Essay Samples

Capella University

Questions 1. Explain why you chose the particular graphs or charts that you did. How do the graphs or charts you created help someone understand the financial information from your personal financial analysis? Why are they better than other graphs you considered creating? I used Pie charts for my graphical representation. Pie charts are better than bar graphs because of its simplicity and ease of understanding it for every individual as bar graph is complex and hard to understand. I also used the bar graph to represent my trip’s expenses as pie chat is smaller in size. By using the Pie Chats and Bar graphs someone can easily understand what each category is, how much each category contributes to the total amount, and how much of the total amount is from those categories. Pie charts are more visual and catch people attention. Bar graphs are also a better choice for showing an amount as Pie chats will be smaller in size and it does not show the percentage at all. If a pie chat is used for representing amount then it will be difficult to make it small in size as the detail of the expenses should be included in the pie chat to make it understandable. According to my personal financial analysis, I need to control my expenses as there are changes in budget for healthcare in month two and additional costs on transport in month three. There is an increase in salary from month one to month 3, but there is an increase in spending on healthcare and transport. I need to keep track of my expenses and make sure that I spend within my budget. I will also monitor my progress through the use of pie chats to help me understand where I stand in comparison with the budgeted expenses and increase more on savings every month. 2. Explain the results of your financial analysis, including overall progress toward savings goals, potential changes in your budget that can be made in the future, and possible economic or life impacts that may affect your budget in the coming year. I decided to keep track of my expenses in pie charts and bar graphs. The pie chart shows the amount of my expenses by categories, how much money I spent on each category and how much is left for the next month. In comparison with the pie chart, bar graph shows how much I spent in total and how much I have left for next month. If we look at the pie chart it shows that there is an increase in transportation expense in month 3 which is due to increase in salary from Month 1 to Month 3. The next months we can see that there is an increase again on transportation expense as well as from other category expenditure. Savings is not increasing although salary is increasing but income is not. The bar graph shows the total amount spent on different categories. From comparing both pie chat and bar graph we can see that the total expenses increased from Month 1 to Month 2 as well as from Month 2 to Month 3 in transportation, health care and other category expenditure but savings decreased from month 1 to month 3. 3. Project how your financial analysis will look in one year. Take into account economic concepts and trends. a. What economic concepts might be relevant (income growth, inflation, consumer prices, et cetera)? Income growth, price inflation and consumer prices are important economic concepts that affect the forecast of my budget. Income growth is important to project long-term budgeting because it refers to increases in pay or other income received. Price inflation and consumer prices are also important when forecasting my budget because it affects my expenses such as health care, transport and others. The increase in price of my education expense is a big concern for me because I need to pay for the children’s school fees every year. Inflation and consumer prices will affect the amount of money that I need to pay for my education expense. I will keep track of every expense in pie charts, bar graphs, and a written budget to project how my financial analysis will look in one year. My future budget is an important expenditure planning tool because it helps me compare actual income and expenses with my long-term plans. I will evaluate the appropriate use of a monthly budget and if needed, adjust the figures in my long-term forecast. With a monthly budget, I can also forecast my expenses for each month on a semi-annual basis. I will keep this tool up to date by updating the budget every month and making necessary changes to reflect increases and decreases in expenditures from previous months, as well as unforeseen circumstances. For example, if my boss requires me to work overtime, I estimate how much extra money I will need for overtime payments. After projecting my expenses for the next year, I would revise my assumptions about salary increases and inflation. To ensure accuracy of future projections, I would compare them with data from the government or other sources of reliable information on economic trends. Also, I will update my assumptions about the cost of living in each location I might relocate to. My budget will change as my financial analysis shows a clear trend of increasing expenses every month which are two categories healthcare and transport. I will keep track of these expenses in pie charts and bar graphs so that I can assess whether my current assumptions about expenses are realistic. Budgeting is a constant process and I will keep the budget updated every month and make necessary changes. I will also consider changing my long-term financial forecast if it does not align with my actual expenses. b. What economic trends might you want try to account for when making your projection? The economic trends are generally things like inflation and economic growth. When planning my future budget I would need to forecast how much my salary will increase and find out if there is any other expenses that can affect my budget. I will forecast the monthly expenses to be sure that I can complete on time the necessary transportation expense, health care expense and other category expenses. Economic processes and trends as reflected in the above project would enable me know whether or not it is feasible for me to plan my future budget or not. In addition, it will allow me to plan my future budget and see if the actual income that I receive will be able to support my long-term savings goals. My future long-term forecast is an important expenditure planning tool because it helps me compare actual income and expenses with my long-term plans. I will evaluate the appropriate use of a monthly budget and if needed, adjust the figures in my long-term forecast. My goal is to develop and maintain a realistic budget plan to achieve my savings goals. Other threats to the economy such as political unrest, economic sanctions and other events like the financial crisis may have a huge impact on my budget. These threats will affect long-term forecasts and my ability to save. It therefore depicts the need for a comprehensive range of budget and cost management tools to increase the transparency of future budgets. A lot of what I do in my analysis and planning would be slightly different from other people. The financial forecast is based on the information that I gather. I need to use a lot of resources such as the internet to research for the data that will use in my forecast. The need for a comprehensive range of budget and cost management tools to increase the transparency of future budgets. It also depicts the need for a comprehensive range of budget and cost management tools to increase the transparency of future budgets. If there are any future changes in the prices of education expense, it will affect my planning and budgeting for the next year because one way or another, I have to pay for the children’s school fees every year, so price inflation will have an impact on my budget plan. c. How could you try to plan for unexpected expenses when making your projection? I will make the necessary changes in my budget if required. I will keep track of every expense in pie charts, bar graphs and a written budget to project how my financial analysis will look in one year. My future budget is an important expenditure planning tool because it helps me compare actual income and expenses with my long-term plans. I will evaluate the appropriate use of a monthly budget and if needed, adjust the figures in my long-term forecast. From my personal financial analysis, I need a budget plan that is free from unexpected hazards and gives me good visibility on my expenses. There are some changes in budget for healthcare in month two and additional costs on transport costs in month three, but there is a significant increase in salary. During month one I plan to implement strict saving rules for myself so that I can complete as much saving as possible before leave this country. In addition, i will use the pie chats to monitor my personal savings, expenditure and income currently and compare with previous months to see if i have increased or decreased. More savings in month one will help me achieve my savings goals. Budget plan will help me to achieve my long-term goals. The economic process and trends as reflected in the above project would enable me know whether or not it is feasible for me to plan my future budget or not. My future long-term forecast is an important expenditure planning tool because it helps me compare actual income and expenses with my long-term plans. I will evaluate the appropriate use of a monthly budget and if needed, adjust the figures in my long-term forecast. I will evaluate how my budget compares with my cost plan in order to be sure that I am on track with my savings goals. With a yearly budget, I will be able to make the necessary changes if required.

