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The quesion is: What are the characteristics of transnational television? This is in relation to this reading Chalaby, J. K. (2005), ‘Towards an Understanding of Media Transnationalism’, in J. K. Chalaby (ed.), Transnational Television Worldwide: Towards A New Media Order , London: I. B. Tauris, pp. 1-13. This assesses your understanding of unit readings and lectures up to Week 4. Choose one question from each week’s tutorial activities in Weeks 2, 3 & 4 and write short answers to these questions (150-200 words each). The question above is only in relation to week 3 reading. I have already done all the reasearch, which i will send to you, my main problem is needing to cut it down to 150-200 words and to re-word it so it isnt plagarised!!! I would like someone who has experience with International Communictions and this topic, so if needed they can put their own spin and add any info I may have missed. I am looking for someone whom I can start using on a regular basis, and I trust. If you do well there will be more work to help me with!! .

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3 option , choose one to write it Activity 3 Option 1 Ethnography of an Indigenous Culture This activity is a good way to demonstrate what you have learned in this course. Be sure to choose an indigenous culture that you find interesting. Read all directions and ask questions if you have them. To successfully complete this activity, you will need to consult: · your textbook · Web sites -- no encyclopedia! · Contact your instructor at least three weeks before this assignment to make sure you have chosen an indigenous group. Numerous students have made mistakes in understanding what is meant by indigenous. Please review your readings. It is also best to NOT choose a group in the United States (they have assimilated to U.S. Culture and it can be difficult to write paper). You will be constructing an ethnography of an indigenous culture of your choice. To help you choose an indigenous culture, I would recommend starting at these websites: Wikipedia Indigenous Peoples Center for World Indigenous Studies Indigenous Node of the World Wide Web Virtual Library I must approve your choice by the fourth week of the semester. This is not an activity you will want to procrastinate on. This acivity is a capstone experience for you. It is critical that you demonstrate you can use as many concepts from our course as possible. You are to apply as many ideas you have learned from the textbook, videos, and websites as possible. Underline each concept you use from the text! While firsthand knowledge of a culture is valuable, you must use academic resources for this activity. When you submit your activity, type out the question and then your response. You will not need to organize your work into the traditional style for a paper. It is your job to "flesh out" the indigenous culture you have chosen. By the time you have finished, someone who knows nothing about your indigenous culture should be able to truly understand it. · Include the complete address of any and all Web sites you use Some of the following questions may be answered in a few paragraphs, but some may require you to write more than a page. You probably will need to consult more than one WEB site. If you choose a culture that has been changed by another, be certain to stick with the traditional aspects of your chosen culture before it was contaminated by outsiders. Integrate concepts, ideas, and theories from your textbook and Web sites. Remember: demonstrate that you can truly use concepts from this course. 1. Is this truly a culture? What makes it a culture? Why is it a culture? (Remember language!) 2. Where is thisculture geographically located? Cite if you quote. 3. Of the patterns of subsistence covered in your videos and textbook, which is the dominant type used in your culture and why? 4. How have these people adapted to their physical environment? 5. Is this a preliterate or literate culture? Explain. 6. How are mates selected? (Think on a cultural basis.) 7. How is descent traced? Describe ...

