Essay Paper Assignment Help- Computer Science

Q1.Design an iterative algorithm to multiply odd integers. For example, if a given n is an odd integer, then the product is 1 * 3 * 5 * 7 * … * n; if n is an even integer, then the product is 1 * 3 * 5 * 7 * … * (n-1).

Q2.mplement your above iterative algorithm in Java with the following method header.

public static int oddProduct(int n)

Selected Answer:       

public class Main


    public static int oddProduct(int n)


        int i = 1;

        int product = 1;

















               public static void main(String[] args)


                   int product;

                   int n = 9;

                   product= oddProduct(n);




Response Feedback:   

off by one

Q3.Design a recursive algorithm to multiply odd integers as specified in the previous question (Q1).


Implement your above recursive algorithm in Java with the following method header:

public static int oddProduct(int n)

Selected Answer:       

public class Main


    public static int oddProduct(int n)


        if (n == 1)

            return 1;


            return n*oddProduct(n-2);


               public static void main(String[] args)


                   int product;

                   int n = 9;

                   product= oddProduct(n);




Response Feedback:   

What if n is even?


Solve the recurrence relation using master’s theorem: T(n) = 9T(n/3) + n. Show all steps.


Solve the recurrence relation: T(n) = 2T(n/2) + n, T(1) = 1, using the substitution method. Your answer must contain the following 3 parts. 1) detailed steps leading to the closed form; 2) the exact closed formula; 3) complexity in big O notation. Write an answer without steps will receive zero point. You can either use the Math editor in Blackboard, or write on a separate paper (don’t forget your name).


You just realized that homework for CPS 340 is due in just 8 hours, yet you have not started. There are four questions in the homework, and each question with different points require certain number of hours to complete (see below). Use a brute-force strategy to maximize your points for the homework.

For your Problem:

hours left – 8

hours -[1,5,3,4]

points -[15,10,9,5]

Hours Left ->

0 1 2 3 4 5 6 7 8 -> hours left


so for [1,3,4] hour combination you can get the best points 29. questions -> [1,3,4]

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Essay Paper Assignment Help-Biology

Microscope, Cells, & the Cell Cycle Lab


Identify and describe the function of the main parts of the microscope.

Describe the proper use and care for the microscope.

Describe the relationship between magnification, field of view, and resolution.

Draw and label cellular structures observed under the microscope.

Compare the size and identify key structures of various cell types, including prokaryotic and eukaryotic cells.


Microscopes are designed to make objects visible that are too difficult or too small to see with the human eye.  All types of scientists use microscopes.  Different kinds of microscopes are designed to visualize various magnifications and types of specimens.

This week’s lab will introduce you to the compound microscope, and give you an opportunity to use this type of microscope to observe various cell types up close (we’ll use a virtual one!).  As we are also learning about cell structure, be sure to look to your notes to help you identify organelles and other cell structures, when applicable.

There are 3 parts to today’s lab:  Part 1 introduces you to the parts and associated functions of the microscope, Part 2 gets you using the virtual microscope by looking at slides, and Part 3 has you looking at mitotically dividing cells under the virtual microscope. 

For all parts of today’s lab, you will be using NC Community Colleges BioNetwork’s interactive Virtual Microscope.  It will take a few moments to load at first, so be patient and give your computer time to completely load before you start. 

Part 1: Microscope Basics

In Part 1 of today’s lab, the goal is to familiarize yourself with the parts of the microscope and how to care for the microscope. 

Click on the “Guide” button along the bottom of the screen. Read and click through the ‘chapters’ from the Introduction to Microscope Care. All of the ‘chapters’ except the Introduction are made up of several pages that you need to click through (e.g., the Overview page has 12 short pages for you to read and click through). Take notes and answer the numbered questions below.You do not need to upload your notes for this assignment.