Sexually Transmitted infections

STD rates among adolescents and young adults in Baltimore, MD & the impact, interventions Introduction The adolescent and young adult population is particularly vulnerable to sexually transmitted diseases (STDs). Teens often lack information about sexual health issues and are at a greater risk of becoming infected with an STD or HIV/AIDS due to lack of access to sexual health information and services (Alhassan, 2019). In addition, peer pressure and lack of control over their own sexuality increase teens’ risk for acquiring an STD. Therefore, it is important to understand the factors that play a role in promoting sexual risk behaviors among youth in order to develop effective prevention and intervention strategies to reduce the spread of STDs. Teen pregnancy and STDs have been on the rise since 2010, but efforts have been made to promote healthy sexual behaviors (Ljubojević, 2010). Cities across the United States have implemented various prevention programs targeting youth to reduce the rate of teen pregnancy, but research on the effectiveness of these prevention programs is limited. The rates of STDs in adolescents and young adults are continuously on the rise, affecting over 1 million people annually. Baltimore faces a number of public health problems including drug addiction and HIV, which correlate with other STDs in adolescents. The project is aimed at increasing awareness and providing services to help reduce sexually transmitted infection (STI) rates within Baltimore City (Hsu, 2022). Many people who contract a sexually transmitted infection (STI) do not have an awareness of the disease or are not willing to seek medical attention. A large part of the transmission occurs through infected partners with no knowledge of their status. The project aims at educating these individuals regarding their risk and decreasing their rates of infection by providing quality healthcare. According to the CDC, Baltimore has 3,707 reported cases per 100,000 people and is the second highest city for sexually transmitted infections rates in the United States (CDC, 2022). A collaborative approach with the Baltimore City Health Department and local clinics will be used to provide education to prevent the spread of STDs. The project will also assist in identifying at risk individuals and providing intervention services. There are several areas to address within the community to reduce the spread of STIs significantly such as economic, social, and behavioral factors. Majority of the prevalence of STIs is affecting those in poverty with limitations on access to quality health care. The prevalence of adolescent and young adult STD rates is on the rise and adversely affecting the health of the local population. Therefore, it is important to understand the factors that play a role in promoting sexual risk behaviors among youth in order to develop effective prevention and intervention strategies to reduce the spread of STDs. Identification of key stakeholders Stakeholders are essential to this project because they have the resources and knowledge to improve the lives of others. All stakeholders who provide services to the population are key. The populations at risk for STIs are adolescents, young adults, and women who are of reproductive age (Grieb, 2018). Local Health Departments and clinics have a large client base with access to individuals who will be educated about STIs. The stakeholders will be identified through the Baltimore Health Department and by visiting local clinics that may provide testing and treatment of STIs. The stakeholders with be asked for their input and participation in the project. The populations that are more at risk for contracting an STD are those who may not have access to health care and lack knowledge about the disease. Engaging these individuals is essential to ensure that they will receive treatment if infected. Non-traditional stakeholders like churches, schools, barber shops, restaurants, and even social media sites will need to be used for educating individuals about the risks of STIs in Baltimore City, whom will be identified by Baltimore Health Department. These non-traditional organizations are located mostly in poverty stricken areas where high rates of STIs occur among adolescents. These individuals are the most at risk, with limited knowledge of their status and often unaware that they could be infected. Education, testing, and treatment will allow users to have increased access to quality healthcare. Community assessment (Phase 1) The community of Baltimore City is a large part of this project and educating the community will be essential to reduce the spread of STIs. This can be done through utilizing non-traditional organizations that have a high concentration of individuals at risk for contracting an STI. The community of Baltimore City as a whole has an accumulation of non-traditional organizations that can be used to educate individuals about STIs (Burns, 2020). These non-traditional organizations are smaller and have limited resources, but they are located in the city where most of the infections occur. Such