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Information Overload Busyness Syndrome and Universalism ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Information Overload Busyness Syndrome and Universalism 1, Visit : https://shop.projecthappiness.org/blogs/project-happiness/why-you-should-limit-your-daily-technology-use Write 150-200 word responds on why people should restrict their use of technology. Information Overload Busyness Syndrome and Universalism 2. etc attachment_1 1, Visit : https://shop.projecthappiness.org/blogs/project-happiness/why-you-should-limit-your-daily-technology-use Write 150-200 word responds on why people should restrict their use of technology? 2A. Define each technological definition and describe how an individual’s age might cause them to select one over another behavior. – Information overload -busyness syndrome –technophobia – universalism – technostress – technology trap 2B) Then describe how you may have used one, or more, of them to deal with some change in technology or life event to cope with the change. (150-200 word response) 3). Find three examples of technology that were developed for the military that are now used for civilians. (***The Internet, drones, GPS) Do you believe that money should be used for the development of military technology, even if it may also be helpful for civilian usage? You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Explain the disadvantages and advantages that you experienced while working in the teams Explain the disadvantages and advantages that you experienced while working in the teams For this project, you are going to describe in detail an experience that you had while working with teams in your workplace. Then, explain in detail and provide examples of the advantages and challenges of working in teams discussed in the reading. You will also discuss how the team learned as a group and moved forward in the team-building process. This week, you will conduct a 5-page analysis of teams in your workplace. You will need to include 3 scholarly sources in your work. Incorporate the following details in your writing: ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Planning and Execution Describe a time when you have worked with teams. Explain the disadvantages and advantages that you experienced while working in the teams. Did your team overcome the problems and proceed in the process of team building ? How did the organization’s culture factor into the experience? Analyze the processes necessary to maintain a functioning cooperative team. Identify the mutual goals shared by the team members. Submitting your assignment in APA format means, at a minimum, you will need the following: Title page: Remember the running head. The title should be in all capitals. Length: 5 pages Abstract: This is a summary of your paper, not an introduction. Begin writing in third person. Body: This begins on the page following the title page and abstract page and must be double-spaced (be careful not to triple- or quadruple-space between paragraphs). The typeface should be 12-pt. Times Roman or 12-pt. Courier in regular black type. Do not use color, bold type, or italics, except as required for APA-level headings and references. The deliverable length of the body of your paper for this assignment is 5 pages. In-body academic citations to support your decisions and analysis are required. A variety of academic sources is encouraged. Reference page: References that align with your in-body academic sources are listed on the final page of your paper. The references must be in APA format using appropriate spacing, hanging indent, italics, and uppercase and lowercase usage as appropriate for the type of resource used. Remember, the Reference page is not a bibliography but a further listing of the abbreviated in-body citations used in the paper. Every referenced item must have a corresponding in-body citation. Please submit your assignment. For assistance with your assignment, please use your text, Web resources, and all course materials. Requirements: 5 pages Answer preview to explain the disadvantages and advantages that you experienced while working in the teams. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Think about your academic or professional life Think about your academic or professional life Think about your academic and/or professional life. What is something that you struggle with? Choose a skill that you would like to work on (suggestions/examples are posted in Moodle (Week 3: Research Paper: Thesis, Outline, and Sources) and research that skill. Write a thesis statement and use at least three claims to support your thesis. The paper needs to be 3-4 pages in length, APA format and use no less than 2 scholarly sources from the Collins Library. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS For the Research Paper draft we will be using Moodle Turnitin. Turnitin is an automated system which instructors can use to quickly and easily compare each student’s assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. Turnitin is used to detect plagiarism in assignments and may be used in courses throughout your program. This assignment is meant to introduce you to this technology and prepare you for future courses. After the assignment is processed, as an instructor I receive a report from Turnitin that states if and how another author’s work was used in the assignment. For a more detailed look at this process, visit http://www.turnitin.com (Links to an external site.) Answer preview to think about your academic or professional life. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Work Resumption Press Release Format ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Work Resumption Press Release Format Write two pages of news release of federal government workers return to work today. Work Resumption Press Release Format Use press release format for the paper You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Work Resumption Press Release Format Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Analysis of its capital structure and capital budgeting techniques Analysis of its capital structure and capital budgeting techniques The purpose of this assignment is to analyze a firm’s capital structure and its impact on firm performance. Within the assignment, explain core concepts related to business risk and recommend sound financial decisions based on analysis of a firm’s capital structure and capital budgeting techniques. Read the Chapter 15 Mini Case in Financial Management : Theory and Practice. Using complete sentences and academic vocabulary, please answer questions a and b (both attached). Using the mini case information, write a 300-500 word recommendation of the financial decisions you propose for this company based on an analysis of its capital structure and capital budgeting techniques. Explain why you chose this recommendation. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. ****You will be graded on (Rubric): 1. Question A: Answer to question A is extremely thorough and supported with substantial relevant details. 2. Question B: Answer to question B is extremely thorough and supported with substantial relevant details. 3 Analysis of Firm’s Capital Structure and Impact on Performance (C5.1): An analysis of a firm’s capital structure and its impact on the firm’s performance is extremely thorough and supports with substantial relevant details. 4. Financial Decisions (C3.1; C9.1): Recommendations for proposed financial decisions based on analysis of capital structure and capital budgeting techniques are extremely thorough and include substantial supporting details and examples. 5. Mechanics of Writing (includes spelling, punctuation, grammar, and language use): The writer is clearly in command of standard, written, academic English. This is the book for referencing the chapter: Brigham, E. F., & Ehrhardt, M. C. (2020). Financial management: Theory and practice (16th ed.). Mason, OH: South-Western. ISBN-13: 9781337902601 Answer preview to recommendation of the financial decisions you propose for this company based on an analysis of its capital structure and capital budgeting techniques You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Select a nursing practice problem of interest to use as the focus of your research Select a nursing practice problem of interest to use as the focus of your research For this assignment, you will create a clinical guiding question know as a PICOT question. The PICOT question must be relevant to a nursing practice problem. To support your PICOT question, identify six supporting peer-reviewed research articles, as indicated below. The PICOT question and six peer-reviewed research articles you choose will be utilized for subsequent assignments. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Use the \\\”Literature Evaluation Table\\\” to complete this assignment. Select a nursing practice problem of interest to use as the focus of your research. Start with the patient population and identify a clinical problem or issue that arises from the patient population. In 200–250 words, provide a summary of the clinical issue. Following the PICOT format, write a PICOT question in your selected nursing practice problem area of interest. The PICOT question should be applicable to your proposed capstone project (the project students must complete during their final course in the RN-BSN program of study). The PICOT question will provide a framework for your capstone project. Conduct a literature search to locate six research articles focused on your selected nursing practice problem of interest. This literature search should include three quantitative and three qualitative peer-reviewed research articles to support your nursing practice problem. Note: To assist in your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Search for diabetes and pediatric and dialysis. To determine what research design was used in the articles the search produced, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Systematic Reviews, Literature Reviews, and Metanalysis articles are good resources and provide a strong level of evidence but are not considered primary research articles. Therefore, they should not be included in this assignment. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Organization strategy and Project Selection Paper Organization strategy and Project Selection Paper Read the Case-2.1 “ Hector Gaming Company .” from Chapter 2 “ Organization strategy and Project Selection ” given in your textbook – Project Management : The Managerial Process 8th edition by Larson and Gray page no: 61 also refer to specific concepts you have learned from the chapter to support your answers. Answer the following questions with 500 Words limit. Peters has hired you as a consultant. She has suggested the following format for your consulting contract. You are free to use another format if it will improve the effectiveness of the consulting engagement . Provide a detailed action plan that attacks the problem. Be specific and provide examples that relate to HGC.1. What is our major problem? (1.5 Marks) 2. Identify some symptoms of the problem. (1.5 Marks) 3. What is the major cause of the problem? (2 Marks) Requirements: 500 words limit. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Answer preview to Peters has hired you as a consultant. She has suggested the following format for your consulting contract. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Research on peripheral vascular disease Assignment Research on peripheral vascular disease Assignment 1. Describe and discuss one of the latest research on peripheral vascular disease and the latest ASSESSMENT and client teaching in the prevention of this major body system. 2. On pages 633 and 634 of Jarvis book, how do you correlate these assessment findings in preventing and managing stroke. What are the latest assessment and treatments in managing stroke? ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS For this assignment, You will need ” Jarvis Physical Examination and health assessment Eight Editions” Best Regards, Answer preview to describe and discuss one of the latest research on peripheral vascular disease You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

The brain to process Paper The brain to process Paper Respond to at least two of your classmates by commenting on their posts. Do you agree with their visualization comparisons? Why or why not? Though two replies are the basic expectation for class discussions, for deeper engagement and learning you are encouraged to provide responses to any comments or questions others have given to you. Continuing to engage with peers and the instructor will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real-world experiences with the discussion topics. The brain to process Paper ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Brianna Mortel 2:14pm Mar 11 at 2:14pm Using charts and graphs to display data is easier for the brain to process than by pouring over reports. It gives a clearer, more concise idea of what the data means through visualization. For this reason, tables are a preferred visualization technique when each column (variable) identifies the What and each row (case/record) identifies the Who. This allows a group of similar data to be arranged in a way that is legible and does not need interpretation. In the below image below (Sharpe, 2019), you can see the columns and the rows to easily understand this table: Five different charting techniques that are available for visualization include:Bar Chart – it’s a graph with rectangular bars with heights associated with the values they represent. It is especially useful to compare different categories. Bar charts make comparing these data points especially easy to interpret. Bar charts are best used when there are large differences between data.Segmented Bar Charts – Also called a stacked bar chart is used for grouping the parts of data as a whole by placing them on top of one another adding up to 100% of the value. For example, you have a classroom of 100 students. 