Question Details

Answered: - Dear Sir/Madam,here is an essay which is required three pa


Dear Sir/Madam,here is an essay which is required three path,and each path need awn 3 qns,the first file is the question that start at page 8 which using red highlighter highlight.Second file is case study(3 path),and u need to read all the path and awn the qn.I need a original writing which the similarity need below 10%.each path i need to hit 1000 words,so total 3000 words


Module Title

 

Department: Leadership & Management

 

Module Code: MOD003478

 

Level: 6

 

Academic Year: 2015/16

 

Semester/Trimester/Session: SEM02

 


 

www.anglia.ac.uk

 


 

Module Guide

 


 

Contents

 

1. Key information, Introduction to the Module and Learning Outcomes...........................................................2

 

1.1 Key Information.......................................................................................................................................2

 

1.2 Introduction to the Module....................................................................................................................2

 

1.3 Learning Outcomes.................................................................................................................................3

 

2. Employability Skills in this Module....................................................................................................................3

 

3. Outline Delivery and Reading Lists @ Anglia.....................................................................................................5

 

3.1 Outline Delivery.......................................................................................................................................5

 

Feedback.............................................................................................................................................................6

 

How to View Your Feedback in Turnitin Grademark.........................................................................................7

 

3.2 Assessment Information and Marking Criteria.......................................................................................8

 

3.2.1 Element 010 ? Three separate patches (1,000 words) on three different and specific subject

 

topics using set literature. = 100%...............................................................................................................8

 

3.2.3 Marking Criteria for Element 010 ? Patch work assignment.....................................................11

 

Patch 2 = 35%.........................................................................................................................................13

 

3.3 Re-assessment Information..................................................................................................................14

 

3.3.1 Re-assessment for Element 010 ? questions and mark ratio......................................................14

 

3.3.2 Re-assessment for Element 011 - 3 patches ? 1,000 words 100%............................................15

 

4. Report on Last Delivery of Module..................................................................................................................17

 

Links to Other Key Information.............................................................................................................................19

 


 

Page 1

 


 

Module Guide

 


 

1. Key information, Introduction to the Module and Learning Outcomes

 

1.1 Key Information

 

Module title: Organisational Change Management

 

Module Leader: Dr Lloyd Gray

 

Lord Ashcroft Building

 

Room: MAB301

 

Extension: 6836

 

Email: lloyd.gray@anglia.ac.uk

 

Module Tutors:

 

External Examiners Department Assessment Panel:

 

Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You

 

can access the MDF for this module in three ways via:

 


 


 


 


 

the Virtual Learning Environment (VLE)

 

the My.Anglia Module Catalogue at www.anglia.ac.uk/modulecatalogue

 

Anglia Ruskin?s module search engine facility at www.anglia.ac.uk/modules

 


 

All modules delivered by Anglia Ruskin University at its main campuses in the UK and at Associate Colleges

 

throughout the UK and overseas are governed by the Academic Regulations. You can view these at

 

www.anglia.ac.uk/academicregs. An extract of the Academic Regulations, known as the Assessment

 

Regulations, is available at this website too (all new students will have received a printed copy as part of their

 

welcome pack).

 

In the unlikely event of any discrepancy between the Academic Regulations and any other publication,

 

including this module guide, the Academic Regulations, as the definitive document, take precedence over all

 

other publications and will be applied in all cases.

 


 

1.2 Introduction to the Module

 

This module provides the opportunity for learners to engage with, and explore, some of the practical

 

challenges arising from planned and unplanned change in contemporary work organisations. The module is

 

designed for learners to understand why change happens, how change happens and what needs to be done

 

to make change a more welcoming concept. The module focuses upon on individual, team and

 

organisational change. The module explores how different types of change whether departmental, divisional

 

or whole organisational change affect and impact upon the people on the receiving end - individual human

 

beings. Therefore, the module emphasizes that without looking at the implications of change on individuals

 

we can never really hope to manage change effectively. Accordingly, this module complements the Level 3

 

Sustainable Management Futures module

 

In addition, one of the themes of organisational life over recent years has been the ascendancy of the team.