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1 Mother tongue Michael Priebe Southern New Hampshire University ENG-122 Prof. Bacho Due Date 1 Article and author I selected "mother tongue." The author is Amy Tan 2 The author's purpose and how I arrived at my decision The author's purpose of this piece is to educate people that it is okay to be diverse, and no matter how different someone seems, they should be treated with respect. Our intelligence is judged by how we speak, which is why Amy's mother was disrespected by bank services, department stores, and restaurants. They even pretended like she had not been told because of her broken English. Tan could speak English, but her mother couldn't. The author explains her mother's challenges as an immigrant, which included people being rude to her and disrespectful. Her mother was discriminated against because of having imperfect English. Even though Tan could speak good English, she always spoke broken English with her mother. Speaking in broken English brought a connection and a strong bond between her and her mother. Therefore, this shows that people can be different, but this does not mean they should be mistreated. People should even be able to make it comfortable for diverse people. For example, the way Amy spoke to her mother in broken English just to be accommodating. 3 Key points that support the purpose To begin with, Amy speaking to her mother in broken English to show that she can try to accommodate others by making them comfortable. Even when Amy is speaking with an audience in the Joy Luck Club about her book, she notices that her mother is in the audience. She realizes that the way she was talking, her mother will not hear and change. She also realized that her teachers were constantly pushing her towards maths and science. Even though she was good at English, the teachers always encouraged her to take math. She then decides to take English because she believes in English; there are more ways to express oneself, unlike maths. Finally, Amy used to pick calls for her mother and impersonate her. She was fluent in English, but she could speak broken English to show people that even if one is not like the rest, they should not be discriminated against. The author even acknowledges the impact of the mother tongue on her life. She says it is the mother tongue that shaped the way she saw things. 4 Audience and challenges faced communicating the purpose. Tan's audience is the critics of her mother tongue and the people who discriminate against others for being different. She also targets the people who are faced with this problem to show them that it is normal to be different and not be embarrassed because they are different. The author faces challenges in communicating the purpose because many people are judged according to how they speak. It is therefore difficult to convince people that someone can have the worst English but still be intelligent. For example, her mother was a stockbroker even though she had a ...

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EN1150: Week 1 Assignment Good sentences are built with good grammar. What does good grammatical structure look like? This assignment helps you apply your knowledge from this week’s modules and readings. As an employee, it will be expected that your written communication is organized, cohesive, and error-free. Following the steps in the writing process will allow you to increase your ability to effectively communicate your ideas and message in writing. Before you begin, however you must know your purpose and audience. Subject-Verb-Object The building blocks of all paragraphs are sentences with good structure that express a clear main idea. Most simple sentences have a subject (person, place or thing) a verb (action word), and an object (receives the action). Directions: Write a sentence by adding your own words to the Subject, Verb, and Object provided in the boxes below. The verb can be in the present tense (studies), past tense (studied), or future tense (will study). You can review Interactive 1A to help you. Subject Verb Object Latoya study class Example: Latoya studies for class daily. Subject Verb Object Write your sentence in the space below. Subject Verb Object medical assistant read patient file Write your sentence in the space below. Subject Verb Object I explain instructions Write your sentence in the space below. Subject Verb Object They make appointment Compound Sentences Compound sentences are two simple sentences joined by a comma and a coordinating conjunction. You are encouraged to review Interactive 1A before completing this section. Coordinating Conjunction Meaning/Purpose Example For to give a reason My grade is excellent, for I studied hard. And to join two ideas or moments We did the laundry, and we ironed the clothes. Nor to join two negative ideas She does not like spicy food, nor does she like sweets. But to show contrast I work out every day, but I never lose weight. Or to show choice We can read the chapter in our book, or we can read it online. Yet to show and emphasize a contrast I work out every day, yet I never lose weight. So to show cause and effect She applied for many jobs, so she was offered a position. I want to do my homework assignment. The internet is not working. I do not like to drive in heavy traffic. I do not like to drive during snow storms. I could write my assignment on a piece of paper. I could type it on a computer. Sentence Structure and Academic Style All good paragraphs are constructed with sentences using proper grammar and appropriate vocabulary. You may refer back to Interactive 1B before completing this section. Directions: Revise the sentences below in order to make them appropriate for an academic text. Example: Oprah Winfrey is a really cool person on television. Oprah Winfrey is an influential television icon. How science helps people’s liv ...

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The Question: Is management in the public sector similar to or different from management in the private sector? Support your answer with at least one citation from the text, and provide at least one example. Required Textbooks Title : Public Management: A Three-Dimensional Approach Author: Carolyn J.Hill and Laurence E. Lynn Jr ISBN: 978-0-87289-348-1 Publisher: Congressional Quarterly Press .