25 of them prefer math, 40 of them prefer science, 15 of them prefer literature, and 20 of them prefer history, you can stack these 4 groups onto each other to add up to 100 while still identifying each preferred group.Mosaic Plot – Adds additional information to a bar chart. “Each rectangle in a mosaic plot is proportional to the number of cases corresponding to that combination of variable levels” (Sharpe, 2019). This is the most complex of all the 5 charts listed here which can make it far more difficult to interpret. Pie Chart – is a circle shaped graph where each data is represented by a slice of the pie. The size of the slice is determined by the size of the data in comparison to the rest. It is a great way to show percentages and proportions. It does make it hard to accurately determine all data size as each slice is at angles and the labels are generally clustered. Ring Chart – it’s a variant of pie charts but shows the data as a ring, versus the entire pie shape. It is visually appealing as the title of the chart is in the middle of the ring, so you clearly know what your data represents. Simpson’s Paradox is “a phenomenon that arises when averages, or percentages, are taken across different groups, and these group averages appear to contradict the overall averages” (Sharpe et al, 2019). With this paradox, pertinent data disappears when combined with a larger group. One famous example of the Simpson’s paradox occurred at UC Berkeley regarding their suspected gender-bias. According to Grigg (2019), In 1973, Berkeley’s admitted 44% of male applicants and 35% of female applicants which led to the school being sued for gender discrimination. UC Berkeley knew this wasn’t the case, so they hired a statistician named Peter Bickel to look at their data. Peter found that “there was a statistically significant gender bias in favour of women for 4 out the 6 departments, and no significant gender bias in the remaining 2” (Grigg, 2019). They found, after surveying women, that women tended to apply to the department that admitted a smaller percentage of applicants overall. Because the percentage was smaller, when added to a group, it was minimized by the larger percentages making it appear that the school was gender biased towards men. Resources Sharpe, N. D., De Veaux, R. D., & Velleman, P. F. (2019). Business statistics (4th ed.). Retrieved from https://www.redshelf.com (Links to an external site.) Grigg, T. (2019, January 08). Simpson’s paradox and interpreting data. Retrieved from https://towardsdatascience.com/simpsons-paradox-and-interpreting-data-6a0443516765 Answer preview to using charts and graphs to display data is easier for the brain to process than by pouring over reports. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Tunnels by Greg Mitchell Book Analysis Presentation ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Tunnels by Greg Mitchell Book Analysis Presentation Template for 80s book report claim: CC ENG 124 The Tunnels by Greg Mitchell Book Analysis Presentation ________(book title)_____________________________________ by ______(author’s full name)___________________ is a (good/poor) supplement to National Geographic ‘s program The 80s the Decade that Made Us because _________________________________________________________________________________________________________. Convince your classmates that they should read a particular book about the 80s. Remember, you are not just saying a book is your favorite or that it’s a great read. You must argue how the book is a good supplement to the National Geographic programs. Tunnels by Greg Mitchell Book Analysis Presentation The Assignment: Choose a book from those posted in Assignments. One student per book, please. Prepare a visual (PowerPoint) presentation. No more than 8 slides: Title slide with title of book and your name Claim 2 specific examples from the book to support your claim — if you quote, you will need to provide a works cited slide Conclusion to support claim Be sure that you consider the objectives of the course and your classmates as the intended audience. Then your argument should show how your recommended book is a good or poor supplement. https://www.dailymotion.com/video/x6c3tyl this is the first one attachment_1 Also by Greg Mitchell Tricky Dick and the Pink Lady: Richard Nixon vs. Helen Gahagan Douglas—Sexual Politics and the Red Scare, 1950 The Campaign of the Century: Upton Sinclair’s Race for Governor of California and the Birth of Media Politics Atomic Cover-up: Two U.S. Soldiers, Hiroshima & Nagasaki, and the Greatest Movie Never Made So Wrong for So Long: How the Press, the Pundits—and the President—Failed on Iraq Truth…and Consequences: Seven Who Would Not Be Silenced WITH ROBERT JAY LIFTON Who Owns Death?: Capital Punishment, the American Conscience, and the End of Executions Hiroshima in America: A Half Century of Denial WITH PASCAL J. IMPERATO Acceptable Risks WITH KERRY CANDAELE Journeys with Beethoven: Following the Ninth, and Beyond Frontispiece: Near Bernauer Strasse in the early 