 

Much of today?s work is organised through teams and requires team collaboration and team working for it to

 

succeed. A thread running through the module will be the crucial role of leadership. If management is all

 

about delivering on current needs, then leadership is all about inventing the future. The module focuses

 

upon the importance of effective leadership arising throughout.

 

Learners will be encouraged to make sense of the changes that they might undergo, initiate and implement

 

in the workplace. Learners will also be encouraged to make sense of, and apply the ideas, concepts and

 

theories from the academic literature on organisational change in analysis of organisational change.

 


 

Page 2

 


 

Module Guide

 


 

The module aims for learners to become aware of the practical difficulties of managing and coping with

 

organisational change; and also to consider how effective workplace change might be achieved by

 

individuals, teams and organisations.

 

Assessment is by way of three separate patches (1,000 words) on three different and specific subject topics

 

using set literature.

 

Each 1,000 patch will address a specific question relating to a specific topic.

 


 

1.3 Learning Outcomes

 

This module, like all modules at Anglia Ruskin, is taught on the basis of achieving intended learning

 

outcomes. On successful completion of the module, the student will be expected to be able to demonstrate

 

the following:

 


 

7.

 


 

Learning Outcomes (threshold standards):

 

On successful completion of this module the student will be expected to be able

 

to:

 


 

Knowledge

 

understanding

 


 

and

 


 

Understand the practices and leadership behaviours that are required to

 

participate in, and effectively respond to, change and challenges in the

 

workplace

 


 

2

 

Intellectual, practical,

 

affective

 

and

 

transferable skills

 


 

1

 


 

Consider the practical difficulties and challenges arising from planned and

 

unplanned change

 


 

3. Evidence heightened personal understanding of change in relation to

 

workplace participation.

 


 

4. Demonstrate critical analysis through engagement with practical

 

difficulties of managing organizational change

 


 

The assessment is based on meeting these learning outcomes, shown explicitly in section 4, where the

 

assessment task is linked to these learning outcomes.

 


 

Page 3

 


 

Module Guide

 


 

2. Employability Skills in this Module

 

It is important that we help you develop employability skills throughout your course which will assist you in

 

securing employment and supporting you in your future career. During your course you will acquire a wide

 

range of key skills. In this module, you will develop those identified below:

 


 

SKILL

 


 

Skills acquired in this

 

module

 


 

Communication (oral)

 


 

x

 


 

Communication (written)

 


 

x

 


 

Commercial Awareness

 


 

x

 


 

Cultural sensitivity

 

Customer focus

 

Data Handling

 

Decision making

 


 

x

 


 

Enterprising

 

Flexibility

 

Initiative

 


 

x

 


 

Interpersonal Skills

 

Leadership/Management of others

 


 

x

 


 

Networking

 

Organisational adaptability

 

Project Management

 

Problem Solving and analytical skills

 


 

x

 


 

Responsibility

 


 

x

 


 

Team working

 

Time Management

 


 

x

 


 

Other

 


 

Page 4

 


 

Module Guide

 


 

3. Outline Delivery and Reading Lists @ Anglia

 

3.1

 


 

Outline Delivery: The table below indicates how the module will be delivered.

 

However, this schedule is indicative and may be subject to change.

 


 

Week

 

1

 


 

Lecture

 

Organizations and

 

their

 

changing

 

environments

 

The nature of

 

organizational

 

change

 

Resistance

 

to

 

change

 


 

Seminar/Workshop

 

Change

 

game

 

experiential activity

 


 

Student-managed Learning

 

Senior and Swailes

 


 

Patch 1

 


 

Graetz, F. (2000) "Strategic change leadership", Management Decision, Vol. 38 Iss: 8, pp.550 - 564

 


 

Patch 1

 


 

Senior and Swailes, chap. 3

 


 

4

 


 

Strategies

 

for

 

managing change

 


 

Patch 1

 


 

Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the

 

Canadian Public Service. Project Management Journal, 44 (3): 45?64

 


 

5

 


 

Organisational

 

structure, design

 

and change

 


 

Patch 2

 


 

Rust, K.G., McKinley, W., Moon, G., and Edwards, J.C. "Ideological Foundations of Perceived Contract

 

Breach Associated With Downsizing: An Empirical Investigation." Journal of Leadership and

 

Organizational Studies, 12(1), 2005: 37-52.