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The Question To Be Answered: 'What managers most often want to know about their organization's culture is how to change it. Regardless of the perspective adopted, all organization culture researchers acknowledge that top managers are powerful members of an organization's culture. And, because power grants them a disproportionate share of attention, their behavior becomes a role model for others, their words are carefully attended, and their directives are obeyed. But what is recommended to managers on the basis of culture theory differs markedly according to the perspectives adopted' (Hatch and Cunliffe, 2013: 185). Choose two of the four perspectives and discuss their different views on organisational culture and how their advice to managers who are seeking to influence organisational culture might be different. The four perspectives are Modernism, Critical Theory, Symbolic Interpretive and Postmodernism. I would pefer if focused on Modernism and Symbolic Interpretive. Required word count 2000 words excluding the references. Required readings (located on blackboard site): 1.Chapter 6 and pp 311-318 (Hatch and Cunliffe) 2.Fleming, P and Spicer, A. (2003) ‘Working at a cynical distance: Implications for power, subjectivity and resistance’ 3.Wilson, F. (2014) ‘Chapter 11: Culture’ in Organisational Behaviour and Work , pp. 224-241. 4.Xu, Y., and Weller, P., Inside the World Bank, “The Staff and Their organizational Culture”, pp. 74-82. Recommended readings (located on blackboard site): 1.Martin, J. & Frost, P. 2012, ‘Chapter 30: The organisational culture war games' in Gittell, Jody Hoffer., Godwyn, Mary & Gittell, Jody Hoffer, Sociology of organizations : structures and relationships , Pine Forge Press/Sage, Thousand Oaks, Calif., pp. 315-336 2.Zhang, C. & Iles, P. 2014, ‘Chapter 11:Organisational culture' in Rees, Gary & Smith, Paul, Strategic human resource management : an international perspective , SAGE, Los Angeles, pp. 383-439. .

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The quesion is:   What are the characteristics of transnational television? This is in relation to this reading Chalaby, J. K. (2005), ‘Towards an Understanding of Media Transnationalism’, in J. K. Chalaby (ed.), Transnational Television Worldwide: Towards A New Media Order , London: I. B. Tauris, pp. 1-13. This assesses your understanding of unit readings and lectures up to Week 4. Choose one question from each week’s tutorial activities in Weeks 2, 3 & 4 and write short answers to these questions (150-200 words each).   The question above is only in relation to week 3 reading. I have already done all the reasearch, which i will send to you, my main problem is needing to cut it down to 150-200 words and to re-word it so it isnt plagarised!!! I would like someone who has experience with International Communictions and this topic, so if needed they can put their own spin and add any info I may have missed.     I am looking for someone whom I can start using on a regular basis, and I trust. If you do well there will be more work to help me with!! please do asap! .

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The Queen of Trees This video shows the intimate relationships within a community of organisms in an African savannah ecosystem. Your task is to complete the questions and map out the connections among the various organisms within the community. You should indicate the trophic level to which the organism belongs, its relationship to the Queen and any other direct relationships to other organisms in the community. The connections within the community should be illustrated. The figure on page 3 of this handout gives an example of how to illustrate those connections. The arrow tips point in the directions of where the energy is flowing. For example, the fruit bats feed on the fruit of the fig tree so the arrow is a one-way directions towards the bats. To submit this quiz: download the template, as you watch the video complete the table below, complete the questions on page 3, and complete the construction of your food web illustrating the connections listed in the table and then upload your document. If you do not know how to construct the food web electronically, you may draw your food web, scan a digital image (or take a photo) of the food web and submit it. Trophic levels : The position that an organisms occupies in a food chain. It shows the flow of energy through an ecosystem. Energy is always lost from one trophic level to the next. · Producers - autotrophic organisms using solar or chemical energy to produce all the organic nutrients for an ecosystem. · Consumers - heterotrophic organisms that cannot make their own food. They get energy from the chemical bonds in the nutrients they eat. · Primary consumers (herbivores) - eat primary producers (plants). o Conversion efficiency: only 10 to 20 percent of the available energy passes from producers to primary consumers. · Secondary consumers (carnivores) - eat primary consumers (herbivores). o Conversion efficiency: only 5 to 10 percent of the available energy passes from primary consumers to secondary consumers. · Tertiary consumers (carnivores) - eat secondary consumers (carnivores). o The conversion efficiency for tertiary consumers may be as low as 1%. · Omnivores - eat both plants and animals. · Decomposers - break down dead tissues and wastes. Table 1 – Relationships and trophic levels Organism Trophic Level Connections with the Queen/community Sycamore Fig Tree Primary producer Fig wasp Grey Horn Bill Secondary consumer Uses the Queen as a nesting site, consumes insects that prey on queen Caterpillars Giraffes Fig Cadidid Pink Mantis Vinegar Flies Parasitic Nematodes Ants Hilda bug nymphs Bees Fig Cicadas Monkeys Gecko Spider Crocodile Elephants Tiger beetles Butterflies Seed bugs Fruit bats Primary consumers Seed dispersal for the Queen Questions How does the Queen protect herself from predation? What do t.