  1. Define the function for each of the following parts of the microscope:

Arm, Base, & Body of the Microscope

Coarse Focus Knob

Fine Focus Knob




Immersion Oil Lens

Immersion Oil

Lens Paper/Tissue


On/Off Switch


Condenser Lens

  • Define the following terms:

field of view





When you are finished, click the “Close” button at the top, right of the reference guide.

Click on the “Learn” button along the bottom of the screen. NOTE: There are 4 pages to this interactive click-through. Be sure to complete and answer all the questions below before moving on to the next page as you will NOT be able to go back.

The microscope presented on the first screen is very similar to the microscopes we have in our labs at CCSF.  You will need to click through all the 16 different parts before moving on to the next part of this “Learn” module.  As you work through these microscope parts, be sure to complete the following before moving on:

Compare your notes from the previous section with what you read about here. Include any information that you might have missed from the last section. You do not need to upload your notes for this assignment. Answer the numbered questions below.

  • Define the function for each of the following items:

Stage Adjustment Knob



  • Identify where the parts of the microscope are located (click on them to see).  List the parts of the microscope where the path of light goes through, from the illuminator (located right under the stage) to when it reaches your eye, in order.

You will next go through the various lenses of the microscope.  The eyepiece, scanning (4x, red), low power (10x, yellow), high power (40x, blue), and oil immersion (100x, white) lenses all have a nosepiece thread, color band, and magnification listed on the objective. As you click through each of these lenses, answer the following numbered questions:

  • What is a useful feature of each lens?:



low power

high power

immersion oil

Click “Main” at the bottom left of the lens window to return to the main page. Then click “Explore” to move to the next section.

You will next see how the differentlenses can magnify specimens.  Click the ? to open the slide box and then click on Animal Slides and Spider Leg to view that slide. Bring the specimen into focus at 4X using the course focus, fine focus and light adjustment. Then, answer the numbered questions below.

  • Draw the specimen at 4X.

Select the 10X objective, and make the necessary adjustments to bring the specimen into focus.

  • Draw your specimen at 10X.

Select the 40X objective, and make the necessary adjustments to bring the specimen into focus.

  • Draw your specimen at 40X.

Select the 100X objective, and make the necessary adjustments to bring the specimen into focus.

  • What additional steps did you need to take to use the 100X objective? (HINT: The tools you need are indicated by a ? mark in the image.)
  1. Draw your specimen at 100X.
  1. Did you try using the coarse adjustment while looking through the 100X objective? What happened? If you didn’t try it, try it now and record what happens.

Put your slide away and clean the microscope.

Next, let’s calculate the magnifications we just viewed. 

  1. At CCSF, our eyepieces are 10x.  If we were looking through our 4x, 10x, 40x, and 100x objectives, what would the total magnification be for each?

The equation is total magnification = objective magnification x eyepiece magnification

            4X total magnification

            10X total magnification

            40X total magnification

            100X total magnification

Click “Main” at the bottom left of the lens window to return to the main page.

OPTIONAL: Click “Test” to test your understanding of what you’ve learned so far.

Part 2: Observing Specimens Under the Microscope

You should now have a good understanding of the various microscope parts and their functions, as well as how to care for the microscope.  In Part 2 of today’s lab, we will learn how to use the microscope.

Generally, here are the steps of using a “real” microscope:

Getting started

Plug in and turn on light source (lamp);

Clip slide you want to observe on the stage and center it over the light;

Raise the stage with the coarse focus as far as it can go.

Initial focus

ALWAYS start with the short scanning lens (4x objective);

Turn the coarse focus down until the image is clear (I suggest even turning it even a bit further than this and then back again to find the sharpest image possible);

Re-center the slide and adjust the light (including the diaphragm) if needed.

Higher magnification

Watching from the side, rotate to the low power lens (10x objective) SLOWLY (so lens DOES NOT hit the slide – if it looks like it will hit, then STOP and start over from the steps under initial focus);

Sharpen image with the fine focus; the coarse focus may not be necessary;

Re-center slide and adjust the light if needed;

Repeat for high power lens (40x objective). The coarse focus should not be used at 40X or above.

