Best Writer

D‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌id you ever wonder who first thought to put cheese on a hamburger? Or what genius figured out that by putting a paper clip on an open bag of chips, she could keep them from getting stale? And who was the first preschool teacher, frustrated with the mess at the end of every morning, who decided to make up the song: “Clean up! Clean up! Everybody, everywhere! Clean up! Clean up! Everybody do your share!” Artists, musicians, writers, architects, and actors aren’t the only people who are creative! Creativity can happen anywhere, at any time, when ideas abound, problems are solved, brainstorming flourishes, and minds are “allowed to be” curious and alive. This week’s Discussion invites you to take time to notice some of the many ways adults and children exhibit creativity. Take time to look for less obvious examples of creativity and creative behaviors around you. Then, create a poster that describes at least five to seven examples of creativity in which you have engaged and/or observed other adults and/or children engaging. After you have identified the‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌se examples, explain how each involves various combinations of these dimensions or creative behaviors: Divergent Thinking: Fluency in thinking (generating many different possibilities) Flexibility in thinking (making new and unique connections) Originality in thinking (unique and unusual ideas) Convergent Thinking: Honing ideas to come up with ones that will “work” for a particular problem or situation Elaborating on the ideas of others, adding details, or filling in gaps Note: Design your poster using whatever tools you would like, including the creative and fun experience of using Padlet (). Padlet does require you to sign in with your personal email to create an account. However, Walden does not require, support, or ensure the security of this software. By Wednesday of Week 4 Post your poster as well as your response to the following: A summary of your examples of creativity How these examples demonstrated dimensions and behaviors of creativity and problem finding/solving Your insights related to the statement “Creativ‌‍‍‍‌‍‍‌‌‌‍‌‍‍‍‍‌‍‌‌ity is everywhere.”

Long Paper 2 – Divine Foreknowledge and Human Free Will

As we’ve seen, the primary response to the problem of evil in medieval philosophy and theology is the free will defense, which shifts the responsibility for at least some of the bad things that occur in creation from God to humans.
However, human free will generates tensions with divine traits such as omniscience and immutability: If God is able to foresee all future events, wouldn’t this eliminate free will and other varieties of contingency in creation? Conversely, how could God accurately foresee the future and make prophecies if human beings can change the course of their lives?
Start the paper by summarizing the apparent conflict between human free will and divine foreknowledge.
Then lay out and evaluate three attempted solutions based, respectively, on the ideas of omniscience, determinism, and possible worlds.
Start with the view that God experiences all of time in a single instant.
Include at least one quote from Boethius, Aquinas, or Anselm.
And discuss the view that human choices and all contingent events are predetermined, clearly distinguishing between compatibilism, hard determinism, and libertarianism.
Include at least one quote from Siger, Luther, or Calvin.
In addition, discuss Scotus’ view that God foresees all the possible scenarios in the future but not the particular course it will in fact take, incorporating at least one quote from him.
What are the strengths and weaknesses of these three solutions, and what sorts of theological compromises do they make?
By way of conclusion, indicate which of these three views makes the most sense to you (you have to pick one!) and explain why.

Write clearly enough that another undergraduate who hasn’t taken this class would understand what you’re talking about.

Guidelines
Deadline – late
Upload to Blackboard as a Microsoft Word file (not a PDF), with your first and last name at the beginning of the file name and ‘Long Paper 2’ at the end.

Sources and Citations – Provide full citations for any quotations or paraphrases (not including class lectures), using any standard method that provides all of the relevant information (including exact page numbers or a URL with an exact date). Secondary sources are not required. Keep in mind that many internet sources are unreliable.
Sample: Augustine, “On the Free Choice of the Will,” in Medieval Philosophy, 4th edition, ed. Forrest E. Baird and Walter Kaufmann (Upper Saddle River, NJ: Prentice Hall, 2003), p. 81.
Place full citations in footnotes, endnotes, or a bibliography – placed at the very end of the paper. Citations in the text or in footnotes should include only the author’s last name (if you are citing more than one author) and the page numbers (if there are any); add the year of publication if citing more than one text from the same author.
Cite individual chapters, authors, editors etc., with page numbers for the entire chapter.
See above for examples, and the biographical information at the top of the readings.

