trigonometry hw 39 questions need today must show all work

PLease complete today!!..Must show all work so my som learns!!

 
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business psychology science homework

Assignment 1: LASA 2: Situational Analysis: Flight 232

Effective leadership negotiation strategies are helpful in building a sphere of influence, especially in times of emergency or a crisis. In this assignment, you will analyze a case study video and perform a situational analysis. The activity will allow you to assess the crisis situation and examine factors that affect the final resolution of the problem.

The purpose of this assignment is to develop your leadership and crisis management skills by using a real life case study example.

Case Study: On July 19, 1989, United Airways Flight 232 DC 10 was en route from Denver to Philadelphia, Pennsylvania, via Chicago. The plane had to make an emergency crash landing in Sioux City, Iowa, because of an engine failure that occurred 1 hour into the flight. Approximately 296 passengers including business people, vacationers, and children were on board.

Access the video about the air crash investigation for United Airlines, Flight 232 from the Webliography. View at least the first 28 minutes of the clip. You may view the entire clip (44:01 minutes) if you wish.

Part 1: Personal Profile
The case study includes several characters such as the captain, the copilot, a DC 10 flight training instructor, and a senior flight attendant who play a crucial role in the final outcome of the crisis.
A.Captain Al Haynes
B.The copilot, Bill Records
C.DC 10 flight training instructor, Denny Fitch
D.Senior flight attendant, Jan Brown Lohr

Select two of the characters involved in this case study and create a personal profile of each including their title, work type, position in job, education, training, and personality type. Include both of the personal profiles as appendices in your research paper.

Use your assigned readings, information from the Argosy library, the Internet and the case study video clip provided to develop a research paper that answers the questions below in Part 2.

Part 2: Choose one of the two characters you profiled and answer these questions in a 5 7 page research paper.
◦Critically examine the role of the crew on board and explain situations that needed more attention and that could have been addressed within the given constraints.
◦Describe at least three factors that affected the resolution of the problem.
◦What is the main goal of the character you are analyzing? Support your response.
◦How effective or ineffective was the individual in his/her attempt to meet the goals? Why?
◦What specific personal negotiation and leadership skills did he or she demonstrate throughout the crisis?
◦How well does the individual know himself or herself, and how effectively or ineffectively did he or she adapt to the circumstances and personalities involved on board Flight 232?

Complete a 5 to 7 page paper in Word format, citing sources of information. Apply current APA standards for writing style to your work. Make sure to include both of your personal profiles as appendices in your paper

Use the following file naming convention: LastnameFirstInitial_M5_A1.doc. For example, if your name is John Smith, your document will be named SmithJ_M5_A1.doc.

By Wednesday, August 14, 2013, deliver your assignment to the M5: Assignment 1 Dropbox.

Assignment 1 Grading Criteria
Maximum Points

Presentation of Personal Profile of character #1 as an appendix. Presentation includes title, work type, position in job, education, training, and personality type.

24

Presentation of Personal Profile of character #2 as an appendix. Presentation includes title, work type, position in job, education, training, and personality type.

24

Explanation of situations that needed more attention by the crew and could have been addressed within the given constraints.

40

Description of three factors that affected the resolution of the problem.

40

Description of chosen character’s main role and the effectiveness of the role in the given situation.
36

Explanation of specific negotiation and leadership skills demonstrated by the chosen character throughout the crisis.
40

Description of how well the individual was able to adapt to the circumstances.
36

Writing Components

Organization: Introduction, thesis, transitions, conclusion

Usage and Mechanics: Grammar, spelling, sentence structure

APA Elements: Attribution, paraphrasing, quotations

Style: Audience, word choice

60

 
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due 9132014 6pm 8pm

Solutions Pro. the directions are attached and Modules 1, 2, 3 are powerpoint (hope this helps).  The three different approaches are  (Trait Approach, the Skills Approach, and the Style Approach). Feel free to use a outline and/or subtitles so I can follow the constructed leadership plan.

 

If you have any questions feel free to contact me. Thanks.

