Best Writer

2 blog required
APA,MLA required
The first blog is mandatory blog (pls read instruction)
The second blog is I choose this topic Nutrition and Special diets (pls read instruction)
Ensure to answer all questions
Only give me website/blog site
No plagiarism

Each week a different disability area is discussed in this course. Select two different disability areas and respond to the prompts included below for each disability.

For each disability area,
discuss the disorder(s) included under each disability,
the characteristics of each disability area,
ISBE’s criteria,
interventions to help students with each disability area,
the role of the school social worker, and (also include the role of the teacher, support staff, school, and how to work with the parents and families).
How will you apply the information you have learned in this course to your professional life? What new insights have you gained, what information stood out, what is your personal experience with the disability, and how can you apply the knowledge gained to your professional role now or in the future?
Requirements
To receive full credit, each paper should include the following:
Follow APA 7th edition format and guidelines. Include the following:
Title page
Abstract
12-point, Times New Roman font
Double-spaced
In-text citations
Reference page
The paper should include 6-8 pages of written content (not including title page, abstract and reference page).
Discuss each prompt listed in the description.
Apply citations from the course material and outside sources.
Each paper should include an introduction, body, and conclusion with a title page, abstract, and reference page. The content should be written in a manner that is well-organized, coherent, and thought-out.

Requirements and Grading:
Refer to the Content Analysis Paper Guidelines and Rubric posted under “Rubrics and Grading Criteria” near the top of the course for more details on how this assignment will be graded.

APA Format and Guidelines
Student applies APA format and guidelines appropriately.
Student somewhat applies APA format and guidelines (no more than two errors) appropriately.
Student applies APA format and guidelines, but several errors are present.
Student does not apply APA format and guidelines.
Page requirement and grammatical errors (not including title, abstract and reference page)
The paper provides 6-8 pages of content (not including the title page, abstract, and reference page, all of which are present). The paper does not have any grammatical errors.
The paper provides 5 pages of content (not including the title page, abstract, and reference page, all of which are present). The paper does not have any grammatical errors.
The paper provides 3-4 pages of content but only if the title page, abstract, and reference page are included in the page count. The paper has some grammatical error.
The paper provides less than 3 pages of content, even if the title page, abstract, and reference page are included in the page count. The paper has ongoing grammatical errors.
Critical Thinking
Presents material and comprehensively explores the writer’s perspectives and the perspectives of others.
Presents material and comprehensively explores the writer’s perspective.
Presents material but does not include the perspective of the writer.
Does not present material and ideas are not coherent and are disorganized.
Content Development
Addresses each prompt and provides evidence from course material as well as outside sources.
Addresses each prompt and provides evidence from the course material as well as outside sources.
Addresses some prompts and minimal connection is given to course material.
Does not address any prompts and or does not include connection to course material.
Organization and structure
Displays a well-written introduction, thesis statement, and a conclusion. The content is organized and represented with headings.
Displays a well-written introduction, thesis statement and a conclusion. The structure of the paper is organized, but could be improved with one or more additional headings.
Displays an introduction and a conclusion, but lacks a thesis statement. The paper lacks structure and organization.
Does not include an introduction, thesis statement, or conclusion. The structure lacks headings.

Good morning class,
I have finished grading your first library assignment. Please make sure you read my feedback if you did not receive 100 points so that you can improve those things for Library assignment #2. The second library assignment is due by the end of this week (this Sunday 8/7/22). The same guidelines apply but instead of doing it about painting and music, you will now do it about sculpture and theater.
For the theater, you can watch a performance of a play online and analyze what you see in that performance.
As I have mentioned previously, see week 5 sculpture terms video for the sculpture analysis (week 1 art terms video is also useful as many of the terms can also be used for sculptures). See week 6 theater terms video to help you analyze/describe (in a simple way at least) a theatrical performance.
I already mentioned this, but just in case, I will repeat. If you follow the guidelines, the second library assignment should be organized this way:

PSYC2245 Social Application Assignment
What to Write. 3 parts of roughly equal length: 1. Briefly describe the specific concept you are illustrating. 2. Describe your example. 3. Explain in detail how the example illustrates the specific concept. Part 3 is the most important part in determining your mark. You may combine parts 2 and 3 together if it suits your writing style better.
What to Share. Your “presentation” will be a short 1 – 2 minute condensation of just parts 2 and 3 of your written work. Do not present part 1, the explanation of the concept. You are simply sharing an example of a concept with the class.
How you will be marked. Your mark will depend on the quality of your example and how well you explain how it exemplifies the specific concept you have chosen. Higher marks will go to students who bring forward distinctive examples and who go beyond the main idea of the concept to show a detailed understanding of it. Do not use examples from the textbook. Your mark will also depend on the quality of your writing; it should be clear and error-free. For the class presentation, polish or perfection is not required; just organization, clarity and sticking to your time limit (2 minutes max).
Due Date. Your due date depends on the topic for which you sign up. (See Social Application Sign-up under Information on Blackboard.) Changes of topic/date are not allowed within 3 days of your presentation date. Your written assignment is due no later than 3 days before the class in which you are scheduled to present. The presentation must be made on the day for which you have signed up.
Late Submissions: Assignments will be accepted late but will lose one mark out of the 13 for the written part for each day late. If your assignment is not submitted by the day before your scheduled presentation date you will forfeit the opportunity to present to the class and will lose the 3 marks for the presentation.
Weighting. 16 marks or 16% of total course mark.
Length. 300 to 500 words.
Formatting. 1.5 or double spaced. Include title page with a title, your name, date, and total word count. Do not exceed 500 words (excluding title page and reference page). Credit your sources using APA format.
Rewrites. The written part can be resubmitted for a higher mark within 1 week of your presentation. The maximum mark possible for a rewrite is 10/13.
Marking Scheme
Written 13 marks + Presentation 3 marks = Total 16 marks

Written Submission /11 (plus 2 marks for writing quality and APA)
11 Exceptional!
10 Excellent. Strong example. Solid understanding, clear, well presented.
9 Very Good. Strong example. Solid understanding, clear, well presented with a few minor errors.
8 Good. Fair example. Adequate understanding but errors in understanding.
7 Fair. Some effort shown but significant errors or omissions.
< 6 Poor

The Problem-Solving Cases are found at the end of the chapters in the text. There will be six (6) OB Problem Solving Cases due in this course. To receive full credit for the assignment, the questions involved with the Problem-Solving Cases (unless otherwise stated) must be answered in short essay form. Each Incident assignment should be a minimum of three pages of content, fully answering the questions. The assignment should be typed and double-spaced in a 10 – 12 font. The Problem-Solving Cases will be graded on content, length, and grammar. Case Incidents will be due on Sundays. The problem-solving case reports must reflect APA. Be sure to include a title page and a reference page.

For this participation assignment, you have to design a naturalistic observational study. This would be a systematic observational study; you would not intervene in the situation you are observing.
For instance (please do not use this example): I am interested in consumer spending behavior. Therefore, for my observational study, I would sit at a mall entrance for an hour on a Saturday afternoon. My research question is, “Do teenagers buy more than older adults?” I hypothesize that older adults would buy more than teens, as teens may be more likely to use online shopping. To study this question, I would count all teenagers (or people who appeared to be in their teens) and older adults (those who appeared to be 65 or older) who exit the mall during the chosen hour and count how many teenagers and older adults carried shopping bags vs. how many did not.
Write a short report addressing the following questions.
What is your topic and research question?
Where would you go to observe this?
What is your hypothesis and why?
What behavior would you track to test your hypothesis?
Some guidelines:
Keep in mind that naturalistic observation would occur only in public spaces, per research ethics!
The behavior you select must be related to some psychological phenomenon about which you can create a hypothesis.
The chosen behavior must be one for which you would expect a difference in the count data based on some IV (e.g., age, use of headphones/electronic devices, being alone vs. being in a group).