 


 

6

 


 

Psychological

 

contract

 


 

Patch 2

 


 

Rasidah Arshad & Paul Sparrow (2010): Downsizing and survivor reactions in Malaysia: modelling

 

antecedents and outcomes of psychological contract violation, The International Journal of Human

 

Resource Management, 21:11, 1793-1815

 


 

7

 


 

Management

 

change

 


 

of

 


 

Patch 2

 


 

Helena M. Addae, K. Praveen Parboteeah, Evyan E. Davis, (2006) "Organizational commitment and

 

intentions to quit: An examination of the moderating effects of psychological contract breach in

 

Trinidad and Tobago", International Journal of Organizational Analysis, Vol. 14 Iss: 3, pp.225 - 238

 


 

8

 


 

Leadership, trust

 

and change

 


 

Patch 3

 


 

S?rensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change.

 

Scandinavian Journal of Management, 27(4), 405-417.

 


 

9

 


 

Change

 

management and

 

change leadership

 


 

Patch 3

 


 

Neal, R., Williams, T., Charles, M., Waterhouse, J. (2008),"Top-down organizational change in an

 

Australian Government agency", International Journal of Public Sector Management, Vol. 21 Iss 1 pp.26

 

- 44

 


 

10

 


 

Soft systems Organisational

 

development and

 

employee

 

involvement

 

Assignment

 

workshop

 

Assignment

 

workshop

 


 

Patch 3

 


 

S?rensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change.

 

Scandinavian Journal of Management, 27(4), 405-417.

 


 

Patches 1-3

 


 

See assessment information below

 


 

Patches 1-3

 


 

See assessment information below

 


 

2

 


 

3

 


 

11

 

12

 


 

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of

 

Management, 27(3): 322-331.

 


 

Reading List and Learning Resources

 

The reading list and learning resources for this module are available on Reading Lists at Anglia, you can

 

access the reading list for this module, via this link: http://readinglists.anglia.ac.uk/modules

 

Page 5

 


 

Module Guide

 


 

Assessment on this Module

 

The assessment for this module consists of one element.

 


 

Element

 


 

Type of assessment

 


 

Word

 

or

 

time

 

limit

 

1,000

 

words

 


 

% of Total

 

Mark

 


 

Submission

 

method

 


 

Final Submission

 

Date

 


 

010

 


 

1: How and why can a

 


 

35

 


 

Quick Guide to

 

Submitting on

 

Turnitin?UK

 

GradeMark

 


 

Friday 13th May

 

2016, 2pm

 


 

2: How and why does

 

organisational change

 

cause psychological

 

contract violation?

 


 

1,000

 

words

 


 

35

 


 

3: How and why does

 

organisational change

 

cause

 

distrust

 

between

 

managers

 

and their staff?

 


 

1,000

 

words

 


 

40

 


 

guiding coalition help

 

to manage resistance

 

to change?

 


 

Turnitin?UK

 

Grademark

 

or

 

in hard copy (off

 

main UK campus

 

only)

 


 

All forms of assessment must be submitted by the published deadline which is detailed above. It is your

 

responsibility to know when work is due to be submitted ? ignorance of the deadline date will not be

 

accepted as a reason for late or non-submission. Any late work will NOT be considered and a mark of zero

 

will be awarded for the assessment task in question.

 

You are requested to keep a copy of your work (excluding exams).

