Revision, Essay rewrite, and APA proper citation on 5 pages Econ essayAnswers 1Bids 2Other questions 10

/in /by

I need an expert writer and someone major in Econ/researcher to Help me rewrite this essay below.  I did not get a good grade and need to resubmit it by tomorrow night at midnight central time.  It needs to be revised, paraphrased and Cited properly.  The sources are referenced below please use other sources or completely rewrite the essay using the sources written below or rewrite essay using 3 new sources on unemployment.  here is the feedback I got from my instructor. the majority (75%) of your submission is taken from other sources without proper citation (please see attached). Please abide by the University’s Academic Integrity Violations (AIV) policy. If you are using external sources, please use proper citation. Please review the APA Manual – 6th Edition to help you avoid this problem in the future. Here is another good source for in-text citations:  This was the original assignment requirement,Write a minimum of a five-page essay, using proper APAformat, on the topic of unemployment in the U.S. Use a minimum of three scholarly sources. You have the freedom to take any aspect of unemployment that you desire to research.All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.  All references and citations used must be in APA style Essay I submitted: Unemployment of a country represents the figure of people in the work force who are willing to work but do not have a job to do. It is therefore stated as a percentage and calculated by dividing the number of people who are unemployed by the total work force whilst the work force is made up of those people who want to work. It thus excludes people who are disabled, retired, and able to work but not currently looking for a position. For instance, they may be taking care of the family or going to school i.e. college. It is also found that people can be unemployed because of several factors like; some quit their position and are looking for a new one, their company reduced the work force and they are seeking a new position to be filled. This can be due to a local condition, where a company closes a division or plant, or a national condition, when the economy slows in that it cannot favor the company and many companies may decide to reduce their work force. Next can be that they were laid off due to lack of work and haven’t yet been rehired. Others may have recently returned to the work force – perhaps from pregnancy or attending school – and haven’t yet located a position. Another factor is that one of self expertise. The need for their skill set has gone down, and there are limited positions available, which may lead to unemployment until they train for a new position. Finally, technology could have reduced the need for their type of position.            Hence unemployment comes in several ways and affects millions of people at any given time of life. People can find themselves out of a job because the economy is in a downturn.  They could be in the unenviable position of working in a slowing industry. The luckiest ones could simply be transitioning from one job to another by choice. For most people, though, unemployment is a stressful personal experience. And though economists agree that steps should be taken to keep unemployment low for the wellbeing of the economy as a whole, they disagree on how best to do this.Demand-deficient, Structural            Very few of the people can afford to be unemployed for long periods of time in life. The unpaid bills keep mounting; the stress, depression, and social isolation grow ever more wearing. The economy as a whole cannot remain stable if large numbers of jobless workers are unable to purchase the consumer goods and services (basic commodities) that account for two-thirds of U.S. economic output. Unsold inventories get to increase, profit-driven businesses cut back on production, and more people lose their jobs or start working on or with reduced hours. The father of economics calls this chain of events demand-deficient unemployment, and, because its roots lie in the natural contraction and expansion of the business cycle, it is expected tohappen periodically. At other times though, it is precipitation by a major economic shock: a credit crunch or sudden steep rise in oil prices and many more. Then, the downturns are more severe, and the accompanying unemployment more extensive and drawn out.              Annual estimates in United States major segments, and the contract series was then deflated by a specially advanced series. This is a series which composed of two parts. One of the parts consisted of materials prices; this was computed as the geometric mean of a fixed weighted series developed for this purpose and the regular variable weighted series. The second part comprised of average earnings which were based on union data reweighted and adjusted to represent the movement of earnings of all employees. The two series were then combined, weighting them by a changing set of ratios of e.g. payroll topayroll plus materials costs, and the combined series was then divided by an index of average hours. Similar procedures were used to develop a labor requirements series for the other years. This estimates produced a decreasing trend in the rate of unemployment percentage for trade union members in Massachusetts manufacturing and transportation industries in AprilJune.            