it must follow these guidelines uploaded below
the three words to be used are supply, demand and equilibrium
Author: admin
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“Understanding Supply and Demand in Equilibrium”
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“Exploring Nutrition: Analyzing My Diet Using Canada’s Food Guide”
The Assignment
The aim of this assignment is to provide students with an introduction to using Canada’s Food
Guide to analyze a diet.
Upon completion of this project students will have:
• Experience in applying nutrition principles learned in class to your daily lives
• Increased knowledge of everyday food choices
• Increased knowledge on how to use the Canada’s Food Guide
The Procedure:
1. This assignment is done individually.
2. Review Canada’s Food Guide.
3. Record visually through either photos or drawings, everything you eat and drink for 3 days
consecutive days. These days should be “typical days” meaning they reflect your usual eating
habits.
4. Create a diary (in either word or PowerPoint) with your visuals and ensure they are labelled
with as much details as possible. Label the foods. It is suggested to create sections (ie Day 1
Breakfast, Day 1 Lunch, Day 1 Supper, Day 1 Snacks, etc).
5. Provide a summary for each meal/snack that discusses how it fits within the Canada’s Food
Guidelines. Use the Snapshot of the Canada’s Food Guide and the Healthy Eating
Recommendations to analyze each meal/snack. You should discuss the make-up of your plate
Canada’s Food Guidelines as well as the social statements of eating provided. See the links
below:
https://food-guide.canada.ca/en/food-guide-snapshot/
https://food-guide.canada.ca/en/healthy-eating-recommendations/
6. Provide a brief analysis of your overall diet compared to the Canada’s Food Guidelines.
Provide a discussion on the strengthens of your diet (according to the Canada’s Food Guidelines)
and recommendations that you would make (according to the Canada’s Food Guidelines).
7. Provide a critical reflection on your learning. Critical reflection is a reasoning process to make
meaning of an experience. It is descriptive, analytical, and critical. The process adds depth and
breadth to an
experience and builds connections between course content and the experience. The goal of
reflective thinking is to try to learn more about ourselves and our work by considering our
thoughts, feelings, and
experiences. Critical reflection is about considering our own thoughts, feelings, and experiences
and determining how they fit in with the ideas, concepts, and theories that have been presented
by others (ie course content). Complete the critical reflection by answering the following
questions:
• What factors influence my food choices.
• What did this assignment tell me about my values, attitudes and beliefs about foods and
eating?
• What are some strengths and/or limitations of using visuals as a food record?
• Did you enjoy the visual diary process? Why or why not?
Important Notes:
1. Be creative and have fun.
2. You are not marked nor judged on your food choices.
3. Please try to use small file sizes for your images to prevent submission problems. -
“Revising PEST Analysis and Window of Opportunity to Enhance Strategic Planning”
all you need to do is fix the PEST AND THEN FIX THE WINDOW OF OPPORTUNY TO FIT WITH THE NEW PEST. (FOLLOW THE GIVEN FEEDBACK FROM MY GROUP MEMBERS TO REWRITE OR EDIT MY REPORT) I also added a report i asked chat gpt to create to potentially help you not sure if the chat one is good but make sure to follow the given feedback in my section and that theres no AI or PLAGIARISM in my part.
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“C++ Catch-Up: A Comprehensive Review and Assessment”
I need help catching up and someone who is familar with C++ programing.
You will NOT be writing any code at all just answer the questions in the word documents
attached below.
Please do not use any from of AI becuase my universitly will find out. -
“Friendship Fun: Building Strong Relationships in Second Grade” Title: Friendship Fun: Building Strong Relationships in Second Grade Introduction: Hello second graders! Today, we are going to talk about an important topic – getting along with others. As we
Discussion geared towards getting along with others for 2nd grades. Please include interactive questions and activity.
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Title: Developing a Strong Essay: Tips and Guidelines for Success
HE ESSAY
Each essay submission should consist of (a minimum of) five fully-developed paragraphs, and include an introduction and a conclusion. The essay should be a minimum of 350 words; top essays will be a minimum of 600 words in length.