 


 

Feedback

 

You are entitled to feedback on your performance for all your assessed work. For all assessment tasks which

 

are not examinations, this is accomplished by a member of academic staff providing your mark and

 

associated comments which will relate to the achievement of the module?s intended learning outcomes and

 

the assessment criteria you were given for the task when it was first issued. This feedback will be available

 

on-line via Turnitin/Grademark? or may be sent directly to your Anglia Ruskin e-mail account.

 


 

The marker of your assignment will include feedback on written assignments that includes answers to these

 

three key questions:

 

1.

 


 

What is your overall feedback?

 

Page 6

 


 

Module Guide

 


 

2.

 

3.

 


 

How does your assignment compare to the marking criteria?

 

How can you improve in the future?

 


 

Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are

 

entitled to feedback on your performance in an examination and may request a meeting with the Module

 

Leader or Tutor to see your examination script and to discuss your performance.

 

Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of

 

the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major

 

Project module (please note that working days excludes those days when Anglia Ruskin University is officially

 

closed; e.g.: between Christmas and New Year). Personal tutors will offer to read feedback from several

 

modules and help you to address any common themes that may be emerging.

 

On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages

 

of the module. We provide you with this feedback as part of the learning experience and to help you

 

prepare for other assessment tasks that you have still to complete. It is important to note that, in these

 

cases, the marks for these pieces of work are unconfirmed. This means that, potentially, marks can change,

 

in either direction!

 

Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication

 

of Results which can be checked at www.anglia.ac.uk/results.

 


 

How to View Your Feedback in Turnitin Grademark

 

Click on the class that you wish to view and then you will see the assignments for the module listed. Click the

 

blue view button to open up the document viewer.

 


 

The Document Viewer will open and the main feedback on your work is shown in the General Comments:

 


 

Page 7

 


 

Module Guide

 


 

There may also be Quick Marks on your assignment or a Grading Form/Rubric to show how you performed

 

against the marking criteria, click on the tabs to open them.

 

Comments List

 

Expands

 

/collapses

 

comments on

 

all pages

 


 

Expands

 

/collapses

 

comments on a

 

page

 


 

Rubric/Grading Form

 

Number of

 

comments on

 

a page

 


 

Jumps to the

 

comment within

 

your assignment

 


 

Expanded

 

comments

 


 

Scroll to see

 

how your work

 

compared with

 

the marking

 

criteria

 


 

3.2 Assessment Information and Marking Criteria

 


 

3.2.1

 


 

Element 010 ? Three separate patches (1,000 words) on three

 

different and specific subject topics using set literature. = 100%

 


 

Each 1,000 patch will address a specific question relating to a specific topic

 

3.2.2

 


 

Element 010 ? Patch questions

 


 


 


 

You must answer each of the following three questions.

 


 


 


 

You must at the very least read and use the following three journal articles, and course text book, to

 

complete your answer to each question.

 


 


 


 

All journal articles are available to access and download from the library peer- reviewed journal

 

databases http://libweb.anglia.ac.uk/

 


 


 


 

You are encouraged to use the reading list to conduct wider reading, in addition to this mandatory

 

reading, to complete your answer to each question

 

Page 8

 


 

Module Guide

 


 

1: How and why can a guiding coalition help to manage resistance to change? 30%

 

Minimum mandatory reading

 

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

 

Graetz, F. (2000) "Strategic change leadership", Management Decision, Vol. 38 Iss: 8, pp.550 - 564

 

Lundy, V. and Morin, P.-P. (2013), Project Leadership Influences Resistance to Change: The Case of the Canadian Public

 

Service. Project Management Journal, 44 (3): 45?64

 

Thomas, R and Hardy, C. (2011). Reframing resistance to organizational change. Scandinavian Journal of Management,

 

27(3): 322-331.