In the United States the unemployment rate among the wage earners is as the self-employed. This assumption is consistent with census practice in 1890 and 1910, and allows for the fact that not only are some self employed indistinguishable from wage earners for example carpenters but that some bona fide self-employed were wage earners for some period in the census year. But then the implicit rate of unemployment for wage earners is found to be nearly double.              Furthermore, there will be a likelihood that what economists refer to as underemployment. Here it is not a question of not having a job, but rather of having a job for which one is overqualified. Experts estimate that as much as 25 percent of the workforce may fall into this category. Fully two-thirds of all temporary workers and one-third of all part-time ones have no other recourse because they cannot find more substantial employment. At least one-fifth of all graduating college students find themselves in similar straits. If you only work intermittently for twenty hours a week or less and get at best only 80 percent of the wages from your previous job, you too may be ‘underemployed’ (Feldman, 1996).            This relates equivalently to unemployment which is not nearly as straightforward as the monthly jobless rate reported by the government might suggest. As a telling economic indicator, it only counts those out of work actively seeking employment in the United States of America but it excludes those who have given up looking altogether or who are underemployed. Although the official number covers the job losses amongst the nation’s more productive workers, the ones who earned and presumably spent the most in wages. This type of an involuntary unemployment is thus the most problematic. Between the years 1972 and 1992 and approximately between 4.6 percent and 9.1 percent of the U.S. labor force found themselves in precisely this predicament. But plight they had was probably not as bad as between 3.8 percent and 5.8 percent of American workers so disheartened by their prospects that they had stopped looking all together. More fortunate, perhaps was just the estimated 10.8 percent to 15.4 percent of the American underemployed and unemployed workers who could only work part-time or at low pay, unskilled full-time work. This was according to Sheak.            Unemployment is equally a shared burden. How much rates vary by age, race, gender, and educational attainment is clearly documented in data gathered by the U.S. Bureau of Labor Statistics. In 2013, for instance, the seasonally adjusted unemployment rate for 20- to 24-year-olds ran to around 13 percent, this is twice as much as the rate of between 6 and 7 percent for 25- to 54-year-olds.This was found to be an even lower rate of just over 5 percent which was reported among workers 55 years and over. The average unemployment rate for the year was approximately 7.5 percent. At 7.7 percent, the unemployment rate for men overall was higher than the roughly estimate of 7.0 percent rate for women overall.            The United States unemployment rates varied even more by race. Amongst the whites, the rate ran to 6.6 percent whileamong African Americans it ran to 13.7 percent this is over twice as high. At up to 9.4 percent, the rate for Hispanics or Latinos, meanwhile it fell in between. On the other hand education wise, up to 11.3 percent of high school dropouts seeking work were unemployed as opposed to 7.6 percent of high school graduates in the United States. This is a rate of as high as 6.4 percent among college attendees suggests they had an easier time finding work because of the derived skills, though not as easy a time as college graduates, whose rate of unemployment ran to only 3.9 percent (U.S. Bureau of Labor Statistics, 2013).            It has been asserted, however, that ‘full employment at high wages in a private enterprise economy is undesirable and therefore the state wishes to set a figure based on the assumption that full employment is less common. If the US government  sets  the goal at that which prevailed in 10 per cent of the years, the ratio would run to 2 per cent or less than that. But one may take a less pessimistic approach to bring hopes to life. High level employment has also characterized the performance of the American economy in the past half century. While even a level of 5 per cent unemployed would hardly be considered to present a major economic policy problem, such a level has been achieved in more than half this period.              Finally and to conclude, I believe that people have gone without adequate work for many years, but the economic theory explaining unemployment didn’t really come into its own until the twentieth century because of the interest of money. It is then clear that if supply does not create demand as it is widely supposed, no one would be jobless when, in fact, many were at the time. The United States also records the lowest number of unemployment of up to 5 percent as compared to other countries thus a stable economy.Reference            U.S Department of Labor, Employment and Training Administration, Research and Development Projects. 1980 edition 221pp.           U.S Department of Bureau of Labor, Statistics Productivity and Economy, Bulletain 2084 Washington, U.S Government Office, October 1981            Employment and Training Report of the President Washington, U.S Government Printing Office Published Annually.