Milestone 1 , 2 and 3 attached along with rebruic. all milestones are incorporated in the paper (milestone 2 needs the most work)

You will research its industry in China and prepare
an overview of the industry. In addition to the overview, the report should
contain opportunities for US companies in that industry in China

China – Marketing – Soft Drinks (1.5 pages)
China imports drink more than they export (1.5)
Outlook for your Industry in the next five years in detail (1.5)
Notes and Bibliography

Background for Discussion 2:
Before beginning this Discussion, review the background materials on conflict management. Also view the following video on active listening skills.
MindToolsVideos. (2015, June 12). Improve your listening skills with active listening [Video file]. Retrieved from https://www.youtube.com/watch?v=t2z9mdX1j4A
You will need the concepts and principles from these sources to support your responses to the discussion question. You may also support your comments with information from outside sources. Be sure to cite sources used.

For Responses to Peers:
Review a post below and comment on how you, as an outsider, see the causes of their conflict. What are some suggestions you would have to mitigate or resolve their situation?

When people from different races, cultures, and religious beliefs exist together in the same environment, there is bound to be conflict. I took a summer job as a supervisor in a new restaurant a few blocks down from my house, and on my third day there, I had my worst experience with conflict. The restaurant owner hired another supervisor with whom I had to share responsibilities. As supervisors, we were responsible for training the employees, dealing with customer complaints, and ensuring compliance with health regulations. After working together for three days, my fellow supervisor and I argued over the importance of involving the staff in decision-making.
My fellow supervisor argued that we should let our employer make all decisions without considering the opinions of the staff, while I pleaded for their inclusion. I believe that all employees should play a part in the decision-making process. The worst part of the argument was that customers were witnessing our exchange, which we realized was getting out of hand, and went outside (HelpGuide.org, 2020). Eventually, we resolved it with the help of our employer after reminding us that we were causing a scene and explained to us the importance of working as a group.
I believe that applying active learning techniques would have helped solve this conflict before it escalated. If only we took a minute to first listen to the other and allow them to explain their perspective rather than speaking over each other (MindToolsVideos, 2015). The yelling made it difficult for us to hear and understand, and we both fought to respond instead of listening. It would have been easier to solve the issue if I had listened to what the other was saying and understood it first before expressing to them my view. Active listening is an essential factor in all scenarios of verbal communication.
References
HelpGuide.org. (2020). Conflict resolution skills. HelpGuide.org. https://www.helpguide.org/articles/relationships-communication/conflict-resolution-skills.htm
MindToolsVideos. (2015). Improve your listening skills with active listening [Video]. Youtube. https://www.youtube.com/watch?v=t2z9mdX1j4A
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Module 2 – Background
MANAGING GROUPS AND TEAMS
Required Sources
Force Field Analysis
The Force Field Analysis model is one that has been widely used to address challenges in communicating with others, leading teams and managing conflicts. Its goal is to move opposing groups or individuals toward more effective cooperation. As its name suggests, this model analyzes the factors (or forces) that influence situations in which people are having trouble working together. By increasing the driving forces for more effective communication and cooperation and weakening the restraining forces against open communications and cooperation, one can create a working situation that is more collaborative and productive.
For a brief summary of the Force Field Analysis model, see:
Tutor2u. (2016, April 22). Lewin’s force field analysis model [Video file]. Retrieved from https://www.youtube.com/watch?v=X9ujAtYAfqU
Communication
We begin this module by building a foundation of knowledge about interpersonal communication. After all, communication is needed for effective group activities. In gaining this foundation, we will refer to Wikipedia for a “quick and dirty” overview of the topic. (Caution: Wikipedia is an unacceptable source for academic papers because it is a publicly edited site with information that can be incomplete, biased, or incorrect. However, to get a quick introduction to a topic, it can be a good place to start.)
Models of communication. (2016) Wikipedia. http://en.wikipedia.org/wiki/Models_of_communication
Never discount the value of trust in strengthening communication and improving work relationships. One way to build trust is to maximize what we know about ourselves and wish to share with others. Conversely, we want to minimize aspects of ourselves we are not aware of but are readily apparent to others (our “blind spots”). This is accomplished through a combination of self-disclosure and feedback.
The Johari Window is an excellent model for improving communication effectiveness and therefore trust. Created in the 1950s by two guys named Joe and Harry (no kidding!), this model is still widely used in organizations to improve communication between coworkers, bosses, subordinates, and teams. Watch the following videos:
Leader Logic. (2018, February 5). Johari Window example in 5 minutes [Video file]. Retrieved from