 

2: How and why does organisational change cause psychological contract violation? 35%

 

Minimum mandatory reading

 

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

 

Helena M. Addae, K. Praveen Parboteeah, Evyan E. Davis, (2006) "Organizational commitment and intentions to quit: An

 

examination of the moderating effects of psychological contract breach in Trinidad and Tobago", International Journal of

 

Organizational Analysis, Vol. 14 Iss: 3, pp.225 - 238

 

Rasidah Arshad & Paul Sparrow (2010): Downsizing and survivor reactions in Malaysia: modelling antecedents and

 

outcomes of psychological contract violation, The International Journal of Human Resource Management, 21:11, 17931815

 

Rust, K.G., McKinley, W., Moon, G., and Edwards, J.C. "Ideological Foundations of Perceived Contract Breach Associated

 

With Downsizing: An Empirical Investigation." Journal of Leadership and Organizational Studies, 12(1), 2005: 37-52.

 

3: How and why does organisational change cause distrust between managers and their staff? 35%

 

Senior, B. and Swailes, S. (2010) Organizational Change. 4th Ed, Harlow: FT Prentice Hall

 

Rosalind H. Searle, Kirstie S. Ball, (2004) "The development of trust and distrust in a merger", Journal of Managerial

 

Psychology, Vol. 19 Iss: 7, pp.708 ? 721

 

Neal, R., Williams, T., Charles, M., Waterhouse, J. (2008),"Top-down organizational change in an Australian Government

 

agency", International Journal of Public Sector Management, Vol. 21 Iss 1 pp.26 - 44

 

S?rensen, O. H., Hasle, P., & Pejtersen, J. H. (2011). Trust relations in management of change. Scandinavian Journal of

 

Management, 27(4), 405-417.

 


 

Mark

 

1.

 

2.

 

3.

 


 

Patch 1 - strategic change

 

Patch 2 - psychological contract violation

 

Patch 3 - trust

 

TOTAL MARKS:

 


 

Turnitin?UK Grademark assignments

 

Page 9

 


 

30%

 

35%

 

35%

 

100%

 


 

Learning

 

Outcome

 

1,2,4

 

1-4

 

1-3

 


 

Module Guide

 


 

This assignment is submitted online via Turnitin? Grademark, there is information on preparing your

 

assignment at: https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Preparing%20my%20Assignment.aspx

 

Information on submitting your assignment must be read and guidelines adhered to, please ensure you read:

 

https://vle.anglia.ac.uk/sites/LTA/Grademark/Content/Quick-Start.aspx

 

The direct link to Turnitin? UK Grademark is: http://www.turnitinuk.com

 

Hard copy assignments (Associate College partners)

 

This assignment is submitted via hard copy at office/location at your college. Academic staff CANNOT accept

 

work directly from you. If you decide to submit your work by post, it must arrive by midday on the due date.

 

If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is

 

provided for your work to arrive. Posting your work the day before a deadline, albeit by first class post, is

 

extremely risky and not advised.

 


 

Page 10

 


 

Module Guide

 


 

3.2.3

 


 

Marking Criteria for Element 010 ?

 


 

Patch work assignment

 


 

OCM MODULE AND ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS

 

LEVEL 6

 

Level 6 is characterised by an expectation of students? increasing autonomy in relation to their study and developing skill sets. Students are expected to

 

demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and

 

thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically

 

constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work

 

in their specialism.

 

Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2)

 

Mark Bands

 


 

Outcome

 


 

Characteristics of Student Achievement by Marking Band

 


 

Knowledge & Understanding

 


 

90-100%

 


 

80-89%

 

Achieves

 

module

 

outcome(s)

 

related to

 

GLO at this

 

level

 


 

Exceptional information base

 

exploring and analysing the

 

discipline, its theory and ethical

 

issues with extraordinary originality

 

and autonomy. Work may be

 

considered for publication within

 

Anglia Ruskin University

 

Outstanding information base

 

exploring and analysing the

 

discipline, its theory and ethical

 

issues with clear originality and

 

autonomy

 


 

Intellectual (thinking), Practical, Affective and Transferable

 

Skills

 

Exceptional management of learning resources, with a higher degree

 

of autonomy/exploration that clearly exceeds the assessment brief.