organizations will be key members to provide awareness and testing for the project. Planning grant money is allotted for community outreach and education. The project hopes to distribute educational pamphlets, flyers, and posters throughout the city to ensure that all individuals will have access to information. The Baltimore Health Department is working with local clinics to identify the needs in their communities and will be able to answer questions regarding testing and treatment of STIs. The local clinics are essential members of the community because they are located within Baltimore City and serve Baltimore residents. The health behaviors and lifestyles (Phase 2) The health behaviors and lifestyles that most clearly influence the outcome the community seeks that must be changed to affect the issues are sexual activity among adolescents and young adults, alcohol consumption, drug use, and smoking (Young, 2018). These health behaviors have been found to have a profound impact on the spread of STIs. The issue of drug use is a key component in this project because it indirectly affects the spread of STIs. Within Baltimore City, many adolescents and young adults are using drugs and alcohol as a form of self-medication to reduce DOMS, one of the important indicators for HIV infection. To reduce the risk of contracting an STD will require integrating prevention services to minimize the use of drugs and alcohol in adolescents, particularly identifying those at risk for contracting an STI. The majority population that engages in risky sexual activity is teenagers who are most likely to contract an STD. The project will work with Baltimore City Public Schools to educate students about STDs. The Baltimore Health Department will distribute educational pamphlets in schools, a community worker or volunteer from the project will sit down with the students and answer their questions such as what are the risks of STIs, how long does it take for a person to develop an STD, and how early should you know if you have an impurity (Ware, 2019). The community worker or volunteer will also provide males and females with condoms, which can be used for low-risk sexual activities. Project Goals The project will accomplish three objectives, which will address the key health issues of Baltimore City. In addressing the issue of STIs, the project will accomplish three short-term and one long-term objective. The primary short-term goal is to ensure that all individuals within Baltimore City are educated about safe practices and STDs. The intermediate goal is also essential to reducing the spread of STIs as it will help individuals identify an infection and treat it accordingly. It is safe to say that if individuals are able to take a test for an STD and know when they have been infected, they will be able to get tested when needed for treatment. The long-term goal is for all individuals in Baltimore City to be tested for an STI when needed and treated accordingly. The project will strongly focus on educating adolescents because their health behaviors are key drivers in the problem of STIs. Baltimore City is a largely youthful community with a high number of individuals in the 15-24 year old age group. The project will educate adolescents on the risks of STIs, how to reduce their risk, and provide them with condoms to reduce the spread of an STD. The predisposing, enabling, and reinforcing factors that act as supports for or barriers to changing the behaviors and environmental factors you identified in Sections 1 and 2 (Phase 3) The project will find several factors that act as barriers to reducing the spread of STDs. The most prominent barrier is peer pressure, which is a key issue in Baltimore City. Peer pressure results in adolescents having sex with individuals who have STDs and possibly spreading it to other individuals. The behavioral change process will be a challenge for this program because it deals with personal behavior such as drug use, smoking, and risk-taking sexual activity among adolescents and young adults. While peer pressure is a key player in these behaviors, there are other factors that serve as barriers to change such as lack of knowledge about the risks associated with an STD and the fear of being labeled or judged by peers or family members. Also, individuals are unaware of the importance of being tested for an STD. The most prominent factor that acts as a barrier to changing risky sexual behaviors is lack of awareness and knowledge. These individuals do not feel comfortable seeking help because they are not educated on how to decrease their risk or how to reduce their partner’s risk. Other barriers to changing these behaviors includes lack of access to health care, lack of knowledge about emergency contraception (EC), and a lack of understanding that an infection can last years when left untreated. Intervention Plan (Phases 3 & 4) The intervention will be a community based educational program that will provide adolescents with education on the risks of STDs and safe behaviors. The project will work with Baltimore City Public Schools to educate students about STDs. The