The essay should be a maximum of 1000 words.
The introduction should include a strong thesis statement.
Each paragraph, including the introduction and conclusion, should be fully-developed paragraphs (at least 75-100 words).
Avoid first person (I, me, my) in formal academic writing. Formal academic writing is always in third person.
All essays must be submitted as Microsoft Word documents. All students have access to Word through the college via Office 365.
All papers automatically undergo a plagiarism check through SafeAssign. If an assignment fails to generate a SafeAssign report for the instructor, students will be required to resubmit the paper.
GRADING
Essays are scored based on the following criteria:
Thesis (15%): Is the first paragraph appropriately developed? Does the first paragraph contain a coherent central argument(s) for the essay?
Evidence (25%): Does the essay contain an appropriate amount of evidence and development to support its coherent central argument(s)?
Organization (20%): Does the essay contain appropriate structure and organization, including at least three (3) body paragraphs? Are those paragraphs appropriately developed?
Conclusions (15%): Is the last paragraph appropriately developed? Does the last paragraph appropriately summarize the central argument(s) for the essay?
Grammar (25%): How many grammatical errors (per word) are in the paper? Is the paper written at an appropriate college grade level?
SafeAssign: All papers automatically undergo a plagiarism check through SafeAssign, and Mr. Owens will report that score to you when grading. If the SafeAssign score is 20% or higher, a points deduction will be made on the paper (higher SafeAssign scores result in higher deductions). This deduction escalates for each paper: the deduction on Essay 2 is greater than Essay 1, the deduction of Essay 3 is greater than the deductions on Essays 1 and 2, etc. If the SafeAssign score is 90% or higher, the paper is considered plagiarized and a score of zero will be recorded for the assignment. -
“Solving Problems with Blue”
ASSIGNMENT_blue.png Please read the attached rubric and complete Assignment 2. The rubric lists the problems that you need to solve and provides specific information about what you need to provide in your answers and the points …
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“Tragic Characters: A Comparative Analysis of Hamlet and Juliet in Shakespeare’s Works” “The Tragic Journeys of Hamlet and Juliet: Exploring Themes of Love, Fate, and Defiance in Shakespeare’s Masterpieces”
William Shakespeare’s works have been a cornerstone of English literature for centuries, with characters that continue to resonate with audiences. Two of his most renowned plays, “Hamlet” and “Romeo and Juliet,” feature protagonists whose complexities and developments are pivotal to the narratives. This essay will delve into the character analysis of Hamlet and Juliet, exploring their motivations, transformations, and the themes they embody.
Hamlet: The Tragic Prince of Denmark
1. Hamlet’s Melancholy and Indecision
Hamlet, the Prince of Denmark, is one of Shakespeare’s most intricate characters. His profound melancholy and indecision are central to his character and the play’s tragic arc. From the beginning, Hamlet is overwhelmed by the death of his father and his mother Gertrude’s swift remarriage to his uncle Claudius. This betrayal intensifies his existential angst and prompts his famous soliloquy, “To be, or not to be: that is the question” (Shakespeare, 3.1.56). This line encapsulates Hamlet’s contemplation of life, death, and the moral implications of his actions.
2. The Theme of Madness
Hamlet’s feigned madness serves as both a strategic ploy and a genuine expression of his internal turmoil. His erratic behavior confounds the court and provides him with the freedom to uncover the truth about his father’s murder. Critics like Harold Bloom suggest that Hamlet’s madness is a reflection of his intellectual and emotional struggles (Bloom, 2003). The ambiguity of his madness, whether real or performed, adds to the complexity of his character.
3. The Quest for Revenge
Hamlet’s quest for revenge is complicated by his moral and philosophical considerations. Unlike a typical revenge hero, Hamlet is deeply reflective and hesitant. His procrastination and contemplative nature are highlighted in his soliloquies, where he wrestles with the righteousness of vengeance. According to A.C. Bradley, Hamlet’s delay is not just a plot device but a profound character trait that reveals his introspective and conscientious nature (Bradley, 1904).