The post Revision, Essay rewrite, and APA proper citation on 5 pages Econ essayAnswers 1Bids 2Other questions 10 appeared first on homeworkhandlers.com.

summarize and do you agree or disagree with Booth’s explanation of the phenomenon commonly described as ‘writer’s block’?Answers 1Bids 1Other questions 10

/in /by

summarize Wayne C. Booth’s ‘What Is an Idea?’ (reprinted below) and then answer the following question for evaluation: Do you agree or disagree with Booth’s explanation of the phenomenon commonly described as ‘writer’s block’? **********************************************************************************’What Is an Idea?’Wayne C. Booth ‘I’ve got an idea; let’s go get a hamburger.’ ‘All right, now, as sales representatives we must brainstorm for ideas to increase profits.’ ‘The way Ray flatters the boss gives you the idea he’s bucking for a promotion, doesn’t it?’ ‘Hey, listen to this; I’ve just had an idea for attaching the boat to the top of the car without having to buy a carrier.’ ‘The idea of good defense is to keep pressure on the other team without committing errors ourselves.’ ‘What did you say that set of books was called? The Great Ideas? What does that mean?’The word idea, as you can see, is used in a great many ways. In most of the examples above it means something like ‘intention,’ ‘opinion,’ or ‘mental image.’ The ‘idea’ of going for a hamburger is really a mental picture of a possible action, just as the ‘idea’ of a boat carrier is a mental image of a mechanical device. The ‘ideas’ of good defense and Ray the flatterer are really opinions held by the speakers, while the appeal for ‘ideas’ about how to increase profits is really an appeal for opinions (which may also involve mental images) from fellow workers. None of these examples, however, encompasses the meaning of ‘idea’ as it has always been used by those who engage in serious discussions of politics, history, intellectual movements, and social affairs. Even the last example, an allusion to the famous set of books edited by Robert Maynard Hutchins and Mortimer Adler at the University of Chicago, does not yet express an idea; it only directs us toward a source where ideas may be encountered.These uses of ‘idea’ are entirely appropriate in their contexts. Words play different roles at different times. One can ‘fish’ for either trout or compliments, and a scalp, an executive, and a toilet (in the Navy) are all ‘heads.’ Usually, these different uses have overlapping, not opposed, meanings. For example, we wouldn’t know what fishing for compliments meant unless we already knew what fishing for trout meant; and the ‘heads’ we just referred to are all indications of position or place. In the same way, the different uses of the word idea overlap. Even the most enduring ideas may appear to some as ‘mere opinion.’ What, then, does idea mean in the context of serious talk, and what keeps some opinions and mental images from being ideas in our sense?Three central features distinguish an idea From other kinds of mental products:1. An idea is always connected to other ideas that lead to it, follow from it, or somehow support it. Like a family member, an idea always exists amid a network of ancestors, parents, brothers, sisters, and cousins. An idea could no more spring into existence by itself than a plant could grow without a seed, soil, and a suitable environment. For example, the idea that acts of racial discrimination are immoral grows out of and is surrounded by a complex of other, related ideas about the nature of human beings and the nature of moral conduct:a. Racial differences are irrelevant to human nature.b. The sort of respect that is due to any human being as a human being is due equally to all human beings.c. It is immoral to deny to any human being the rights and privileges due to every human being.And so on. You can see that a great many other ideas surround, support, and follow from the leading idea.2. An idea always has the capacity to generate other ideas. Ideas not only have ancestors and parents, but they make their own offspring. The idea thatracial discrimination is immoral, for example, is the offspring of the idea that anysort of bigotry is wrong.3. An idea is always capable of yielding more than one argument or position. An idea never has a fixed, once-and-for-all meaning, and it always requires interpretation and discussion. Whenever interpretation is required and discussion permitted, disagreements will exist. Ideas are always to some degree controversial, but the kind of controversy produced by the clash of ideas-unlike the kind of controversy produced by the clash of prejudices-is one in which reasons are offered and tested by both sides in the debate. As reasons are considered, positions that seemed fixed turn into ideas that move with argument.In recent years, for example, the idea that racial discrimination is immoral, combined with the idea that past discriminations should be compensated for, has led to the follow-up idea that minority groups should, in some cases, receive preferred treatment, such as’ being granted admission to medical school with lower scores than those of competing applicants from majority groups. Some people have charged that this is ‘reverse discrimination,’ while others advance arguments for and against such positions with great