 

Exceptional structure/accurate expression. Demonstrates intellectual

 

originality and imagination. Exceptional team/practical/professional

 

skills. Work may be considered for publication within Anglia Ruskin

 

University

 

Outstanding management of learning resources, with a degree of

 

autonomy/exploration that clearly exceeds the assessment brief. An

 

exemplar of structured/accurate expression. Demonstrates

 

intellectual originality and imagination. Outstanding

 

team/practical/professional skills

 


 

Excellent knowledge base that

 

supports analysis, evaluation and

 

problem-solving in

 

theory/practice/ethics of discipline

 

with considerable originality

 


 

Excellent management of learning resources, with degree of

 

autonomy/research that may exceed the assessment brief.

 

Structured and creative expression. Very good academic/ intellectual

 

skills and practical/team/professional/problem-solving skills

 


 

60-69%

 


 

Good knowledge base that supports

 

analysis, evaluation and problemsolving in theory/ practice/ethics of

 

discipline with some originality

 


 

Good management of learning resources, with consistent selfdirected research. Structured and accurate expression. Good

 

academic/intellectual skills and team/practical/ professional/problem

 

solving skills

 


 

50-59%

 


 

Satisfactory knowledge base that

 

supports some analysis, evaluation

 

and problem-solving in

 

theory/practice/ethics of discipline

 


 

Satisfactory management of learning resources. Some autonomy in

 

research but inconsistent. Structured and mainly accurate

 

expression. Acceptable level of academic/ intellectual skills going

 

beyond description at times. Satisfactory

 

team/practical/professional/problem-solving skills

 


 

Basic knowledge base with some

 

omissions at the level of

 

theoretical/ethical issues. Restricted

 

ability to discuss theory and/or or

 

solve problems in discipline

 


 

Basic use of learning resources with little autonomy. Some difficulties

 

with academic/intellectual skills. Some difficulty with

 

structure/accuracy in expression, but evidence of developing

 

team/practical/professional/problem-solving skills

 


 

Limited knowledge base. Limited

 

understanding of discipline/ethical

 

issues. Difficulty with theory and

 

problem solving in discipline

 


 

Limited use of learning resources. Unable to work autonomously.

 

Little input to teams. Weak academic/ intellectual skills. Still mainly

 

descriptive. General difficulty with structure/accuracy in expression.

 

Practical/professional/ problem-solving skills that are not yet secure

 


 

Little evidence of knowledge base.

 

Little evidence of understanding of

 

discipline/ethical issues. Significant

 

difficulty with theory and problem

 

solving in discipline

 


 

Little evidence of use of learning resources. Unable to work

 

autonomously. Little input to teams. Very weak academic/ intellectual

 

skills. Work significantly descriptive. Significant difficulty with

 

structure/accuracy in expression. Little evidence of

 

practical/professional/problem-solving skills

 


 

70-79%

 


 

40-49%

 


 

30-39%

 


 

20-29%

 


 

A marginal

 

pass in

 

module

 

outcome(s)

 

related to

 

GLO at this

 

level

 

A marginal fail

 

in module

 

outcome(s)

 

related to

 

GLO at this

 

level.

 

Possible

 

compensation

 

. Sat-isfies

 

qualifying

 

mark

 

Fails to

 

achieve

 

module

 

outcome(s)

 

related to this

 


 

Page 11

 


 

Module Guide

 


 

10-19%

 


 

1-9%

 


 

GLO.

 

Qualifying

 

mark not

 

satisfied. No

 

compensation

 

available

 


 

0%

 


 

Inadequate knowledge base.

 

Inadequate understanding of

 

discipline/ethical issues. Major

 

difficulty with theory and problem

 

solving in discipline

 


 

Inadequate use of learning resources. Unable to work autonomously.

 

Inadequate input to teams. Extremely weak academic/intellectual

 

skills. Work significantly descriptive. Major difficulty with

 

structure/accuracy in expression. Inadequate practical/professional/

 

problem-solving skills

 


 

No e...

 


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