 

 
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editorialposition paper

I need a Editiorial/Position paper about traveling.

 

This is a discussion question, I answered which will tell you some of the places I have traveled to which can help support the editioral/position paper.

 

I really like traveling and have had the opportunity to visit a few places such as Germany, Virgin Islands and of course different states throughout the United States. I do enjoy eating and traveling to different places to taste food. When I visited the Virgin Islands, I had the chance to travel to different parts of the Island and sample there food which tasted good. I also enjoyed being on the beach. I enjoy traveling because this allows me to learn different cultures and taste different foods, as well as see how other people in the world are living.

 
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principles management 7808893 2

Communication and group dynamics are important elements within the leading facet of the P O L C framework. Read the following article from USA Today describing Bernie Ebbers’ downfall as CEO of WorldCom: Ebbers’ Luck Runs Out in Sweeping Victory for Feds

Based on what you read in the article, in your initial post, identify which two barriers to effective communication were most prominent within WorldCom and explain how these barriers led to the downfall of the company.

 

THIS IS A DISCUSSION/ ONLY NEED 2 PARAGRAPHS 

 

 

 
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stone dropped tall cliff find its velocity after 40s

a stone is dropped from a tall cliff.. find its velocity after 4.0s
 
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short poetry essay

 

In need of a well developed response essay, using MLA format, analyzing Wilfred Owen’s poem Dulce et Decorum Est” (poem attached). Do not use any outside sources other than the poem provided.

 

Be sure to use MLA documentation in the form of parenthetical citations and a works cited page (work from an anthology).


Paper Length: 3 to 4 pages (not including cover page)

