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Conceptual Framework - Alabama State University

Recall that, according to Kitcher, causal knowledge derives from ourefforts at unification. However, as Kitcher also recognizes, it ishighly implausible that most individuals deliberately andself-consciously go through the process of comparing competingdeductive systemizations with respect to number and stringency ofpatterns and number of conclusions in order to determine which is mostunifying. His response to this observation is to hold that most peopleacquire causal knowledge by absorbing the “lore” of theircommunities, where this lore does reflect previous systematic effortsat unification. He writes that “our everyday causal knowledge isbased on our early absorption of the theoretical picture of the worldbequeathed to us by our scientific tradition” (1989, p. 469)

Are the executive functions merely any and all mental processes needed for goal-directed action? If so, then the primary senses, motor movements, attention, memory, arousal, primitive appetitive centers, emotion, and even basic brain functions pertaining to monitoring and sustaining the body are EFs because goal-directed behavior is impossible without them. Yet few theorists would identify these as EF, placing them more often at the non-EF or pre-EF levels in any hierarchy of brain function (Fuster, 1997; Luria, 1966; Stuss & Benson, 1986). Why? What defines the boundary between them and what can be considered EF? This vague, mongrel view of EF will not do if advances in understanding EF at the neuropsychological level are to continue. Hence, our first problem with the concept of EF is that we lack a more precise and operational definition of it that can serve as a guide to making such distinctions between what mental functions are and are not EF.

AutoComPaste: Auto-Completing Text as an Alternative …

CGCE Spring 2018 Course Offerings | Westfield State …

This module will offer an opportunity to study key thinkers and debates in the field of queer theory, while also exploring how sexuality is narrated in contemporary culture. The module will be grounded in theoretical material but alongside this theoretical grounding, the module will consider a number of literary and visual cultural texts. Throughout, we will consider the relationship between cultural texts, politics, and theory, asking: What kind of object is sex and sexuality? What is 'queer' about queer theory? How is queerness narrated in contemporary literature and cultural texts? The module will be structured as four blocks: 'Gender Trouble', 'Queer Temporalities/Queer Histories', 'Queer Affect', and 'Queer Liberalism?'. Beginning with foundational texts by Eve Sedgwick and Judith Butler, we will cover topics including queer performativity, female masculinity, queer history, queer affect, homonormativity and homonationalism, queer intersectionality, and trans* theory. This module offers an opportunity to engage in debates central to queer theory, while also develop skills in literary and cultural analysis of contemporary fictions of sexuality.

"This module aims to situate Shakespeare's work within the early modern global world. It will examine how far Shakespeare's drama draws on the idea of 'the global' in its setting, language, characterisation and action. It asks how far the theory and history of globalisation helps us to understand the ways in which a variety of ethnic, racial, commercial, religious and national forces are addressed in Shakespeare's work, from obvious plays like Othello and The Tempest, to more surprising texts like the Henriad."

Program | 6th World Congress and Expo on …

Reward management is one of the key components of human resource management. It is one of the most sensitive and problematic areas of people management that poses additional issues when cast in an international setting. The module starts by giving students an international empirical and theoretical grounding before applying this knowledge to conceptual issues such as equality, fairness, performance and motivation. These issues are examined at a number of levels: internationally, nationally and organizationally by engaging with topical case studies and practical examples.

This module explores the development of Modern Art between the turn of the twentieth century and the Second World War. We will examine the major art movements of the period - from colourful Fauve painting to the drama of Abstract Expressionism - and will discover how artists sought to challenge aesthetic traditions by formulating innovative `avant-garde' methods and theories. Through works of art, this module investigates the aesthetic and political landscape of Western Europe and the United States, and traces the emergence of Modernism in the early twentieth century.

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This module will investigate and discuss leading change in organisations from a theoretical sound and practical perspective. Marrying theory and practice will allow students to critically reflect on organisational change processes and to apply their knowledge directly to real world cases and practices. Furthermore, understanding and challenging practices of leading change will contribute to students' employability and their personal development. More specifically, the module will focus
- forces and conceptual perspectives of organisational change
- theories and concepts of leading change - in particular Transformational Leadership (visionary, motivational and inspirational leadership)
- creating an environment for creativity and innovation
- leading change in different cultural environments
- responsible leadership in organisational change
- followers' role in and contributions to organisational change
- organisational energy and energising leadership strategies
- avoiding overacceleration and stress in organisational change
- self-leadership in organisational change

The Psychology of Self‐defense: Self‐Affirmation …

This module is designed for fourth year MEng and for MSc students. It will be taught alongside DEN320 Environmental Engineering and so will contain all of the materials on that module. Students should refer to the description of DEN320 for details of this part of the course. Additional lectures will be provided on advanced numerical environmental modelling including risk analysis, decision theory, probabilities and Monte-Carlo simulation. Students will complete a group project which will involve some of these more advanced analysis and modelling techniques.

MSN in Nursing Informatics | Grantham University

This module is designed for fourth year MEng and for MSc students. It will be taught alongside DEN320 Environmental Engineering and so will contain all of the materials on that module. Students should refer to the description of DEN320 for details of this part of the course. Additional lectures will be provided on advanced numerical environmental modelling including risk analysis, decision theory, probabilities and Monte-Carlo simulation. Students will complete a group project which will involve some of these more advanced analysis and modelling techniques.

Academic Catalog - Des Moines University

This module identifies and challenges modern theory of finance and covers the major issues in behavioural finance and decision making. These include biases, which frequently occur in financial decision-making such as optimism, mental framing, over-reaction, trend-chasing, conservatism and anchoring of expectations. Emphasis is on related work in psychology in terms of several theories of human behaviour that have policy implications in Finance. Accordingly the module is arranged around:Traditional Finance and Historical development of behavioural finance, Biases in Financial decision making, their manifestation and reduction, Prospect theory and loss aversion, Use of mental frames in financial decision making, Heuristics and biases in financial forecasting, Group decision making processes, Financial Crisis and human behaviour, Empirical regularities such as overreaction and momentum, Introduction to experimental and empirical methodologies in measuring biases in fiancial domains.

Problem-based Learning in an Online Course: A case …

"This independent research project culminates in a dissertation of 12,000-15,000 words. Working with the support of a supervisor, students pursue their own independent investigation of the theory and practice of performance. Research development is also encouraged by a dissertation colloquium in late May/early June, in which students present their research in progress and receive feedback from academic staff and other graduate students. Recent dissertation topics have included studies of illness and performance, performance and second language acquisition, the performance of rural spaces and identities, contemporary performance and relational aesthetics, circus performance in Victorian Britain, cultural value and performance and performance and social conflict."

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