intellectual and moral vigor. Regardless of where you stand on this issue, you can see that interpretations of ideas yield a multiplicity of positions.There are obviously many kinds of mental products that do not qualify as ideas according to these criteria. ‘Two plus two equals four,’ for example, is not an idea. Without reference to the ideas that lie behind it, it can neither be interpreted nor used. In and of itself, ‘two plus two equals four’ is simply a brute fact, not an idea. However, as a statement it is clearly the product of ideas: the idea of quantity, the idea that the world can be understood and manipulated in terms of systems of numbers, and so on.Many of our everyday notions, opinions, and pictures of things also fail to qualify as ideas. ‘I hate John’ may be an intelligible utterance-it indicates the feelings of the speaker-but it is not an idea. The ‘parents’ of this utterance lie in the psychology or biography of the speaker, not in other ideas, and it can neither yield its own offspring nor support an argument. ‘Catholics are sheep,’ ‘All communists in government are traitors,’ ‘Christianity is the only true religion,’ ‘Republicans stink,’ ‘Most people on welfare are cheaters,’ and ‘Premarital sex is OK if you know what you’re doing’ are all such non-ideas. With appropriate development or modification, some of these opinions could be turned into ideas, but what keeps them from qualifying as ideas in their present form is that they are only minimally related (and in some instances totally unrelated) to other ideas. One sign that you are being offered mindless, bigoted, or fanatical opinions, not ideas, is the presence of emotion-charged generalizations, unsupported by evidence or argument. Catch words, cliches, and code phrases (‘welfare cheaters,’ ‘dumb jocks,’ ‘a typical woman,’ ‘crazy, atheistical scientists’) are a sure sign that emotions have shoved ideas out of the picture.A liberal education is an education in ideas-not merely memorizing them, but learning to move among them, balancing one against the other, negotiating relationships, accommodating new arguments, and returning for a closer look. Writing is one of the primary ways of learning how to perform this intricate dance on one’s own. In American education, where the learning of facts and data is often confused with an education in ideas, thoughtful writing remains one of our best methods for learning how to turn opinions into ideas.The attempt to write well forces us to clarify our thoughts. Because every word in an essay (unlike those in a conversation) can be retrieved in the same form every time, and then discussed, interpreted, challenged, and argued about, the act of putting words down on paper is more deliberate than speaking. It places more responsibility on us, and it threatens us with greater consequences for error. Our written words and ideas can be thrown back in our faces, either by our readers or simply by the page itself as we re-read. We are thus more aware when writing than when speaking that every word is a choice, and that it commits us to a meaning in a way that another word would not.One result is that writing forces us to develop ideas more systematically and fully than speaking does. In conversation we can often get away with canyon-sized gaps in our arguments, and we can rely on facial expression, tone, gesture, and other ‘body language’ to fill out our meanings when our words fail. But most of these devices are denied to us when we write. In order to make a piece of writing effective, every essential step must be filled in carefully, clearly, and emphatically. We cannot grab our listeners by the lapel or charm them with our ingratiating smile. The ‘grabbing’ and the ‘charm’ must somehow be put into words, and that always requires greater care than is needed in ordinary conversation.Inexperienced writers often make the mistake of thinking that they have a firmer grasp on their ideas than on their words. They frequently utter the complaint, ‘I know what I want to say; I just can’t find the words for it.’ This claim is almost always untrue, not because beginning writers are deliberate liars, but because they confuse their intuitive sense that they have something to say with the false sense that they already know precisely what that something is. When a writer is stuck for words, the problem is rarely a problem only of words. Inexperienced writers may think they need larger vocabularies when what they really need are clearer ideas and intentions. Being stuck for words indicates that the thought one wants to convey is still vague, unformed, cloudy, and confused. Once you finally discover your concrete meaning, you will discover the proper words for expressing it at the same time. You may revise words later as meanings become more clear to you, but no writer ever stands in full possession of an idea without having enough words to express it.Ideas are to writing as strength and agility are to athletic prowess: They do not in themselves guarantee quality, but they are the muscle in all good writing prowess. Not all strong and agile athletes are champions, but all champion athletes are strong and agile. Not everyone who has powerful ideas is a great writer, but it is impossible for any writer even to achieve effectiveness, much less greatness, without them.