Baltimore Health Department will distribute educational pamphlets in school, a community worker or volunteer from the project will sit down with the students and answer their questions such as what are the risks of an STD, how long does it take for a person to develop an STD, and how early should you know if you have an impurity. The community worker or volunteer will also provide males and females with condoms, which can be used for low-risk sexual activities (ex: oral sex). The project will also provide adolescents with information on how early they should be tested for an STD and when to get treated for a possible infection. The project will have a strong focus on Baltimore City Public Schools because they are located in the center of Baltimore City and can reach a large amount of adolescents. Each year about 55,000 students are enrolled in Baltimore City Public Schools. Internal administrative issues that can affect the successful conduct of the intervention (Phase 4) There are several internal administrative issues that could affect the project. The most prominent issue is how to raise funds for the project. In order to raise funds for the project, Baltimore City Health Department would need to seek out funding from different sources such as community foundations and private organizations that have connections with foundations. The organization would also need to seek out grants from government agencies such as the United States Department of Health and Human Services, National Institute of Drug Abuse, National Institute of Mental Health; local health organizations; and private donors who have a personal connection with Baltimore City Health Department (Adil, 2020). In addition to seeking out funding, the project will experience several internal administrative challenges in terms of staff involvement and responsibilities. It will be a challenge to convince other employees within Baltimore City Health Department to help with this program. There are approximately over 1000 employees, which means that there will not be an abundance of volunteers for the project. Moreover, employees would need additional training and education on how to decrease the spread of STDs and the importance of treating an STD at the earliest stage possible. Another challenge is deciding on which individuals should take on a leadership role in this project and what their roles in the project are. The project will need to find community workers that are willing to sit down with adolescents, discuss the risks associated with an STD and the importance of being tested and treated. Baltimore City Health Department should also seek out individuals who have experience working with adolescents to participate in the program. The role of the community worker is to provide young adults with information about STDs in a private, confidential setting. The volunteer or community worker will educate adolescents about the risks of contracting and spreading an STD (Eaton, 2018). In addition, they will inform students how early they should be tested for an STD and when they should receive medical care if they discover that they have had sexual contact with someone who is infected with an STD. Funding and other resources for the intervention (Phase 4) Funding will be necessary because the project will need to continue to conduct research on how adolescents act in risky sexual situations, how their behaviors are shaped by their environment and peers, and other factors that lead them to engage in risky sexual activities. The project will also need money for advertising the program and distributing educational pamphlets such as condoms, MPOWERED campaign from Center for Disease Control (CDC), t-shirts containing slogans on safe sex, pamphlets containing information about STDs, and booklets explaining the importance of being tested for an STD. There are various funding opportunities available for this project including private donations from individuals or corporations who have a personal connection with Baltimore City Health Department; government grants; foundations; local health organizations; etc. Baltimore City Health Department will also need to figure out which individuals, both internal and external, are willing to help with the program. In order to hold a variety of activities including movie nights, workshops and lunches that will help promote the program among adolescents; Baltimore City Health Department will need volunteers from other departments such as the Office of Neighborhood Partnerships or Baltimore City Public Schools (Baltimore Health Department, 2018). The Intervention (Phase 5) The intervention will involve educating adolescents about STDs and teen dating violence. The project will also provide adolescents with condoms, a safe sex campaign from CDC and information on how to be tested for an STD. The first part of the project will focus on educating adolescents about STDs and teen dating violence. The community workers or volunteers will present students with posters that contain information on how to recognize an STD, the symptoms associated with an STD and the importance of being screened for