 
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need help spanish asap

biblioteca ciencias estudiantes examen laboratorio profesora 1. Yo estudio las como la física y la química. 2. Mi de español es la señora Hernández. 3. En mi clase de historia hay veinte . 4. Normalmente tenemos clase de química en el . 5. Guillermo siempre estudia en la . 6. Hoy tengo un muy difícil. • número • casa • cuarto • seis • curso • periodismo • estadio • reloj • biblioteca • pluma • libro • semana • prueba • tiza • examen • mochila • pizarra • tiza • especialización • librería • profesor • borrador • silla • estudiante • hora • reloj • papelera • pluma • puerta • programa • mujer • ventana • • inglés • matemáticas • borrador • sociología • • mesa • física • escritorio • silla • • papel • pluma • puerta • cuaderno • • librería • biblioteca • residencia • mochila • • ventana • curso • clase • materia • Marissa toma (is taking) ____ en la universidad. • español, psicología, economía y música • historia, inglés, sociología y periodismo • español, historia, literatura y geografía • El profesor Morales enseña (teaches) ____. • química • matemáticas • historia • Juan Carlos toma química ____. • los miércoles, jueves y viernes • los lunes, miércoles y viernes • los lunes, martes y jueves • Miguel necesita ir a (needs to go to) ____. • la biblioteca • la residencia estudiantil • la librería 1. Juan Carlos toma y computación porque le gusta . 2. Cuando Marissa está en clase, le gusta estar de la ventana. 3. Cuando Felipe está en clase, le gusta estar el reloj y . 4. Cuando están al teléfono, la mamá de Maru mientras ella . 5. Antes de ir a la biblioteca, Maru y Miguel van a . 6. La librería está de la biblioteca. • Students in Spanish speaking countries must pay large amounts of money toward their college tuition. • cierto • falso • Carrera refers to any undergraduate or graduate program that students enroll in to obtain a professional degree. • cierto • falso • After studying at a colegio, students receive their bachillerato. • cierto • falso • Undergraduates study at a colegio or an universidad. • cierto • falso • In Latin America and Spain, students usually choose their majors in their second year at the university. • cierto • falso • The polimodal system helps students choose their university major. • cierto • falso • In Mexico, the bachillerato involves specialized study. • cierto • falso • In Spain, majors depend on entrance exam scores. • cierto • falso • Venezuelans complete a licenciatura in five years. • cierto • falso • According to statistics, Colombians constitute the third largest Latin American group studying at U.S. universities. • cierto • falso • The University of Salamanca was established in the year ____. • 1812 • 1968 • 1218 • A ____ is a year long course. • licenciatura • clase anual • polimodal • Salamanca is called ____ • La Ciudad Dorada • La Ciudad Central • La Ciudad Plateada • Over 300,000 students attend the ____. • Universidad Central de Venezuela • Universidad Autónoma de Santo Domingo • Universidad de Buenos Aires • An ____ occurs about halfway through a course. • examen final • examen parcial • examen Latin America law major master’s medicine universities 1. In Spain, the results of the exams give students a clue of what they should follow. 2. Most of the majors in take around 5 and 6 years. 3. Due to the length of some majors, they might be taken as degrees abroad. 4. There are some majors that take longer, such as . 5. It seems like Mexican and Colombian students tend to consider U.S as another option. 1. En la Universidad Virtual, no hay __. o escritorios o cursos o clases 2. Los estudiantes de la Universidad Virtual estudian __. o español o administración de empresas o inglés 3. Los estudiantes de la Universidad Virtual necesitan __. o una computadora o una pizarra o ir a clase 4. La Universidad Virtual ofrece (offers) cursos __. o por Internet o en la radio o en la ciudad de México 5. Hay __ campus del ITESM. o trece o treinta y tres o tres 6. Los estudiantes hablan con __ por Internet. o los compañeros de cuarto o los profesores o sus amigos Modelo Yo hablo español. 1. Ellos español. 2. Inés español. 3. Nosotras español. 4. Tú español. gustar Modelo Me gusta el café. (a mí) 5. ¿ las clases? (a ti) 6. No el café. (a ti) 7. No las clases. (a mí) 8. No el café. (a mí) 1. JUAN ¡Hola, Linda! ¿Qué tal las clases? LINDA Bien. (1) (tomar) tres clases… química, biología y computación. Y tú, ¿cuántas clases (2) (tomar)? 2. JUAN (3) (tomar) tres también… biología, arte y literatura. El doctor Cárdenas (4) (enseñar) la clase de biología. 3. LINDA ¿Ah, sí? Lily, Alberto y yo (5) (tomar) biología a las diez con la profesora Garza. 4. JUAN ¿(6) (estudiar) mucho ustedes? 