Length of the main body of the text – Minimum 1250 words, maximum 2000 words, excluding personal information, titles, footnotes, endnotes, and citations.
Include a word count on the top of the first page, along with your name and an original title.

Grammar, Spelling, Style, Organization – Remember to edit and revise your papers before turning them in. (Pro tip: Listening to what you wrote using a Text-to-Speech app will help you spot writing errors.) If there is more than one error, on average, per page, you will need to rewrite your paper. Students with serious writing issues will be required to take drafts of each of their papers to the Campus Writing Center in EN A012 for assistance.

Formatting – Number pages; 12 point type; Double-spaced; 1 inch margins.

Many constituencies are involved in the numerous aspects of commercial real estate. Beginning with the developer/owner and then to his team of architects, engineers, contractors, property managers, lenders and investors, and last but not least, the residents. Across this wide band of constituencies and the full spectrum of property types the terminology and terms of art used by everyone in the industry are, with some slight variations, fairly consistent.

When it comes to costs (operating and construction) the standard unit of measurement is “per square foot”. The variations would be instances such as hotels where rooms are measured as $x “per key” or apartments may be measured as $x per unit or lot (if referring to land). This is especially true when it comes to revenues and operating expenses. Almost all discussions are couched in terms of PSF (per year). However, the typical apartment renter thinks in terms of $x per month in rent, i.e., $1,000/month.

Your Tasks:
Explain, in no more than one page, why an apartment renter thinks in terms of monthly rents. And yet, as owner developers, why would we convert this monthly rent to a PSF number and use that PSF when conducting market research, market analysis, property comparisons, etc. and what biases and nuances should we keep in mind as we use these numbers?

add this source into the paper Required Text: Bigner, J. & Gerhardt, C. (2019) Parent-Child Relations: An introduction to parenting. Upper Saddle River, NJ: Pearson Education, Inc. (10th Ed.) ISBN 0133865274.
I have attached the paper as parenting in parenthood as well as the rubric of the paper and also some comments that were left to help improve. and the paper instructions. please add the text into the paper Required Text: Bigner, J. & Gerhardt, C. (2019) Parent-Child Relations: An introduction to parenting. Upper Saddle River, NJ: Pearson Education, Inc. (10th Ed.) ISBN 0133865274.

Dissertation Question: To what extent are South Africa early executive’s agendas reflected in actual policies post World War II? What are the implications for the state as a result?

Objective is to achieve above 70% on this body of work. Please see attachment for references that can be included but also feel free to go beyond this. I will need a good bibliography and thorough answer to the question. I am happy for you to change the question slightly if it will make the answer stronger. The scope should still be within the realm of South African politics. A good understanding of the apartheid and its influence on modern day South Africa will help here. I have attempted to throw together 8000 words as a rough guide but my version is very messy and unedited hence I strongly advise to write from scratch and only take a few relevant concepts from my version. A writer of South African heritage would excel at this piece especially if they have grown up there and understand the complexities of the policies impact.

I will only be able to use the following methodologies:
– Intellectual History (history of political thought)
– Case studies (archival research, process tracing)
– Content analyses
– Comparative Methods
– Descriiptive Statistics
– Regression Analysis

This is an English class. MLA Format. 3 Pages. See attachments for more information. video 5 & 6 were not able to be converted and sent as links so the moral of the 5th video ( Matt’s Video) has to do with the importance of family and having a good support system. He works to support his 5 siblings and finds happiness in it. He surrounds himself with people who he wants to be like and treats people the way he would want be treated. Life is simple for him and his family but he likes it that way.
The 6th video (Cassandra’s Video) talked about the changing dynamic between a parent and child. Specifically in the way that a parent starts out as the caregiver for the child but explains how, in cassandra’s case, it’s her turn to take care of them now and she finds happiness in doing so.
Videos 1-4 in order

This is a rhetorical analysis on the music video
“where is the love?” by black eyed peas. There are comments on the document. Please try your best to take the advice on the comments.

Purpose: The purpose of this assignment is to create a chart of teacher-designed strategies based on specific objectives and for learners of diverse ability levels.

Directions:

Select one of the BEST standards (K-3).
B.E.S.T Standards Reading/Language Arts and Mathematics https://www.cpalms.org/Standards/BEST_Standards.aspx
Write an objective based on the standard. (The objective must include ABCD)
Develop two learning activities (on-grade level)
Develop two corrective activities (remediation)
Develop two enrichment activities (above grade level). Make sure to use Webb’s Depths of Knowledge for this assignment pg. 230.
You will have a total of six activities, two for each category.
Save your work in a word document.