Oli immersion lens

If a higher magnification is necessary, rotate the oil immersion lens almost into the place. BEFORE clicking the oil immersion lens into place, however, place a drop of oil directly on top of the center of your slide;

SLOWLY slide your oil immersion lens into place, making sure that the lens does not hit the slide as before.  Once in place, the lens should be in the oil itself;

Sharpen image with the fine focusonly;

Once done, be sure to clean the slide and lens with lens paper.

Ok, are you ready?  Let’s finally look at some slides!

Click on the “Explore” button along the bottom of the screen.  Click to open the slide box and notice all the choices of specimens that you can look at.  As you observe specimens today, follow these general guidelines:

Label your drawings.  Whenever you make a drawing from what you see in a microscope, always include the name of the specimen, label any visible structures, and include the total magnification.

Take note of the size of your drawing.  Your drawings should always be about ~7cm (almost 3 inches) in length and in width so that you can provide enough detail in what you are observing.  Use the provided Microscope & Cells Lab Assignment sheet to guide you on your drawings if needed.

Find the sharpest image possible.  Always try to find the clearest image using the coarse focus first, and then the fine focus.

Always start at the 4x objective.  This compound microscope is parfocal.  So, always remember to focus as well as you can at the 4x objective first.  If you do this correctly, as you move higher in magnification, all you will need to do is to toggle the fine focus and light.  Never use the coarse focus on high magnification and never skip an objective (don’t jump from 4X to 40X, for example).

  1. There are 5 specimens that I want you to draw today (listed below). Draw the 5 specimens at the magnification indicated and answer the related questions. Remember to label your drawings as indicated above (specimen name, label structures, total magnification).

The letter “e” (in the ‘Sample Slides’ deck) 10x.  As you increase in magnification, can you see less or more of the letter “e”?

Plant cells (in the ‘Plant Slides’ deck) at 40x.  Be sure to label the nucleus, chloroplasts, cytoplasm, cell wall, and cell membrane.

Stratified Squamous Epithelium (in the ‘Human Slides’ deck) at 40x.  Be sure to label the visible cell structures here.  How are these cells similar and different from the plant cells?

Gram Stain Mix (in the Bacteria Slides’ deck) at 40x AND 100x (2 drawings).  Label the rod-shaped bacteria (Bacillus subtilis) from the cocci (round)-shaped bacteria (Neisseria subflava).  At which magnification is it easier to distinguish the bacteria’s shape?  How are these cells different from the eukaryotic cells you just observed?

One more additional slide of your choice in the ‘Human Slidesdeck.  Look through the different slides that are available to you to look at.  Pick one to view and draw – be sure to use an appropriate magnification and label any structures that you can identify.  How are these cells different from the squamous epithelium cells you observed above?

Part 3: Observing Mitosis Under the Microscope

Mitosis is the process in which somatic (non-sex) cells divide.  Since the main purpose of mitosis is for growth and repair, the resulting cells that are produced (known as daughter cells) through mitosis are exactly the same as the original (parent) cell.  Think about it:  If your body needs to repair and replace the skin cells on your finger after a papercut, mitosis will enable your body to produce the same type of skin cells to maintain its original function. 

Similarly, mitosis occurs in other organisms besides us.  In plants, a common place where we would see mitotic growth is at the onion root tip:  Cells are constantly dividing in this region as the root elongates and moves deeper into the soil.  In Part 3 of today’s lab, you will observe the various stages of mitosis at an onion root tip.  Please have your book and notes on mitosis to help you identify the various stages under the microscope.  