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The Qualitative Research Studies: Adolescent Behaviors & Social Media Must be at least 1,200 words in length (not including title, abstract, and reference pages) Must reference at least two scholarly sources (see Scholarly, Peer-Reviewed, and Other Credible Sources (Links to an external site.) ), in addition to any required readings cited. Must include the three articles analyzed in the reference list. Must include title, abstract, and reference pages. My projected research topic is Adolescent Behaviors, I am interested in the influence of the media on an adolescent’s behavior skills (research focus). I wanted to choose a topic that really interested me, but over the past few weeks, I’ve debated with myself, because I’ve been scared, that I won’t find enough resources for any other topic. So far, I think there is a ton of information on adolescents and how the media effects/enhanced their behaviors, I figured this would be a great start. This topic is personal for me, I’ve worked with so many children, and in recent years, I’ve witness a dramatic behavior change in multiple teens, and it was all related to something that stemmed from the media. I could start this research with the factors that affect adolescent development: physical, cognitive, social and behavioral development. According to Yale researchers, Valkenburg and Piotroswski (2017), there’s been significant changes in the media landscape, meaning there’s not just the traditional media is not the only barrier. Adolescents have their own phones, iPads, tablets, and computers, which gives them a more direct access to the media. For the quantitative resource to support this topic, I chose The Journal of Korean Academy of Nursing , which states, “To achieve the aim, a quantitative research design was used, involving questionnaires with data collected from 393 Saudi students aged 13-18 years ” (Yoo and Ham, 2019). The second resource I found supports a qualitative study in this field, stating (Using a qualitative analysis approach, we found six major themes. Although entertainment media provided media role models for expected behavior in romantic relationships, it was also associated with the development of unrealistic relational expectations and perceived pressure to be in a romantic relationship. According to these studies, adolescents with reported social media use had greater odds of increased suicidal ideation and suicide risk than those with no reported use, but these relationships were not statistically significant. Social media use in adolescents with a psychiatric admission may be associated with the risk of self-injurious behaviors and could be a marker of impulsivity. Additional work should guide the assessment of social media use as part of a routine adolescent psychiatric history. References: Valkenburg, P. M., and Piotrowski, J. T. (2017). Plugged in. Retrieved from https://yalebooks.yale.edu/sites/default/files/files/Media/9780300228090_UPDF.pd.