***You may use the following template to complete your assignment.

Mental health professionals are aware of tendencies and respond to behaviors such as impulsivity in order to create treatment plans that are intended to prevent or ameliorate symptoms before lasting consequences occur. Although mental health professionals should follow established protocols by attempting to have clients act on their own behalf, they should also understand that at any time they might need to intervene to support and assist these clients.

Select one of the following disorders treated with anticonvulsant/mood-stabilizing medications:

A. Schizoaffective disorder
B. Bipolar I disorder
C. Bipolar II disorder

Review the READINGS and create a hypothetical case study of a client with the selected disorder. Include the client’s age, gender, major presenting factors (including losses and symptom manifestation), when symptoms emerged, and any other pertinent information. Consider possible medicinal treatments that a psychiatrist might prescribe for the hypothetical client and the role of the mental health professional in these treatment cases. Be creative in your descriiption but also be as realistic as possible. Access the DSM-5 and other texts to construct the background story for your hypothetical client’s presentation.
BE SURE TO SUPPORT YOUR PAPER WITH SPECIFIC REFERENCES FROM READINGS.

READINGS:

Lichtblau, L. (2011). Psychopharmacology demystified. Clifton Park, NY: Delmar, Cengage Learning.
Chapter 3, “Pharmacotherapy of Bipolar Disorder” (pp. 37–47)

Preston, J. D., O’Neal, J. H., Talaga, M. C., & Moore, B. A. (2021). Handbook of clinical psychopharmacology for therapists (9th ed.). New Harbinger.
Chapter 8, “Bipolar Disorders” (pp. 43-47)
Chapter 18, “Bipolar Medications” (pp. 82-87)

American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. Arlington, VA, American Psychiatric Association, 2013.

Use the DSM-5 to guide you through your understanding of the diagnostic criteria for mental disorders.

American Psychiatric Association. (2013). Highlights of changes from DSM IV-TR to DSM-5. Retrieved from
As you review this document, consider the changes to depression disorders, specifically bipolar disorder. Focus on the diagnostic criteria presented.

National Institute of Mental Health. (2015). Bipolar disorder. Retrieved from

Question 2: Might an intuition that p justify a belief that p? How?

2000 words – need above 70% in this essay please. See attached 2000 word messy essay. Recommend writing from scratch. The readings to fully understand the question are attached and some recommended readings are also below. Thanks

Start spelling out some of the key terms here. On some accounts of intuitions, an intuition that p cannot justify a belief that p. (Look at Audi). So intuitions would have to be something different from a belief or conviction if the answer to the first part of the question is to be positive. You’d have to discuss Bealer in the discussion of intuitions.
Once you have identified a type of intuition that at least could justify beliefs with the same content, the tricky question is how can they do this. Bealer offers an account, but a good paper will consider more recent accounts, such as Chudnoff and Cowan. I discuss Cowan’s account here – http://peasoup.us/2017/07/ethics-discussion-pea-soup-robert-cowans-rossian-conceptual-intuitionism-critical-precis-philip-stratton-lake/ You might find that helpful.

Reading
Accounts of intuitions
Bedke, Matthew (2008) “Ethical Intuitions: What They Are, What They Are Not,
and How They Justify,” American Philosophical Quarterly 43(3): 253–70.
Audi, R. (1997) Moral Knowledge and Ethical Character. Oxford: Oxford University
Press. (See the section on Intuition. Just a few pages.)
Bealer, G. (1996) “On the Possibility of Philosophical Knowledge,” Noûs 30,
Supplement: Philosophical Perspectives 10, Metaphysics: 1–34.
Chudnoff, E. (2013) Intuition. Oxford: Oxford University Press. (You don’t need to read all of this. Just his discussion of what intuition is.)
Earlenbaugh, J. and Molyneux, B. (2009). “Intuitions are Inclinations to Believe,”
Philosophical Studies 145: 89–109.
Philip Stratton-Lake ‘Intuition, Self-Evidence, and Understanding’
Robert Cowan, ‘Rossian Conceptual Intuitionism’