After clicking on the “Explore” button of the Virtual Microscope, click on the box of slides and go into the ‘Plant Slides’ deck.  From here, click on the Onion Root Tip slide and use the microscope to focus up to the 40x objective (starting with 4X, of course!).  After scanning this field of view, complete the following:

  1. Draw a representative onion root tip cell in interphase. Repeat this for a cell in prophase, metaphase, and anaphase.  You should have a total of 4 cell drawings.  For each drawing, label any structures you can identify (nuclear membrane, chromosomes, spindle fibers, cell wall). Write down a brief description of what is happening in each of your cells above (e.g., the chromosomes are aligned along the center of the cell). Don’t forget to label each of your drawings with a specimen name, label structures, and total magnification.





  1. Next, look at the Whitefish Metaphase slide (in the ‘Animal Slides’ deck) at 40x.  Identify a cell(s) in interphase, prophase, metaphase, and anaphase?  You can click and drag on the specimen to move it around in the field of view.





  1. How are these dividing cells different and/or similar to the dividing cells in the onion root tip?
  1. You were not able to see a clear image of telophase and cytokinesis in these slides.  How is this stage of mitosis different in a plant cell versus an animal cell?
  1. Below is another image of the onion root tip cell from a different microscope slide. Indicate that you can identify cells in interphase, prophase, metaphase, anaphase, and telophase by drawing an arrow to each with a label.

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Essay Paper Assignment Help- IT

• You should submit a report in pdf or word in blackboard in addition to your R script file.
• One submission is sufficient for the entire group.
• Please include the names of all team-members in your write up and in the name of the file.
• Please include any R codes you use to answer the questions in your pdf report.
Problem 1. Explain what each of the following R functions do? You can run them in R and check the
(a) c(1, 17, −6, 3)
(b) seq(1, 5, by=0.5)
(c) seq(0, 10, length=5)
(d) rep(0, 5)
(e) rep(1:3, 4)
(f) rep(4:6, 1:3)
(g) sample(1:3)
(h) sample(1:5, size=3, replace=FALSE)
(i) sample(c(2,5,3), size=4, replace=TRUE)
(j) sample(1:2, size=10, prob=c(1,3), replace=TRUE)
(k) c(1, 2, 3) + c(4, 5, 6)
(l) max(1:10)
(m) min(1:10)
(n) range(1:10)
(o) matrix(1:12, nr=3, nc=4)
(q) Let a ← c(1,2,3), b ← c(10, 20, 30), c ←c(100, 200, 300), d ← c(1000, 2000, 3000). What does
the function rbind(a, b, c, d) do? What does cbind(a, b, c, d) do?
(r) Let C be the following matrix
a b c d
1 10 100 1000
2 20 200 2000
3 30 300 3000
What is sum(C)? What is apply(C, 1, sum)? What is apply(C, 2, sum)?
(s) Let movies ← c(“SPYDERMAN”,“BATMAN”,“VERTIGO”,“CHINATOWN”). What does
lapply(movies, tolower) do? Notice that “tolower” changes the string value of a matrix to
lower case.
(t) Let x ← factor(c(“alpha”, “beta”, “gamma”, “alpha”, “beta”)). What does the function levels(x) return?
(u) c ← 35:50
(v) c(1, 2, 3) + c(4, 5, 6)
(w) c(1, 2, 3, 4) + c(10, 20)
(x) sqrt(c(100, 225, 400))
Problem 2. Create the following vectors in R.
a = (5, 10, 15, 20, …, 160)
b = (87, 86, 85, …, 56)
Use vector arithmetic to multiply these vectors and call the result d. Select subsets of d to identify the
(a) What are the 19th, 20th, and 21st elements of d?
(b) What are all of the elements of d which are less than 2000?
(c) How many elements of d are greater than 6000?
Problem 3. This exercise relates to the College data set, which can be found in the file College.csv. It
contains a number of variables for 777 different universities and colleges in the US. The variables are
• Private : Public/private indicator
• Apps : Number of applications received
• Accept : Number of applicants accepted
• Enroll : Number of new students enrolled
• Top10perc : New students from top 10% of high school class
• Top25perc : New students from top 25% of high school class
• F.Undergrad : Number of full-time undergraduates
• P.Undergrad : Number of part-time undergraduates
• Outstate : Out-of-state tuition
• Room.Board : Room and board costs
• Books : Estimated book costs
• Personal : Estimated personal spending
• PhD : Percent of faculty with Ph.D.’s
• Terminal : Percent of faculty with terminal degree
• S.F.Ratio : Student/faculty ratio
• perc.alumni : Percent of alumni who donate
• Expend : Instructional expenditure per student
• Grad.Rate : Graduation rate
(a) Read the data into R. Call the loaded data “college”. Explain how you do this.
(b) How many variables are in this data set. What are their measurements? How do you get these
(c) Use the function colnames() to change the “Top10perc” and “Top 25per” variables names to
“Top10” and “Top25”.
(d) Look at the data. You should notice that the first column is just the name of each university.
We don’t really want R to treat this as data. However, it may be handy to have these names
for later. Try the following commands:

rownames (college) → college [,1]
You should see that there is now a row.names column with the name of each university recorded.
This means that R has given each row a name corresponding to the appropriate university. R
will not try to perform calculations on the row names. However, we still need to eliminate the
first column in the data where the names are stored. Write a code to eliminate the first column.
(e) Add a column to indicate the acceptance rate for each university (acceptance rate = number of
accepted applications / number of applications received).
(f) Provide a summary statistics for numerical variables in the data set.
(g) Use the pairs() function to produce a scatterplot matrix of the first ten columns or variables of
the data. Recall that you can reference the first ten columns of a matrix A using A[,1:10]. Can
you observe any useful information in the plots?
(h) Use the boxplot() function to produce side-by-side boxplots of Outstate versus Private. Do you
observe any useful information in this plot?
(i) Create a new qualitative variable, called Elite, by binning the Top10perc variable. We are going
to divide universities into two groups based on whether or not the proportion of students coming
from the top 10% of their high school classes exceeds 50%. Follow the code below.
Elite → rep (“No”,nrow(college))
Elite[college$Top10perc > 50] = “Yes”
Elite = as.factor(Elite)
college = data.frame(college,Elite)
i. Explain each line of the above code.
ii. Use the summary() function to see how many elite universities there are. Now use the
plot() function to produce side-by-side boxplots of Outstate versus Elite.
(j) Use the hist() function to produce some histograms with differing numbers of bins for a few of
the quantitative variables. You may find the command par(mfrow=c(2,2)) useful: it will divide
the print window into four regions so that four plots can be made simultaneously. Modifying
the arguments to this function will divide the screen in other ways.
(k) What is room and board costs of private schools on average ?
(l) Create a new binary variable that is 1 if the student/faculty ratio is greater than 0.5 and 0
(m) Compare the distribution of out of state tuition for private and public colleges.
Problem 4. This exercise involves the “Auto” data set.
(a) Remove the missing values from this data set.
(b) What is the range of each quantitative predictor? You can answer this using the range() function.
(c) What is the mean and standard deviation of each quantitative predictor?
(d) Remove the 10th through 85th observations. What is the range, mean, and standard deviation
of each predictor in the subset of the data that remains?
(e) Using the full data set, investigate the predictors graphically, using scatterplots or other tools of
your choice. Create some plots highlighting the relationships among the predictors. Comment
on your findings.
(f) Suppose that we wish to predict gas mileage (mpg) on the basis of the other variables. Do your
plots suggest that any of the other variables might be useful in predicting mpg? Justify your
Problem 5. FiveThirtyEight, a data journalism site devoted to politics, sports, science, economics,
and culture, recently published a series of articles on gun deaths in America. Gun violence in the
United States is a significant political issue, and while reducing gun deaths is a noble goal, we must first
understand the causes and patterns in gun violence in order to craft appropriate policies. As part of the
project, FiveThirtyEight collected data from the Centers for Disease Control and Prevention, as well as
other governmental agencies and non-profits, on all gun deaths in the United States from 2012-2014.You
can find this dataset, called ”gun deaths.csv”, on blackboard.
(a) Generate a data frame that summarizes the number of gun deaths per month.
(b) Generate a bar chart with labels on the x-axis. That is, each month should be labeled “Jan”,
“Feb”, “Mar” and etc.
(c) Generate a bar chart that identifies the number of gun deaths associated with each type of intent
cause of death. The bars should be sorted from highest to lowest values.
(d) Generate a boxplot visualizing the age of gun death victims, by sex. Print the average age of
female gun death victims.
Answer the following questions. Generate appropriate figures/tables to support your conclusions.
(e) How many white males with at least a high school education were killed by guns in 2012?
(f) Which season of the year has the most gun deaths? Assume that
– Winter = January – March
– Spring = April – June
– Summer = July – September
– Fall = October – December
– Hint: You need to convert a continuous variable into a categorical variable.
(g) Are whites who are killed by guns more likely to die because of suicide or homicide? How does
this compare to blacks and Hispanics?
(h) Are police-involved gun deaths significantly different from other gun deaths? Assess the relationship between police involvement and other variables.