1960s. Copyright © 2016 by Greg Mitchell All rights reserved. Published in the United States by Crown, an imprint of the Crown Publishing Group, a division of Penguin Random House LLC, New York. crownpublishing.com CROWN and the Crown colophon are registered trademarks of Penguin Random House LLC. Library of Congress Cataloging-in-Publication Data Names: Mitchell, Greg, 1947– Title: The tunnels: escapes under the Berlin Wall and the historic films the JFK White House tried to kill / Greg Mitchell. Description: First edition. | New York : Crown Publishing, 2016. Identifiers: LCCN 2016013452 (print) | LCCN 2016015896 (ebook) | ISBN 9781101903858 (hardcover) | ISBN 9781101903872 (paperback) | ISBN 9781101903865 (ebook) Subjects: LCSH: Berlin Wall, Berlin, Germany, 1961–1989. | Tunnels—Germany—Berlin—History —20th century. | Escapes—Germany—Berlin—History—20th century. | Escapes—Germany (East) —History. | Political activists—Germany (West)—Biography. | Refugees—Germany (East)— Biography. | Documentary films—Censorship—United States—History—20th century. | Kennedy, John F. (John Fitzgerald), 1917–1963—Political and social views. | National Broadcasting Company—History. | Columbia Broadcasting System, Inc.—History. | BISAC: HISTORY / Modern / 20th Century. | HISTORY / Europe / Germany. | BIOGRAPHY & AUTOBIOGRAPHY / Presidents & Heads of State. Classification: LCC DD900 .M58 2016 (print) | LCC DD900 (ebook) | DDC 943/.1550875—dc23 LC record available at https://lccn.loc.gov/2016013452. ISBN 9781101903858 Ebook ISBN 9781101903865 International edition ISBN 9780451498618 Frontispiece by Günter Zint Map by Mapping Specialists Cover design by Elena Giavaldi Cover photograph: Paul Schutzer/Getty Images v4.1 ep Contents Cover Also by Greg Mitchell Title Page Copyright Dedication Epigraph A Note to Readers Map Chapter 1: The Cyclist Chapter 2: Two Italians and a German Chapter 3: The Recruits Chapter 4: The President Chapter 5: The Correspondent Chapter 6: The Leaks Chapter 7: Schorr and the Secretary Chapter 8: Kiefholz Strasse Chapter 9: Prisoners and Protesters Photo Insert Chapter 10: The Intruder Chapter 11: The Martyr Chapter 12: Coming Up Short Chapter 13: Schönholzer Strasse CC ENG 124 The Tunnels by Greg Mitchell Book Analysis Presentation Chapter 14: Underground Film Chapter 15: Threats Chapter 16: Buried Tunnel Chapter 17: Sabotage Chapter 18: Coming Up for Air Epilogue Acknowledgments Notes Bibliography About the Author For Peter Fechter He only earns his freedom who daily conquers anew. —Goethe, Faust The Tunnels adheres strictly to the historical record and reflections by participants and witnesses. It incorporates no invented dialogue. Recreated scenes are not imagined but based in most cases on accounts of two or more participants. Unless otherwise attributed, anything between quotation marks is either actual dialogue (as recalled by a witness, often in an interview with the author) or from a memoir or other book, letter, oral history, court record, interrogation, White House transcript, or other document cited in the Notes. In some quotations I have corrected syntax or punctuation. All of the names are real. Addresses in Berlin, where street names are combined with “strasse” as one word (e.g., Schönholzerstrasse), are rendered here for clarity with “Strasse” or “Platz” or “Allee” as separate words. To an extent that surprised even the author, nearly all of the central events and episodes in this narrative (and surely the most exciting sections) are based on lengthy original interviews with nearly all of the key tunnelers, and several of the couriers and escapees; hundreds of pages of never-before-seen documents from the Stasi archives; and recently declassified State Department and CIA files. Detail left Detail right Harry Seidel loved action, speed, risk. He found them all in bicycle racing. Harry might have been an Olympic champion—still could be, probably—if he changed his attitude, for at twenty-three he remained in his leg-churning prime. But that wasn’t Harry. Once he set his mind on something he went full bore, and now he wasn’t chasing the next turn, other racers, or a finish line. Just months ago he had competed before thousands of cheering fans in raucous arenas. His picture appeared in newspapers. Children might call out to the lean, dark-haired sports hero when they recognized him cycling on the streets of Berlin. Now he toiled nearly alone. No one cheered, even if he deserved it for victories far beyond any of his racing exploits. That would be too dangerous. Since the emergence of the new barrier dividing Berlin on August 13, 1961, Harry’s wife, Rotraut, had worried about him. Whenever he set off on one of his secret missions she wondered if he would fail to come home, perhaps forever. Friends called Harry a draufgänger—a