5. LINDA Sí, porque hay muchos exámenes. Alberto y yo (7) (necesitar) estudiar dos horas todos los días (every day). Modelo Yo dibujo (dibujar) 1. Tú (cantar) 2. Ellos (conversar) 3. Tú y yo (cenar) 4. La profesora (enseñar) 5. Mis compañeros (viajar) Fill in the blanks with the correct form of the verb gustar. Modelo A mí me gustan las ciencias. 6. A ti mucho tus materias. 7. A mí no la residencia estudiantil. 8. ¿A ti la administración de empresas? 9. A mí las artes. 10. A ti viajar y bailar. odelo Statement: Hablas inglés. Intonation: ¿Hablas inglés? Tag questions: Hablas inglés, ¿no? 1. Statement: Trabajamos mañana. Intonation: Tag questions: 2. Statement: Ustedes desean bailar. Intonation: Tag questions: 3. Statement: Raúl estudia mucho. Intonation: Tag questions: 4. Statement: Enseño a las nueve. Intonation: Tag questions: 5. Statement: Luz mira la televisión. Intonation: Tag questions: Modelo You see: Ernesto habla con su compañero de clase. You write: ¿Habla Ernesto con su compañero de clase? or ¿Habla con su compañero de clase Ernesto? 1. La profesora Cruz prepara la prueba. 2. Sandra y yo necesitamos estudiar. 3. Los chicos practican el vocabulario. 4. Jaime termina la tarea. 5. Tú trabajas en la biblioteca. • ¿Quién es el chico? • Es Miguel. • Es chico. • Es de Cuba. • Es la mochila. • ¿Cuándo llegan las estudiantes de México? • Cuatro estudiantes llegan. • Las estudiantes de México llegan. • Las estudiantes llegan a la universidad. • Las estudiantes llegan a las diez. • ¿Cómo cantan los chicos? • Los chicos cantan a las nueve. • Los chicos cantan bien. • Los chicos cantan en la clase. • Los chicos cantan. • ¿De dónde es Margarita? • Es Margarita Vega. • Es de Panamá. • Es profesora. • Estudia historia. • ¿Qué autobús tomas? • Son las cuatro. • Yo tomo el autobús 27. • Yo tomo el autobús. • Yo voy a la universidad. Fill in the blanks with the correct interrogative words from the list. ¿Cómo… ¿Cuándo… ¿Dónde… ¿Por qué… ¿Qué… ¿Quién… 1. está la clase de física, en la biblioteca o el laboratorio? 2. enseña la clase de literatura inglesa? 3. hay prácticas en el laboratorio de química? 4. no caminamos a casa? 5. termina el curso de música? Fill in the blanks with questions based on the cues. Remember to use correct capitalization and punctuation. Modelo ¿? / qué / clases / tomar / José ¿Qué clases toma José? 6. ¿? / no / estudiar / tú / en la biblioteca / hoy / por qué 7. ¿? / cuándo / mirar / nosotros / un documental 8. ¿? / dónde / comprar / los libros de texto / los estudiantes 9. ¿? / quién / tres idiomas / hablar / en esta clase 10. ¿? / cómo / tu profesora / explicar / los problemas de matemáticas Modelo Ustedes están en la clase. 1. José en la biblioteca. 2. Yo bien, gracias. 3. Nosotras en la cafetería. 4. Tú en el laboratorio. 5. Elena en la librería. 6. Ellas en la clase. 7. Ana y yo en la clase. 8. ¿Cómo usted? 9. Javier y Maribel en el estadio. 10. Nosotros en la cafetería. 11. Yo en el laboratorio. 12. Carmen y María enfermas. 13. Tú en la clase. • MAMÁ Hola, Daniela. ¿Cómo (1) ? • DANIELA Hola, mamá. (2) bien. ¿Dónde (3) papá? ¡Ya (Already) (4) las ocho de la noche! • MAMÁ No (5) aquí. (6) en la oficina. • DANIELA Y Andrés y Margarita, ¿dónde (7) ellos? • MAMÁ (8) en el restaurante La Palma con Martín. • DANIELA ¿Quién (9) Martín? • MAMÁ (10) un compañero de clase. (11) de México. • DANIELA Ah. Y el restaurante La Palma, ¿dónde (12) ? • MAMÁ (13) cerca de la Plaza Mayor, en San Modesto. DANIELA Gracias, mamá. Voy (I’m going) al restaurante. ¡Hasta pronto! • él • estamos • estoy • está • estás • ustedes • estoy • está • están • estás • nosotros • estamos • está • están • estás • yo • estamos • estoy • está • estás • tú • estoy • está • están • estás Fill in the blanks in José’s classroom description with the correct forms of the verb estar. 1. En mi clase, el reloj encima de la pizarra. Los escritorios de los estudiantes enfrente de la mesa del profesor. La papelera siempre al lado de la puerta. La profesora enfrente de los estudiantes. Mis compañeros y yo atentos (attentive) en todas las clases. Complete the directions left for the substitute teacher by filling in the blanks with the correct prepositions. 1. A los niños les gusta dibujar. El papel está (on top of) la mesa. Los lápices de colores están (under) la ventana (beside) los libros de arte. Los cuadernos de los estudiantes están (in) mi mochila que está (behind) la puerta.
 
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based reading assignment and your own words why are mnes better able exploit global opportun

Based on the reading assignment (and in your own words), why are MNEs better able to exploit global opportunities (versus purely domestic competitors)? 

 
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what treatment called when treatment injury massage

what is the treatment called when the treatment of an injury by massage is?
 
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