an STD at least once a year. In addition, students will receive pamphlets on STDs and pamphlets containing information on teen dating violence such as how you can recognize a violent situation or abusive relationship and what steps you can take to get out of it safely. Procedure in carrying out the intervention (Phase 6) The intervention will involve identifying the adolescents who are at risk of contracting and spreading an STD. The community workers or volunteers would then set up meetings with those adolescents to discuss their risk factors and behaviors in order to reduce the spread of an STD. In addition, students will identify their friends who have risk factors for contracting and spreading STDs such as their attitude, knowledge about STDs, close proximity to sexual partners, and number of sexual partners (Pontes, 2021). Baltimore City Health Department will also distribute pamphlets including information on teen dating violence within the city high schools along with creating posters that contain the same information. The evaluation plan /the process of the intervention (Phase 7) Baltimore City Health Department will evaluate the project by interviewing adolescents and community workers who assist in the intervention (Baltimore Health Department, 2018). The project will ask adolescents about their thoughts on the program, if they feel that their behaviors have been inclined to be more cautious about sexual activity, their level of knowledge about STDs and what they think could be potential solutions to decrease the spread of STDs in Baltimore City. They will also ask community workers or volunteers to evaluate how they are addressing the problems associated with unsafe sex within different communities and how effective their strategies were. The project will also examine Baltimore City Health Department’s budget for this program. Intended impact on the behavioral and environmental (Phase 8) Baltimore City Health Department will evaluate the program by examining STD rates before and after the intervention. The city health department will also hold meetings with adolescents to understand if they are making informed decisions and have learned how to protect themselves from STDs. Baltimore City Health Department will also evaluate how much money was spent on the intervention and where it was spent. If a portion of the money was not used wisely or did not yield enough results, Baltimore City Health Department should re-allocate those resources to different programs that are more useful for their target population of adolescents. Conclusion The prevalence of adolescent and young adult STD rates is on the rise and adversely affecting the health of the local population. Therefore, it is important to understand the factors that play a role in promoting sexual risk behaviors among youth in order to develop effective prevention and intervention strategies to reduce the spread of STDs. References (CDC)., C. f. (2022). Sexually transmitted disease surveillance report . https://www.cdc.gov/std/health-disparities/cars-case-baltimore.html. Adil, M. B. (2020). Increasing access to STI services in the Medicaid program. Health sciences research commons. https://hsrc.himmelfarb.gwu.edu/cgi/viewcontent.cgi?article=1031&context=sphhs_policy_informal. Alhassan, R. K.-F.-Y.-N. (2019). Determinants of use of mobile phones for sexually transmitted infections (STIs) education and prevention among adolescents and young adults in Ghana. implications of public health policy and interventions design. Reproductive health, 16(1), 1-11. Burns, P. A. (2020). Leveraging community engagement: the role of community-based organizations in reducing new HIV infections among black men who have sex with men. Journal of Racial and Ethnic Health Disparities, 7(2), 193-201. Department., B. C. (2018). Sexual health clinics. https://health.baltimorecity.gov/health-clinic-services/STD-Clinic. Eaton, E. F. (2018). Do young black men who have sex with men in the deep south prefer traditional over alternative STI testing?. . PLoS One, 13(12), e0209666. Grieb, S. M. (2018). Identifying solutions to improve the sexually transmitted infections testing experience for youth through participatory ideation. . AIDS patient care and STDs, 32(8), 330-335. Hsu, K. K. (2022). Adolescents and Young Adults: The Pediatrician’s Role in HIV Testing and Pre-and Postexposure HIV Prophylaxis. Pediatrics, 149(1). Ljubojević, S. &. (2010). Sexually transmitted infections and adolescence. . Acta Dermatovenerologica Croatica, 18(4), 0-0. Pontes, M. S. (2021). Senior Level Nursing Students Knowledge and Attitudes Regarding Sexually Transmitted Infections. Ware, L. J. (2019). Environmental, social, and structural constraints for health behavior: perceptions of young urban black women during the preconception Period—. A healthy life trajectories initiative. Journal of nutrition education and behavior, 51(8), 946-957. Young, H. B. (2018). Sexual intercourse, age of initiation and contraception among adolescents in Ireland: findings from the Health Behaviour in School-aged Children (HBSC) Ireland study. . BMC public health, 18(1), 1-17.