daredevil. They urged him to quit his death-defying deeds, return to cycling, and open that newspaper kiosk he coveted, but they might as well have been shouting into a wintry wind off the River Spree. In just the first months after the Wall arrived, Seidel had led his wife and son, and more than two dozen others, across the nearly impenetrable border to the West. And in Harry’s mind there were still countless others (that is, nearly anyone in the East) to rescue. Seidel had drawn only praise from the state during his cycling career, which had culminated in several East Berlin titles and two medals at the 1959 East German championships. Barely out of his teens, he quit his job as an electrician when the state began paying him to compete full-time. Even as he was being extolled in propaganda organs, Harry revealed himself as insufficiently patriotic when, unlike many others on the national team, he refused to ingest steroids to enhance his performance. He also failed to join the ruling Communist Party. This cost him any chance to make the country’s 1960 Olympic team, and his government stipend was canceled. Now, in early 1962, his reputation in East German secret police files as an escape helper matched his fame as a cyclist. The trade had not come without cost. Seidel’s first escape had been his own. CC ENG 124 The Tunnels by Greg Mitchell Book Analysis Presentation Just hours after the wire and concrete barrier materialized to brutally divide Berlin on the morning of August 13, Seidel left the apartment he shared with his wife, son, and mother-in-law in the Prenzlauer Berg district to explore the border by bicycle. South of the city center he found a spot where the barbed wire was low. With guards distracted by protesters, he shouldered his bike and leaped over the wire. It was a test more than anything. He figured he could return to the East just as easily—which he did, a few hours later, passing through a checkpoint. (It was still no problem going in that direction.) Harry being Harry, he felt confident he could jump the border again in the hours ahead. He wasn’t eager to abandon Rotraut and baby Andre, but he didn’t want to lose the newspaper delivery job he held in the West. Even if he did get stuck across the barrier he would surely find a way to get his family, including his mother, out soon. Later that day Harry considered another vault to the West, but it looked like the border guards were tightening their controls. Just after dark he wrapped his passport in plastic and dove into the Spree to swim the more than two hundred yards to the West. Coming up for air he nearly head-butted an East Berlin police boat. Treading water, he finally heard one of the cops say, “Let’s go, nothing to see here.” After they left he swam the rest of the way to the shore. While Seidel pondered how to rescue his family, one of Rotraut’s brothers tried to get them out using West German passports bearing photos that resembled them. When that brother attempted to smuggle the fake IDs through a checkpoint, they did not pass muster. Harry’s mother and mother-in-law were arrested. His wife remained free only because she had a baby to care for. Harry, enraged, vowed to retrieve his mother when she emerged from prison—and to spring his wife and son immediately. After another bicycle tour, this time along the Western side of the Wall, he determined that the safest place for a breakout was along Kiefholz Strasse, near Treptower, one of the city’s largest parks. There was nothing but barbed wire—no fencing or concrete—at the border there, and plenty of trees and bushes in the American-occupied zone for cover. To provide a blanket of darkness he shot out a couple of spotlights with an air rifle. On the evening of September 3, 1961, three weeks after the coming of the Wall, Rotraut, slender and blue-eyed, received an unexpected phone call at her apartment. Harry, calling from a café in the East, announced that he would pick her up in an hour. Rotraut, whose family had emigrated from Poland, was as anti-Communist as her husband and had been considering ways to escape on her own, so the invitation from Harry was most welcome. When he arrived he told her to dress in black, give their baby part of a sleeping pill, and follow him. Soon they were penetrating the underbrush along Kiefholz Strasse, where Harry had already cut the barbed wire. He crawled through, then stood and lifted the top wire. Rotraut passed him the baby and stepped into the West. Then with Harry she ran like hell to his Ford Taunus. Minutes later the three Seidels were relaxing in Harry’s apartment in the Schöneberg district. The ending was not so happy for two of Rotraut’s brothers, who were arrested on charges that they knew about or assisted the escape. Few in East Berlin imagined that any sort