rotation and cross training, temporary assignments, involvement in professional or trade organizations, job enlargement and enrichment, or a an employee mentoring program. Remember, you only need to select 3 or 4. Consult with your instructor if you have other development activity ideas. In addition to your textbook, utilize the CMU library to search recent articles that discuss the development activities you have selected and how they can benefit an employee and the organization.

There are FOUR different sections of essay which are stated below:

SECTION A.: Symposium by Plato
Answer the following questions in 300 words or less.

Review the Speech of Diotima. What is her main point? What does she advise people to do in order to be happy? Raise one objection to her main point and raise one reply.

SECTION B.: Meditations by Descartes
Answer the following questions in 300 words or less.

Explain Descartes’ proof for the existence of God from Meditation III. What argument does he make. Raise one object to his proof and make one reply.

SECTION C.: Genealogy of Morals by Nietzsche
Answer the following questions in 300 words or less.

What is Nietzsche’s point of view about what is good? What is the most useful part of his views about goodness? What is a dangerous or misleading part of his views about goodness? Provide evidence to support your conclusion.

What is the issue?
What is the context of the problem?
What key points should be considered?
What are alternatives available to Katy, the decision-maker?
What would you recommend – and why?
Discuss specific strategies from the textbook or outside
references. Any alternatives for further action to resolve the issues? Do
you anticipate potential problems or any additional research regarding the
topic?
Conclusions (Key Points). A conclusion is an integral part of the paper; it provides
closure for the reader while reminding the reader of the contents and
importance of the paper. It accomplishes this by stepping back from the
specifics to view the bigger picture of the document. In other words, it
reminds the reader of the main argument. For most course papers, it is
usually one paragraph that succinctly restates the main ideas and
arguments, pulling everything together to help clarify the paper’s thesis.
A conclusion does not introduce new ideas; instead, it should clarify the
intent and importance of the paper. It can also suggest possible future
research on the topic.
References. Provide a list of applicable references; generally include
only citations to materials critical to your case study (i.e., not a
lengthy bibliography). Reference list entries contain specific
information, allowing readers to find the publication. The information is
presented in a standard format, including order of information, italics,
parentheses, and other markers to help distinguish between different parts
of the reference entry.

Book Review Guidelines

1. The heading (as a bibliographic entry), which
includes author, title, and publication information followed by your review of
the book and lastly your name (the reviewer):

Holland,
Tom. Persian Fire: The First World Empire
and the Battle for the West. New York:
Anchor Books, 2005.
Your
review of the book
Reviewed by: Your Name

2. Who is the author? Are they qualified to write the book?

3. Provide only a brief summary of the book.
What is the scope of the volume under review?
(chronological as well as thematic) What is the Author’s thesis? Note the salient features of his argument,
listing the page numbers if appropriate.

4. A recap of the evidence that the author uses
to back the thesis. A discussion of the author’s point of view may be part of
this summary.

5. A discussion of how the book supports,
attacks, modifies, or expands the view of a subject covered by the course.

6. Comments about the book’s readability and
any features, such as illustrations, and bibliography, worthy of note. (stylistic qualities. Maps, tables, index…)

7.
What are the author’s main sources? Does
he use more primary or secondary sources? Is there a bias to the sources?

8. What are the underlying assumptions the
author has, or biases that might color their interpretation?

9.
Your criticism. Give a final recommendation for or against
the book as an aid to understanding the subject.

Reviews
should be a maximum of two typed pages normal format, doubled spaced, Times New
Roman, etc. You must be efficient with your wording to address all of the
topics in such a limited space, but it can be done. Often journals want reviews to be succinct.

Use
footnote or end notes for citations formatting with Chicago Manual of Style.

(Links to an external site.)history of disability awareness in America 6:12

(Links to an external site.) what is the ADA 2:11

(Links to an external site.) Disability etiquette 1:58

(Links to an external site.) Disability how you see me 3:00

(Links to an external site.)the dos and don’ts of disability 3:24
Please choose a piece of media that relates to some element of “Disability Culture” for this week’s Media Assignment. This can include physical, mental, or social disabilities.
Media Deconstruction Instructions: Rather than a traditional essay please use the bulleted format below. Minimum one page, maximum three pages in length. Double spaced and MLA format requested but not required. People gain a lot of their opinions and behaviors based on what the media tells them. I want you to be critical thinkers and take a closer look at the things you might have seen, but not noticed before. The source can be newspaper, magazine, radio, film, TV, internet site or any other media that interests you. For variety, please do not use the same source for more than one assignment.
You must understand the following vocabulary to complete this assignment: Media Source, Author, Intended audience, Demographics, Stereotype
You must use the format below to complete this assignment.
1. The Source, What company or person(s) published this media? and The Medium, (print?, TV? internet? Radio? Etc…) The Date that it was published or aired and The Authors, (Who wrote it?)
2. Who is the intended audience? of this source. (If it was printed in the New York Times, you will need to research the demographics of the readers of the New York Times.) Research and discuss the demographics of that intended audience including items such as; age, gender, economic status, political preference, education, ethnicity, etc. This is factual data, not your opinion. The audience is NOT necessarily the same as the subject of the piece.
3. Is it comprised of FACTS or OPINIONS? What is the perspective/point of view of the writer? Is it biased or objective? Give a BRIEF description of the piece. Is it considered news, entertainment, or advertising? Explain.
4. Does the piece promote positive communication (builds awareness, understanding, empathy, respectful, etc.), or negative communication (contains moralistic or judgmental remarks, no room for other points of view, etc.)? Please note that many times both can be present. Give specific examples.
5. What stereotypes are seen in this piece of media? Does it break down old stereotypes. Does it create new stereotypes? Please explain in detail.
6. How might this media affect the way its audience feels/ thinks/ behaves? How does it affect the way YOU think / feel / behave?
7. In what ways does this media information relate to the five short videos about disability culture or inclusion? Please be specific.