Indian Horse

1. HOOK Line For the hook, we shall use a rhetorical question. This will have the effect of having the reader analyze the situation from my perspective. Furthermore, it will enable me to influence the reader’s state of mind, pushing them to look for the answers to the rhetorical question. Consequently, as the paper progresses and answers are provided, the reader can find satisfaction in their curiosity being quenched, and the summary as well as the themes of the book supplement this.

case study

Management is the process of controlling or dealing with things or people. In any organization there must be a person to take charge and monitor the day to day running of any organization or institution. A manager should know his/her employees where the team members show little passion in their work the manager should use authoritarian style but if the employees show effort and willingness to work the leader should use participative management. A manager should also consider internal and external factors that may affect the chosen management approach. An organization’s running may be affected by size of organization, technology being used, and management approach. A leader should be able to identify departments, workgroups and business units and should encourage team work between these. A leader should also collaborate with employees to determine the best management approach this enables management and regular employees ti work as a whole. Also leaders should simplify work being done by employees and produce a conducive environment for them.Employees should also be given a fair wage according to their jobs this boosts their work morale and encourages them to work harder.

case study

Management is the process of controlling or dealing with things or people. In any organization there must be a person to take charge and monitor the day to day running of any organization or institution. A manager should know his/her employees where the team members show little passion in their work the manager should use authoritarian style but if the employees show effort and willingness to work the leader should use participative management. A manager should also consider internal and external factors that may affect the chosen management approach. An organization’s running may be affected by size of organization, technology being used, and management approach. A leader should be able to identify departments, workgroups and business units and should encourage team work between these. A leader should also collaborate with employees to determine the best management approach this enables management and regular employees ti work as a whole. Also leaders should simplify work being done by employees and produce a conducive environment for them.Employees should also be given a fair wage according to their jobs this boosts their work morale and encourages them to work harder.