Essay Assignment Help- Biology

This is over the course of the whole semester…..

For this course, you will conduct a research study related to perceived stress among undergraduate students enrolled at (our college). Your research study should relate your field of studyto stress(parks and recreation).

The research project is not hypothetical; you are required to design a research proposal (including instrument items to be used). Subsequently, and on approval of your proposal, you will collect and analyze data using the approved Instrument(s).

The research project in this course has many associated activities and assignments. Descriptions for all activities will be provided in class or on the course webpage. However, in general, the research project is divided into three major components:  (Project time line is in file)

  1. Research Problem Identification – (Worksheet Due 9/20/20)(Started on the worksheet- not completed I am lost)

After youhave identified a general topic area, you will complete a Research Problem Worksheet (posted online) to specify your research questions and your intended study methodology.

  • Research Proposal –Use the information specified in you Research Problem Worksheet to draft your Research Proposal (see template online). I will provide feedback on your draft prior to submitting it for grading.

The Research proposal consists of the following sections:Introduction, Literature Review, Study Purpose, Method*, References, & Appendix

*Should be written using future tense.

  • Data Analysis Plan – (will need help with how to do the study (what questions to ask participants, observation? Experiment? Idon’t know) I can do leg work Collect data and send results to writer)

The data analysis plan will detail your plans for analysis following data collection. The data analysis plan will include the following: specific research question(s), independent variable and scale, dependent variable and scale, null hypothesis, and planned statistical test. 

  • Final Paper

Following approval(s) of your Research Proposal and Data Analysis plan, you will analyze the data collected through the instrument described. Subsequently, you will write a full research paper, in which you will include study methodology, results, discussion, and conclusions to the sections in your research proposal (see template online).

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Essay Paper Assignment Help

You are designing a developmental test to verify that the SRAW safe-arm device (SAD) arms the SRAW in compliance with both the Minimum Arming Distance Critical Technical Parameter (CTP) and the Minimum Engagement Range Key Performance Parameter (KPP) identified in the SRAW TEMP. While the impact of the Minimum Arming Distance CTP on SRAW arming should be self-evident, the Minimum Engagement Range KPP dictates that SRAW arming must occur before the SRAW missile reaches that distance. Furthermore, the test should confirm that the SAD performs at a reliability level consistent with the Reliability Key System Attribute (KSA), also identified in the TEMP.  The SRAW TEMP provides additional background information and can be found in the “Tools and Resources” link on the left side of the TST102 course navigation overview screen.

Note that this developmental test is limited in scope, addressing only SRAW arming. Items beyond the scope of this test need not be considered.