The post summarize and do you agree or disagree with Booth’s explanation of the phenomenon commonly described as ‘writer’s block’?Answers 1Bids 1Other questions 10 appeared first on homeworkhandlers.com.

LEG 420 PAPER 1Answers 0Bids 1Other questions 10

/in /by

Case Study 1: Marbury v. Madison, 5 U.S. 137, 1 Cranch 137, 2 L. Ed. 60 (1803)Due Week 2 and worth 150 points In 1803, the Supreme Court, led by Chief Justice John Marshall, decides the landmark case of William Marbury versus James Madison, Secretary of State of the United States and confirms the legal principle of judicial review–the ability of the Supreme Court to limit Congressional power by declaring legislation unconstitutional–in the new nation. Analyze the following case in preparation to answer the questions that follow a systematic approach to your synthesis of law and fact. The final work product is a legal memorandum that articulates whether judicial review is still vital to the power of the Supreme Court which is to be presented to members of a judicial tribunal. Review the following case:Marbury v. Madison, 5 U.S. 137, 1 Cranch 137, 2 L. Ed. 60 (1803) located at http://caselaw.lp.findlaw.com/scripts/getcase.pl?navby=case&court=us&vol=5&page=137. Write an eight to ten (8-10) page paper in which you:Prepare a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance: a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Review the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Interpret the following quote from Thomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Provide a rationale for your interpretation.Specify whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Review the Court’s decision in Marbury and determine whether the Court acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Use at least two (2) quality references. Note: Wikipedia and other Websites do not quality as academic resources. Your assignment must follow these formatting requirements:Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.The specific course learning outcomes associated with this assignment are:Illustrate the workings of the adversary system.Analyze the functions of law and identify various types of law.Use technology and information resources to research issues in U.S. Courts.Write clearly and concisely about U.S. Courts using proper writing mechanics and APA style conventions.Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.Click here to view the rubric. Points: 150Case Study 1: Marbury v. Madison, 5 U.S. 137, 1 Cranch 137, 2 L. Ed. 60 (1803)Criteria UnacceptableBelow 60% FMeets Minimum Expectations60-69% D Fair70-79% C Proficient80-89% B Exemplary90-100% APrepare a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance: a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome. Weight: 20%Did not submit or incompletely prepared a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance; a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Insufficiently prepared a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance; a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Partially prepared a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance; a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Satisfactorily prepared a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance; a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Thoroughly prepared a two to three (2-3) page briefing on the case that you reviewed in which you utilize the following areas of importance; a) issue presented; b) short answer; c) the facts of the case; d) a summary of the case; and e) a conclusion of the case outcome.Review the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Weight: 15%Did not submit or incompletely reviewed the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Insufficiently reviewed the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Partially reviewed the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Satisfactorily reviewed the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.Thoroughly reviewed the concept of judicial review, and explain the fundamental manner in which the Court obtained the power of judicial review.3. Interpret the following quote from Thomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Provide a rationale for your interpretation.Weight: 20%Did not submit or incompletely interpreted the following quote from Tomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is a very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Did not submit or incompletely provided a rationale for your interpretation.Insufficiently interpreted the following quote from Tomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is a very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Insufficiently provided a rationale for your interpretation.Partially interpreted the following quote from Tomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is a very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Partially provided a rationale for your interpretation.Satisfactorily interpreted the following quote from Tomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is a very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Satisfactorily provided a rationale for your interpretation.Thoroughly interpreted the following quote from Tomas Jefferson in a letter to W.C. Jarvis, dated Sept. 28, 1820: “It is a very dangerous doctrine to consider the judges as the ultimate authority of all constitutional questions.” Thoroughly provided a rationale for your interpretation.4. Specify whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Weight: 15%Did not submit or incompletely specified whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Insufficiently specified whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Partially specified whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Satisfactorily specified whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.Thoroughly specified whether or not you believe Chief Justice John Marshall’s claim of the power of judicial review for the judicial branch constituted a usurpation of power.5. Review the Court’s decision inMarbury and determine whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Weight: 15%Did not submit or incompletely reviewed the Court’s decision inMarbury and did not submit or incompletely determined whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Insufficiently reviewed the Court’s decision inMarbury and insufficiently determined whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Partially reviewed the Court’s decision inMarbury and partially determined whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Satisfactorily reviewed the Court’s decision inMarbury and satisfactorily determined whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.Thoroughly reviewed the Court’s decision inMarbury and thoroughly determined whether it acted in any fashion in order to improve the system of checks and balances that exits among the branches of government.6. 2 ReferencesWeight: 5%No references providedDoes not meet the required number of references; all references poor quality choices.Does not meet the required number of references; some references poor quality choices.Meets number of required references; all references high quality choices.Exceeds number of required references; all references high quality choices.7. Clarity, writing mechanics, and formatting requirementsWeight: 10%More than 8 errors present7-8 errors present5-6 errors present3-4 errors present0-2 errors present

The post LEG 420 PAPER 1Answers 0Bids 1Other questions 10 appeared first on homeworkhandlers.com.

Assignment HCM By Shortell And Kaluzny

/in /by

For the most part, health services organizations are no different from most other organizations. State whether you agree or disagree with this statement. Indicate specific reasons for your agreement or disagreement and develop at least two reasons in addition to those presented in your readings.