of wall—or “anti-Fascist protection barrier,” as East German leader Walter Ulbricht dubbed it (proving he had read his Orwell)—could last for years. But Harry Seidel was not among the optimistic. He believed the vast, ugly scar and police state were meant to be permanent. And what could the West do about it? Berlin was a fractured island floating precariously in the middle of the Communist state, one hundred miles from West Germany. Harry Seidel sensed that his adventures at the border had barely begun. For one thing, he still had to rescue his mother. — After years of shortages and rationing, East Berliners liked to quip that even when they could afford to buy apples and potatoes they often found worms in them—and “they charge more with the worms.” Another bitter joke: “Did you know that Adam and Eve were actually East Germans? CC ENG 124 The Tunnels by Greg Mitchell Book Analysis Presentation They had no clothes, they had to share an apple, and they were led to believe that they lived in a paradise.” Since shortly after World War II, a wavy line on the map had separated the two German states, even before they took the names German Democratic Republic (GDR) and Federal Republic of Germany (FRG). West Germany was divided into sectors occupied by the Americans, the French, and the British. The Soviet-dominated GDR was Germany’s junior half, in landmass, population, and increasingly, economic performance. In 1955, with its economy booming and jobs plentiful, West Germany achieved full sovereignty, even as the three occupying forces remained. The Communists in the East, meanwhile, scrambled to stem an embarrassing refugee crisis. From the late 1940s to 1961 some 2.8 million East Germans fled to the West. Most of this human tide, nearly 20 percent of the East German population and a high concentration of its skilled workers and professionals, exited via Berlin. GDR soldiers tightly policed the national boundary, but the sector border at Berlin, deep inside East Germany, remained porous. Levels of security varied wildly where the city’s four sectors met. Berlin remained, in most ways, one city, with interconnected telephone service, subway, train, tram, and bus lines. As many as sixty thousand East Berliners with official passes—teachers, doctors, engineers, lawyers, technicians, students—crossed into the West every weekday to work or attend classes at the Technical University or the Free University. They were known as grenzgänger—border crossers. Many never returned. By 1961, West Berlin’s population of 2.2 million doubled that of the Eastern sector. The Soviets grew alarmed. Premier Nikita Khrushchev considered West Berlin “a bone in my throat,” even as he also likened it to testicles he could squeeze whenever he wanted the West to scream. Khruschchev had issued an ultimatum in November 1958 giving the three Western nations six months to agree to make West Berlin a “free,” demilitarized zone, and then withdraw. The Allies rejected this. They held that the unnatural division of the city had to end in free elections in every sector and, ultimately, in reunification. Khrushchev backed down for the moment. Running for president in 1960, John F. Kennedy predicted Berlin would continue to be a “test of our nerve and our will.” The first Kennedy–Khrushchev summit took place in early June, 1961, in Vienna. The sixty-seven-year-old Soviet leader opened by calling Berlin “the most dangerous place in the world.” Testing the inexperienced JFK, he threatened to finally sign a long-promised “peace treaty” with East Germany, ending the four-power agreements on sharing Berlin. The East Germans would thereby gain control of all Western access to the city via air, rail, and autobahn. Again, the three Western nations rejected the idea. Yet a fumbling, intimidated Kennedy hinted that the United States now accepted the semipermanent division of Berlin, which only emboldened Khrushchev. As the summit ended, Kennedy privately called it “the worst thing in my life. He savaged me.” JFK told aides there was little America could do for the East Berliners—the sole goal now was to defend the interests of those already in the West. He assured a top aide, “God knows I’m not an isolationist, but it seems particularly stupid to risk killing a million Americans over an argument about access rights on an autobahn…or because the Germans want Germany reunified.” After all, he added, “We didn’t cause the disunity in Germany.” In a July 25, 1961, speech, Kennedy declared that the United States was not looking for another confrontation on Berlin. CC ENG 124 The Tunnels by Greg Mitchell Book Analysis Presentation Still, in light of the Soviets’ growing belligerence there, JFK ordered a military buildup. “We seek peace,” Kennedy announced, “but we shall not surrender.” West Berliners