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The reflective essay took an emotional appeal. I can sense both sympathy and empathy in certain parts of it. I think at some point or another we have all swallowed our pride and moved forward. The purpose or goal of the essay was to explain what the writer overcame during the current term to help him get better. What seem to be a good direction is explaining something that you have overcome this semester during the course. What you took from this was more than an academic challenge, it was the beginning of a personal growth. My overall impression of what you have as your draft is good job, stay on focus with this. The aspects you have touched on with your writing has been ethos, pathos, and kairo. Although you limited help from others, it was time you moved away from that. I would incorporate more about class and maybe throughout your understanding the first few weeks before asking for help. What led you to finally opening up. Give a few examples in your intro of pride in your academics before this that went well and others that didn’t. I’ve read your assignments assignment last week and this has a stronger feel to it. I would highly recommend that each paragraph you ask yourself why? Then from that answer within you expand on it and tie it in with academics. To be more reflective in your essay I would go back to what was your reasoning for not asking for help in the past, when did you know it was time to let that go, and how will this help you academically from now on. Yes, the essay is easy to follow I would advise not go off focus here, I could see how that could happen in an assignment where you are talking about something personal such as this. Ask yourself why and what I recently learned myself is the so what and now what structuring. Good luck! Format: 1500 word response About this assessment Critical reflection is an assignment that is designed to assess the student's ability to reflect, describe, explain, justify and demonstrate knowledge of one or more of the main principles of the Leadership subject. This is a two-part assessment item where you are required to address each of Parts A and B individually. The assessment requires the students to write two short reflective pieces using the theories and concepts covered in Parts A and B. Each reflective piece should be a minimum of 750 words each, not exceeding 1500 words in total (plus or minus 10%). Use minimum of 9 references from credible sources for this assessment. Both written works should be submitted as one, single document. Part A: Reflective Piece (750 words) The impact of leadership style often manifests in the quality of relationships which a leader builds over time with others, in particular subordinates and peers. Drawing from two situations from your own experience as a leader (or from a leader you have witnessed), discuss one example where you (or a leader) demonstrated a high level of emotional intelligence, and in another example where you (or a leader) allo.

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The red coler with file are very important Attached Files: FixedvsGrowth.pdf ( 384.466 KB ) Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it. Ideas for write up portion: What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity? Points: 20 (which is a lot in this class) (Do not forget I am international student, please) http://www.nais.org/about/index.cfm?ItemNumber=145867 You can see these information on wibsite and I will put on this page because you have to read this a story. SCHOOL MATTERS Brainology Transforming Students’ Motivation to Learn Carol S. Dweck Winter 2008 This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives. Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or Photoillustration: Michael Northrup something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks. How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn. Mindsets and Achievement Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence). It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. Other students believe that intelligence is something that can be cultivated through e.

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The References: MUST BE THIS BOOK AND WHATEVER SOURCE YOU WANT TO SITE. Harvey, C. and Allard, J. (2014) Understanding and Managing Diversity (6th ed.) NJ: Pearson- Prentice Hall. ISBN: 9780133548198 MUST BE ATLEAST 300 WORDS WITH TWO CITED SOURCES EACH! 1. Discussion Board Three Individual Perspectives on Diversity II Briefly summarize chap 8 and discuss how you can develop the skills needed to increase your Emotional Intelligence. 2. Discussion Board Four Group Perspectives on Diversity I How do gender differences impact how we communicate in the workplace? What strategies can be employed to improve communication? Discuss one example of intentional information use in the context of your organization (could be something that you witnessed or something that happened to you) (focus on Ch. 20, 27-28) 3. Discussion Board Five Group Perspectives on Diversity II Identify a belief, value or attitude of yours that you can attribute to your religion and examine its impact on your work and career. Discuss how your religion could affect your role and performance in a multicultural workplace. BOOK INFO BELOW! The Chapter 8 on The Emotional Connection of Distinguishing Differences and Conflict Carole G. Parker In recent years, diversity in organizations has been an exciting, stimulating, frustrating, and intriguing topic. Some organizations continue to struggle for diversity whereas others have a fully integrated diverse workforce. The challenge to increase and manage diversity continues to be critical to organizational goals, particularly as more organizations, large and small, transact business internationally. Some organizations work to appreciate diversity and value differences, whereas others continue to discount differences and diversity. Smart managers today realize the importance of balance in work groups. Attempts to incorporate differences in age, gender, race, culture, sexual preference, and styles of being in their organizations to capitalize on the incredible potential diversity offers are occurring. Managing differences requires energy, commitment, tolerance, and finally, appreciation among all parties involved. Differences among people are not inherently good or bad; there is no one “right” way to deal with differences. Learning to manage and ultimately appreciate differences requires learning, emotional growth, and stretching the boundaries of all participants. Although differences can be challenging, they also lead to very important benefits, both to individuals, groups and organizations. How Differences Are Often Managed What action and factors must be uppermost in selecting the most appropriate approach to addressing differences? Often avoidance or repression is used to manage differences. The avoidance of differences often takes the form of associating with individuals of similar backgrounds, experiences, beliefs, and values. This strategy enables an environment of mutual support and predictability. Those.