Plag

Answer & Explanation Verified Solved by verified expert “The answer in this Problem is Camembert Pierrot, Gorgonzola Telino, Gnocchi di nonna Alice, Chai with Sum of total Discount of 5065 (1577 + 1397 + 1263 + 828 = 5065)” Step-by-step explanation Here are the List of all Product with Sum – Quantity arranged in Descending Order Camembert Pierrot 1577 Raclette Courdavault 1496 Gorgonzola Telino 1397 Gnocchi di nonna Alice 1263 Pavlova 1158 Rhönbräu Klosterbier 1155 Guaraná Fantástica 1125 Boston Crab Meat 1103 Tarte au sucre 1083 Chang 1057 Fløtemysost 1057 Sir Rodney’s Scones 1016 Lakkalikööri 981 Jack’s New England Clam Chowder 981 Alice Mutton 978 Pâté chinois 903 Konbu 891 Manjimup Dried Apples 886 Steeleye Stout 883 Chai 828 Outback Lager 817 Mozzarella di Giovanni 806 Inlagd Sill 805 Scottish Longbreads 799 Chartreuse verte 793 Original Frankfurter grüne Soße 791 Uncle Bob’s Organic Dried Pears 763 Geitost 755 Tourtière 755 Gumbär Gummibärchen 753 Thüringer Rostbratwurst 746 Louisiana Fiery Hot Pepper Sauce 745 Ikura 742 Wimmers gute Semmelknödel 740 Teatime Chocolate Biscuits 723 Perth Pasties 722 Gudbrandsdalsost 714 Queso Cabrales 706 Singaporean Hokkien Fried Mee 697 Rössle Sauerkraut 640 Côte de Blaye 623 Nord-Ost Matjeshering 612 Sirop d’érable 603 Gula Malacca 601 Ipoh Coffee 580 Tunnbröd 580 Spegesild 548 Carnarvon Tigers 539 Escargots de Bourgogne 534 Maxilaku 520 Røgede sild 508 Sasquatch Ale 506 Filo Mix 500 Zaanse koeken 485 Chef Anton’s Cajun Seasoning 453 Vegie-spread 445 Ravioli Angelo 434 Tofu 404 Northwoods Cranberry Sauce 372 Schoggi Schokolade 365 Gustaf’s Knäckebröd 348 Queso Manchego La Pastora 344 Aniseed Syrup 328 NuNuCa Nuß-Nougat-Creme 318 Sir Rodney’s Marmalade 313 Grandma’s Boysenberry Spread 301 Chef Anton’s Gumbo Mix 298 Longlife Tofu297 Mascarpone Fabioli 297 Röd Kaviar 293 Louisiana Hot Spiced Okra 239 Valkoinen suklaa 235 Laughing Lumberjack Lager 184 Chocolade 138 Gravad lax 125 Genen Shouyu 122 Mishi Kobe Niku 95 Total Result 51317

Review the Driving Itinerary worksheet and see that you have already logged

Apply-It #3, Beyond the Book Download and open the Apply-It 3 Start File from Blackboard. Save the workbook as FirstName.Lastname.Apply-It 3. Save the workbook as a Macro-enabled workbook or you will lose all the Macros you are about to create. Part 1 Roberta Olson is a dispatch manager for Milwaukee Cheese, a large cheese and …

Review the Driving Itinerary worksheet and see that you have already logged Read More »

Get SLO Assignment help for $15

SLO Assignment SLO3 Word Document. This word file contains Six (6) pages. Due: Sunday, November 21, 2021 at 11:30 pm, local time. Please enter the following information below: Last Name: ___________________ First Name: ___________________ Student ID: ___________________ Instructions for completing the SLO Assignment There are five (5) review questions, each worth 3.0 points, covering chapters, …

Get SLO Assignment help for $15 Read More »