focused on another element of the speech: Kennedy seemed to suggest that while America would remain a strong defender of West Germany, it would let the Communists do pretty much whatever they wanted in the East. Amid the growing tensions, the number of East Germans arriving at West Berlin’s refugee center, a colony of twenty-five buildings at Marienfelde, spiked. The rate had averaged 19,000 a month in 1961; this more than doubled in early August. East Germans had never been allowed to participate in free elections but they were voting with their feet. Walter Ulbricht, the sixty-eight-year-old East German leader with a Lenin goatee, had seen enough. With Khrushchev’s blessing, he had weeks earlier ordered the stockpiling of massive quantities of barbed wire, fencing, and concrete blocks, his fantasy of a permanent barrier encircling West Berlin suddenly about to come to life. Somehow, despite their vast investment in intelligence operations in Berlin, the Americans knew little about any of this. President Kennedy’s daily CIA briefings mentioned nothing. Not that it likely mattered. American leaders were profoundly ambivalent about the prospect of any sealing of the border. Ulbricht took heart from a well-publicized July 30 television interview with J. William Fulbright, an influential Democratic U.S. senator. Asked whether the Communists might reduce tensions by barring refugee flight, Fulbright answered, “Next week, if they chose to close their borders, they could without violating any treaty. I don’t understand why the East Germans don’t close their border….I think they have a right to close it at any time.” West German media and American diplomats in Bonn, the capital, excoriated Fulbright. Some called him “Fulbricht.” President Kennedy said nothing in public. But at the White House he told an adviser, “Khrushchev is losing East Germany. He cannot let that happen. If East Germany goes, so will Poland and all of Eastern Europe. He will have to do something to stop the flow of refugees. Tunnels by Greg Mitchell Book Analysis Presentation Perhaps a wall. And we won’t be able to prevent it.” Khrushchev, meanwhile, assured Ulbricht, “When the border is closed, the Americans and West Germans will be happy.” He claimed that the American ambassador to Moscow had told him the increasing intensity of the refugee flight was “causing the West Germans a lot of trouble. So when we institute these controls, everyone will be satisfied.” Ulbricht assigned his security chief, Erich Honecker, to make sure the operation succeeded. Just after midnight on August 13 the first barbed wire was unrolled along major boulevards at the border, the first step in sealing off the ninety-six-mile circumference of West Berlin. Thousands of Soviet troops stood in reserve in case demonstrators in the West tried to stop it. Khrushchev had wisely advised Ulbricht to make sure the wire did not extend even one inch across the border. When Secretary of State Dean Rusk heard the news later that morning, he ordered that U.S. officials refrain from issuing statements beyond mild protests. Any American response at the border, he feared, would trigger an escalation on the Communist side. Then he left his office to attend a Washington Senators baseball game. U.S. diplomats hoped West Berlin mayor Willy Brandt would not hear about Rusk’s outing, nor the reaction of Foy Kohler, one of Rusk’s aides: “The East Germans have done us a favor.” More than ever, East Berlin was an armed camp, CBS correspondent Daniel Schorr reported that day. Troops were needed, he added, to hold back a “sullen population.” That night, Edward R. Murrow, the legendary newsman who had left CBS to direct the administration’s U.S. Information Agency (USIA), cabled his friend Jack Kennedy from Berlin, comparing Ulbricht’s move to Hitler’s marching into the Rhineland. He warned JFK that if he didn’t show resolve he might face a crisis of confidence both in West Germany and around the globe. Residents in the East had adapted to the arbitrary division of their city, but the character of that cleaving had changed for the worse that morning of August 13. Tens of thousands suddenly lost their jobs in the West or a chance to complete their studies, as well as freedom to visit friends, family, and lovers. Finishing their routes in East Berlin, the UBahn subway and S-Bahn elevated trains now discharged passengers at the border. On August 14, Kennedy nevertheless told aides that “It’s not a very nice solution, but a wall is a hell of a lot better than a war.” In the same discussion, he said, “This is the end of the Berlin crisis. The other side panicked—not we. We’re going to do nothing now because there is no alt … Tunnels by Greg Mitchell Book Analysis Presentation Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10