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Question : 61. (p. 113) Rituals patterns of behavior and interaction that are: A. learned and repeated.B. scientifically : 1242217

Economics

 

61. (p. 113) Rituals are patterns of behavior and interaction that are: 
A. learned and repeated.
B. scientifically verified for effectiveness.
C. enforced by governments.
D. unique to each individual.
E. universally accepted as proper behavior.

62. (p. 112) Giving a gift in another country requires careful attention if it is to be done properly. According to the following characteristics of gift giving, which country most likely practices this form of gift giving: never make an issue of a gift presentation–publicly or privately; gifts should be presented privately, with the exception of collective ceremonial gifts at banquets or after speeches. 
A. Arab World
B. United States
C. Japan
D. Latin America
E. China

63. (p. 114) Anthropologist Edward T. Hall tells us that culture is: 
A. all-encompassing.
B. relatively minor in the scheme of life.
C. communication.
D. strongly linked to physiology.
E. standard throughout the world.

64. (p. 114) In many parts of the world, language is itself thought of as a social institution (often with political importance). Which of the following countries best exemplifies the above statement? 
A. Australia
B. United States
C. France
D. Mexico
E. Switzerland

65. (p. 114-115) The relationship between language and international marketing is an important factor that cannot be overestimated. Recent studies indicate that a new concept, ____, is proving useful to marketing researchers in market segmentation and strategic entry decisions. 
A. paralinguistics
B. linguistic distance
C. language parallels
D. language roots
E. linguistic accents

66. (p. 114-115) What is the main idea suggested by linguistic distance that helps in determining differences in values across countries and the amount of trade between countries? 
A. The closer the languages the tougher the interactions.
B. Crossing “wider” language differences increases transaction costs.
C. The more distant a language from the other, the more valuable the brand becomes in the new territory.
D. Major languages have “syntactical superiority” over minor languages or dialects which help in brand positioning.
E. A ‘neutral’ language is required to address the differences arising out of linguistic distances.

67. (p. 115) Which of the following is NOT part of aesthetics? 
A. Folklore
B. Drama
C. Dress
D. Cosmetics
E. Rituals

68. (p. 116) Which of the following metaphors represents the Chinese culture? 
A. Kingdom
B. The marketplace
C. The family altar
D. The conversations
E. The ballet

69. (p. 117) _____ is an important ancient belief held by Chinese, considered the process that links humans and the universe to ch’i, the energy that sustains life and flows through our bodies and surroundings, in and around our homes and workplaces. 
A. Shamanism
B. Voodoo
C. Ouija
D. Kung fu
E. Feng shui

70. (p. 118) Based on Richard Nisbett’s metaphor involving Confucius’s worthy picture, what is his analysis regarding the thought process or perceptual process of Westerners? 
A. Westerners can provide great details about central figures but see relatively little in the background.
B. Westerners observe things sequentially, thus fail to comprehend the larger picture.
C. Westerners are good at observing details but fail to comprehend the central message.
D. Westerners prefer larger than life figures to convey messages.
E. Westerners tend to focus on the brighter colors in the image and fail to see the lines and finer drawings.

 

 

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July 1, 2023
    

Running head: NEUROBIOLOGY OF OCD 1

NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name

Department of Psychology, Liberty University

Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction

A. Identify the purpose of your paper

B. Summarize your (at least 3) main points

C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)

D. Present your thesis statement

II. Body (a.k.a. Argument)

A. State Main Point #1 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

B. State Main Point #2 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

C. State Main Point # 3 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

D. Continue as above until you have covered all of the Main Points in your argument.

III. Conclusion

A. Restate Thesis (in slightly different words to remain interesting)

B. Summarize Your Main Points (also in slightly different words…)

C. Discuss Implications for a Christian Worldview

1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.

2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.