4. Transformation and Tragic Flaw
Hamlet’s evolution is marked by his growing resolve to act. By the play’s end, he moves from paralysis to a grim determination to fulfill his revenge. However, this transformation comes too late, leading to his demise and the play’s tragic conclusion. Hamlet’s tragic flaw—his indecision and overthinking—ultimately leads to his downfall, aligning with the Aristotelian model of tragedy.
Juliet: The Passionate and Defiant Lover
1. Juliet’s Growth and Independence
In “Romeo and Juliet,” Juliet Capulet undergoes significant growth from a naive girl to a determined and independent young woman. At the play’s onset, Juliet is obedient to her family’s wishes, but her encounter with Romeo ignites her transformation. Her famous declaration, “My only love sprung from my only hate!” (Shakespeare, 1.5.137), highlights the internal conflict and intense passion that define her character.
2. Defiance Against Social Norms
Juliet’s defiance of social and familial expectations is a central theme. Despite knowing the consequences, she chooses to pursue her love for Romeo, a member of the rival Montague family. This act of rebellion against her parents’ wishes, particularly her refusal to marry Paris, marks her evolution into a character of significant agency and courage. Literary critic Marjorie Garber notes that Juliet’s defiance is a form of self-assertion in a patriarchal society (Garber, 2004).
3. The Depth of Juliet’s Love
Juliet’s love for Romeo is profound and unwavering. Her willingness to risk everything, including her life, to be with him underscores the intensity of her emotions. This depth is poignantly expressed in her soliloquy, “Give me my Romeo; and, when he shall die, / Take him and cut him out in little stars” (Shakespeare, 3.2.21-22). Juliet’s poetic expressions of love demonstrate her maturation from infatuation to a deep, sacrificial love.
4. Tragic Heroine and Final Sacrifice
Juliet’s journey is marked by her ultimate sacrifice. Her tragic end, choosing death over life without Romeo, is a testament to her unwavering devotion and the tragic consequences of their feud-driven world. Juliet’s transformation from innocence to a tragic heroine embodies the themes of love, fate, and defiance.
Conclusion
Both Hamlet and Juliet are emblematic of Shakespeare’s ability to create complex, multifaceted characters. Hamlet’s intellectual depth and existential struggles contrast with Juliet’s passionate defiance and growth. Through their journeys, Shakespeare explores profound themes of revenge, love, fate, and individual agency. These characters’ timeless appeal lies in their human complexities, making them enduring subjects of literary analysis.
References
– Bloom, H. (2003). *Hamlet: Poem Unlimited*. Riverhead Books.
– Bradley, A. C. (1904). *Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear, Macbeth*. Macmillan.
– Garber, M. (2004). *Shakespeare After All*. Pantheon Books.
– Shakespeare, W. (n.d.). *Hamlet*. Retrieved from [Project Gutenberg](https://www.gutenberg.org/ebooks/1524).
– Shakespeare, W. (n.d.). *Romeo and Juliet*. Retrieved from [Project Gutenberg](https://www.gutenberg.org/ebooks/1112). -
Title: Leading a Non-Self-Starter Employee: A Plan for Success Introduction: As a manager, it is your responsibility to ensure that all employees are performing at their best and contributing to the success of the organization. However, managing an
You are managing an employee who is not a self-starter, and thus you need to devise a plan to effectively lead this employee. Draft a response that thoroughly addresses the following points, supporting your claims with quotes and examples from this week’s readings:
What are the top three goals for your employee to achieve within 6 months?
Why is meeting these goals important for both the employee and the organization as a whole?
How do you motivate your employee to achieve their goals?
If the employee does not achieve their goals why should the company keep you as the leader?
Please write in an organized, content dense, professional manner as though you are writing a 300-400 word executive brief to your boss with the text information and then your personal conclusions. Make sure to support your points/claims with quotes/main ideas from this week’s readings/viewings. Please add your page # for quotes.