Leader Logic. (2018, February 8). Johari Window for project scope development [Video file]. Retrieved from https://www.youtube.com/watch?v=rCw1wcSJ5V8
Then read:
Apricot Training Management Limited: Self Awareness. (2013) Understanding the Johari Window. Retrieved from http://www.selfawareness.org.uk/news/understanding-the-johari-window-model
Groups and Teams
The structure of modern organizations is continually changing and work is being done in teams more than ever. But teams are more than just a collection of individuals working on a single project. Team workers need a set of skills that exceeds those of individual workers to allow them to collaborate effectively. Often, employers do not train employees in these skills so it is a rare thing when teams live up to their potential. This is particularly true of teams in the United States, where the culture highly values individual effort and accomplishment.
In this part of the module, we will increase our ability to manage teams by learning what constitutes a team, how to handle conflict, and how to build a high-performing team. To get an overview of this topic, view this PowerPoint presentation on Group Dynamics and Conflict.
The Tuckman model of group development is one of the most widely used tools to understand the dynamics of team formation and development.
The following reading offers a concise explanation of this model and as a bonus, relates group development processes to the Johari Window (above) and the Situational Leadership model to be presented in Module 3:
Chapman, A. (2016). Bruce Tuckman’s 1965 Forming, Storming, Norming, Performing team-development model. Retrieved from http://www.businessballs.com/tuckmanformingstormingnormingperforming.htm
Most of us think about trust in teams as growing over time and with experience being with another team member. However, swift trust stems from an initial assumption of trust which is confirmed, or disconfirmed, over time. In this sense it is conditional and must be verified by the actions of team members. Read this blog about the factors that contribute to swift trust and how leaders can create it:
Swift trust—why some teams don’t storm (2011). In Management Pocketbooks. Retrieved from https://managementpocketbooks.wordpress.com/2011/04/26/swift-trustwhy-some-teams-dont-storm/
Here is an interesting example of organizational theory being used to solve practical business problems. This report is designed to help its analysts avoid group decision-making biases such as groupthink, polarization or “risky shift,” overconfidence, or composition bias. The practical application of theory demonstrated in this source may be helpful to you in preparing your case.
Mottola, G. & Utkus, S. (2009) Group decision-making: Implications for investment committees. Vanguard Investment Counseling and Research. This article can be found at http://agb.org/sites/agb.org/files/u16/Vanguard%206.pdf
Conflict Management
When working with groups, conflict is inevitable. Although conflict is often viewed as negative, this is not always true. As we learned in the earlier PowerPoint presentation, well-managed conflict can increase team performance and result in better output. One trick is to learn the differences between healthy and destructive types of conflict. Read the following for more information:
Issues Teams Face: Managing Conflict (n.d.) Retrieved from http://www.sagepub.com/upm-data/54195_Chapter_7.pdf
Now that you can recognize the difference between good and bad conflict, take a few minutes to read about some techniques that can help you manage conflict between people at work (or even at home!) and keep situations from spiraling out of control:
Help Guide (n.d.). Conflict Resolution Skills. Retrieved from https://www.helpguide.org/articles/relationships-communication/conflict-resolution-skills.htm
Optional Sources
Communication
The International Association of Business Communicators (IABC) is the premier international knowledge network for professionals engaged in strategic business communication management. Examine their website which includes news, events, workshops, a bookstore, and a research foundation. Find out how you can become an Accredited Business Communicator:
International Association of Business Communicators. (2016). Retrieved from http://www.iabc.com/
Groups and Teams
This site provides library links to numerous topics in the field, a basic overview to group formation and stages of group development, and also information on team building.
Group dynamics: Basic nature of groups and how they develop. (n.d.) In Free Management Library. Retrieved from http://www.managementhelp.org/grp_skll/theory/theory.htm
Conflict Management
The following site includes library links, and various perspectives on conflict (e.g., dealing with conflict, conflict in organizations, etc.):
How to manage group conflict (n.d.) In Free Management Library. Retrieved from http://managementhelp.org/groups/group-conflict.htm
Click the link below for an extensive collection of conflict-related material. There are many interesting links to articles both academic and practical. You should spend some time browsing this site. Pay special attention to links dealing with conflict styles, conflict resolution, negotiation, integrative and/or distributive bargaining.
Bacal, R. (2016). Articles on communication and conflict management. The World of Work. Retrieved from http://work911.com/articles/indexcomcomm.htm
Interestingly, some teams skip over the “storming” phase, particularly when they need to come together quickly and produce output without having the time it normally takes to build trust. See the following to continue your learning about the phenomenon known as “swift trust”:
Meyerson, D., Weick, K. E., & Kramer, R. M. (1996). Swift trust and temporary groups. In R. M. Kramer (Ed.), Trust in organizations: frontiers of theory and research (pp. 166–196). Thousand Oaks, CA: Sage. Retrieved from https://books.google.com/books?hl=en&lr=&id=A_8LbcsgrNMC&oi=fnd&pg=PA166&dq=Debra+Meyerson+swift+trust&ots=VoC6zx3jC7&sig=vmlH0YJ_gr1CeOmwNm7dkycljw4#v=onepage&q=Debra%20Meyerson%20swift%20trust&f=fa