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The reevaluation process in special education is addressed at least every three years to determine whether the student continues to need special education and related services due to their diagnosed disability. Teachers working with students with disabilities should be aware of the rationale and purpose for the reevaluation. There are also legal provisions that must be followed to document the scope and sequence of the evaluation process. All teachers need to be aware of their role and responsibility to participate fully and be a collaborative team member with both staff and family. Review the different reevaluation requirements under IDEA. Discuss the different types of reevaluations and associated process steps. Design a 5 slide digital presentation appropriate for a schoolwide professional development opportunity on the topic of special education reevaluations for K‐8. Within your presentation, address the following: Triennial reevaluations: Use of assessments to support continued eligibility, required consent, participants, and scope of the evaluation. Support your presentation with a scholarly resource. Rubic: Triennial Revaluations Thoroughly and insightfully summarizes triennial evaluations regarding use of assessments to support continued eligibility, required consent, participants, and scope of the evaluation. .

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The recruitment of employees is a critical part of the HR function and it is also been a function that has changed vastly for many organizations. Research Recruitment of employees and explain/identify: Strategic recruiting regarding EEO, Diversity, Gender-Neutral, and Generational Differences. How technology and social media affect recruiting for employers and candidates. Advantages and/or disadvantages of internal and external recruiting methods. Paper Requirements: Write a 3-4 page double-spaced, 12 font, and APA formatted paper that addresses the items above. Do not use first person. This paper isn't your opinion. Your paper is guided by your research. The 3-4 pages is counted from the introduction through the conclusion. It does not include the title page or reference page. Include a title page properly formatted in APA. You Do NOT need to include an abstract Make sure to include an Introduction to your paper. Y our introduction needs to include a strong preview sentence. Create headings in the body of the paper (between the Introduction and Conclusion) that are named based on the content in that section of the paper. For example, your headings could be the trends you identified. Please review the APA Heading Format Guidelines (Links to an external site.)Links to an external site. (Links to an external site.) in order to develop a good understanding of how to format the headings in your paper. Include a Reference page. You must include a minimum of 5 references (textbook and 4 scholarly peer-reviewed journal articles from Welder Library E-Resources). Please refer to the rubric for the grading requirements. Your submission will go through turnitin. Turnitin evaluates the originality score of your paper. Your turnitin score should be 25% or less. .

The recruitment of employees is a critical part of the HR function a.docx

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The reasons why some Japanese and Indian people cooperated together during the Second World War. First of all. define who they were. Then, analyze the reasons why they joined together. Also, pay attentions to the backgrounds of the World History at the time. Length: 1,000 words (in the end, put the information of word count) Format: Times New Roman 12 points double-spaced in CMS citation Topic: The reasons why some Japanese and Indian people cooperated together during the Second World War. First of all. define who they were. Then, analyze the reasons why they joined together. Also, pay attentions to the backgrounds of the World History at the time. You are required to read through: Chapter 10 THE JAPANESE INVASION, SUBHAS CHANDRA BOSE AND INDIAN WARTIME NATIONALISM of Belle, Carl Vadivella. Tragic Orphans: Indians in Malaysia. Singapore: ISEAS–Yusof Ishak Institute, 2014. and CHAPTER FIVE Japanese Policy toward India CHAPTER SEVEN Subhas Chandra Bose,Hitler, and Tojo of Lebra, Joyce C. The Indian National Army and Japan . Singapore: ISEAS–Yusof Ishak Institute, 2008. and Sareen, Tilak Raj. "Subhas Chandra Bose, Japan and British Imperialism." European Journal of East Asian Studies 3, no. 1 (2004): 69-97. You need to cite all the sources in your writing and bibliography. You are welcome to add other extra readings into your argument, however, it is not required to do so and do not add any additional points to your grade. All citation must be in CMS style .

The reasons why some Japanese and Indian people cooperated together .docx

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