The test is to be a system-level developmental test that will consist of a number of open-air SRAW missile launches to occur at the China Lake range complex.

The following assumptions and historical information should inform test design:

  • SAD design is stable and based on the design of devices already used in similar weapon systems. Additionally, subcomponent and component lab testing and extensive modeling and simulation efforts have all been accomplished with very positive results.
  • Instrumentation and telemetry kits that monitor and transmit activity from the SRAW safe-arm device are available for installation on SRAW test missiles. These kits are compatible with the data collection capabilities at China Lake.
  • The Technical Evaluation (DT II) Systems identified in the TEMP are the test assets that should be used for this test. These systems can be configured to include either a live (explosive) warhead or an “inert” (non-explosive) warhead that replicates the weight and balance of the live warhead. The warhead type does not affect SRAW flight performance.
  • To simplify planning, assume a binomial distribution and use the nomograph provided when addressing the Confidence Levels / Test Article / Target Requirements section

As part of the test design process, answer the questions in each area below using short (1-2 sentence) responses: 

  • Test Objective:  In terms of confirming that the SAD arms the SRAW in compliance with the CTP and KPP requirements mentioned above, what are acceptable SRAW arming distances (or range of distances) in terms of distance from the shooter?  Note here that the SRAW arming distance refers to the distance at which the SAD transitions from SAFE to ARM.
  • Test Scenario / Set-up:  In terms of test data, what specific physical parameter(s) should this test measure? How will this be done? Will targets be used and if so, why and where will they be positioned relative to the shooter? Will live or inert warheads be used and why?

Success Criteria:  In terms of the safe-arm device meeting requirements, what constitutes success for an individual trial? What results (if any) might disqualify

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Need Essay Research Assignment Paper Help

Need Essay Research Assignment Paper Help

Leadership varies widely by culture and personality. An international organization with locations in several countries must balance the local customs and cultures with those of the primary culture of the organization’s headquarters.

  1. Discuss what you believe would be the different organizational culture and local culture aspects that you would have to take into consideration if your company was expanding into Germany?
  2. Would the consideration be different if the company expanded into Japan?
  3. Give specific examples that would affect the organizational culture in both of these countries taking into consideration that the organizational headquarters is in the United States.

Essay Assignment Research Paper Help

Essay Assignment Research Paper Help

Write a 3-4 page APA formatted paper comparing your organization’s disaster recovery and business continuity plans with the best practices outlined in our course text. Content should include, but not be limited to: selecting the DR team, assessing risks and impacts, prioritizing systems and functions for recovery, data storage and recovery sites, developing plans and procedures, procedures for special circumstances, and testing the disaster recovery plan. Your paper should include an abstract and a conclusion and a reference page with 3-5 references.

Essay Research Assignment Paper Help

Essay Research Assignment Paper Help

You have been asked to be a peer reviewer for a team of nurse researchers who are conducting a phenomenological study of the experiences of physical abuse during pregnancy. What specific questions would you ask the team during debriefing and what documents would you want the researchers to share?

Nursing Essay Paper Help

My son is autistic. He has had the same doctor for years now. I have used them for everything.. including getting the process started for his diagnosis of autism. He is now in therapy that is not being covered by his insurance. If we change our type of insurance, which would mean a change in doctors then his therapy would be free. I don’t want to change his insurance. He does great at the doctors now. He used to be so scared. They give us extra time knowing he might throw a fit. I was told that I can submit a letter to the insurance agency asking to change insurance so therapy is covered, but remain with our current doctors.

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Select two of the following discussion questions for your discussion response. Indicate which questions you have chosen using the format displayed in the “Discussion Forum Sample.”

  1. Articulate the differentiation between the stages of      skin breakdown associated with immobility.
  2. Rhabdomyolysis is a rapid breakdown of muscle. Detail      the pathophysiology behind rhabdomyolysis.
  3. Explain the difference between basal and squamous cell      carcinoma of the skin.

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