ESSAY IS DONE AND ATTACHED, you create the video aspect. Please read directions and offer price you deem appropriate.

The video essay uses: clips, images, spoken word commentary and/or caption cards, subtitles, etc. A video essay is not a simple collage or montage of material. It works partly by juxtaposition, by placing images in sequence and using them as ‘reveals’, but it is also structured by a ‘presence’ – the essay author, in other words – that directs the viewer’s attention and takes them on a thought-provoking journey.

In short, a video essay is a kind of persuasive storytelling, presenting a viewpoint and the evidence for it, telling a convincing story about it.

To be done well, it needs to be:

planned in detail
fully documented
scripted
Do not just present a random sequence of materials which vaguely refer to a topic: that is not a video essay and is a sure route to a poor grade in this assignment.

An overview of the process

A video essay uses footage and clips from libraries, archives, or other sources which is carefully selected and edited, and which:

incorporates ‘talking head’ sections where the author (or others) speak to the camera;
uses captions, subtitles and/or other on-screen text to comment on images, to add to them, to subvert them.
In many ways a video essay is a semi-documentary form and requires many of the same kind of strategies. It means identifying a topic and gathering material, working with that material to develop, refine and understand the idea more fully, working from a clear vision of how the final sequence will be.

How long should a video essay be?

Your video essay should be 8-10 minutes in length.

How is the video essay graded?

The following aspects will be evaluated in grading your project:

Introduction: The opening is engaging and hooks the viewer from the beginning.
Content: Students utilized at least 5 scholarly sources that were clearly and concisely summarized. Scholarship was seamlessly integrated into discussion that included a clearly described objective and thesis statement. The author demonstrates a clear knowledge of the materials and has organized the information in a clear and compelling way.
Video: Video includes a clear statement of purpose. Clips, images, voiceovers and ‘talking head’ sections are presented in a logical order, with relevant information that supports the video’s main argument.
Grammar: The text and audio have no grammar or spelling errors.
Production: Video is edited. Video runs smoothly from shot to shot. A variety of transitions are used to assist in communicating the main idea. Shots and scenes work well together. Graphics explain and reinforce key points in the video.
Some useful links:

How to make a video essay:

The Ultimate Video Essay Checklist ✓

Some examples of video essays:

https://www2.bfi.org.uk/news-opinion/sight-sound-magazine/polls-surveys/best-video-essays-2018

https://nofilmschool.com/most-essential-video-essays-2018