3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

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July 1, 2023
    

Running head: NEUROBIOLOGY OF OCD 1

NEUROBIOLOGY OF OCD 2

Neurobiological Substrates of Obsessive-Compulsive Disorder

Your Name

Department of Psychology, Liberty University

Neurobiological Substrates of Obsessive-Compulsive Disorder

I. Introduction

A. Identify the purpose of your paper

B. Summarize your (at least 3) main points

C. Describe why your paper is interesting/useful/meaningful to your target audience (i.e., other experts in the field)

D. Present your thesis statement

II. Body (a.k.a. Argument)

A. State Main Point #1 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

B. State Main Point #2 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

C. State Main Point # 3 (in a complete sentence)

1. Describe Supporting Fact #1 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

2. Describe Supporting Fact #2 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

3. Describe Supporting Fact #3 (Cite the journal article(s) where you got this finding/idea).

a. Provide details from the article(s) to effectively support the points being made.

b. Provide details from the article(s) to effectively support the points being made.

c. Provide details from the article(s) to effectively support the points being made.

D. Continue as above until you have covered all of the Main Points in your argument.

III. Conclusion

A. Restate Thesis (in slightly different words to remain interesting)

B. Summarize Your Main Points (also in slightly different words…)

C. Discuss Implications for a Christian Worldview

1. Discuss the relationship among the causes of the disease/disorder, original sin, and living in a fallen world. Use a relevant scriptural citation to support your rationale.

2. Discuss whether or not neuropsychological assessment is a Biblically-supported practice that Christian professionals can use to serve others. Use a relevant scriptural citation to support your rationale.

3. Discuss whether or not the typical methods used to treat the disease/disorder are consistent with a Christian worldview. Use a relevant scriptural citation to support your rationale.

References

Baxter, L.R., Schwartz, J.M., Mazziotta, J.C.; Phelps, M.E., Pahl, J.J., Guze, B.H. & Fairbanks, L. (1998). Cerebral glucose metabolic rates in nondepressed patients with obsessive–compulsive disorder.
American Journal of Psychiatry,
145, 1560–1563. https://doi.org/10.1001/archpsyc.1990.01810210048007

Baxter, L.R., Schwartz, J.M.; Bergman, K.S., & Szuba, M.P. (1992). Caudate glucose metabolic rate changes with both drug and behavior therapy for obsessive–compulsive disorder.
American Journal of Psychiatry,
49(9). 1559–1563. https://doi.org/10.1016/S0925-4927(99)0051-7

Busatto, G.F., Zamignani, D.R., Buchpiguel, C.A., Garrido, G.E.J., Glabus, M.F., Rocha, E.T., Maia, A.F., Rasario-Campos, M.C., Castro, C.C., Furuie, S.S., Gutierrez, M.A., McGuire, P.K., & Miguel, E.C. (2000). A voxel-based investigation of regional cerebral blood flow abnormalities in obsessive–compulsive disorder using single photon emission computed tomography (SPECT).
Psychiatry Research: Neuroimaging,
99(1), 15–27. https://doi.org/10.1016/S0925-4927(00)00050-0

Ebert, D., Speck, O., Konig, A., Berger, M., Hennig, J., & Hohagen, F. (1997). 1H-magnetic resonance spectroscopy in obsessive–compulsive disorder: evidence for neuronal loss in the cingulate gyrus and the right striatum.
Psychiatry Research: Neuroimaging,
74, 173–176. https://doi.org/10.1016/S0925-4927(97)00016-4

Hansen, E.S., Hasselbalch, S., Law, I., & Bolwig, T.G. (2002). The caudate nucleus in obsessive–compulsive disorder. Reduced metabolism following treatment with paroxetine: a PET study.
International Journal of Neuropsychopharmacology,
5, 1–10. https://doi.org/10.1017/S1461145701002681

Nordahl, T.E., Benkelfat, C., Semple, W.E., Gross, M., King, A.C., & Cohen, R.M. (1998). Cerebral glucose metabolic rates in obsessive compulsive disorder.
Neuropsychopharmacology,
2, 23–28. https://doi.org/10.1016/S0925-4927(99)00040-2

default image
July 1, 2023
    

  

 

Ability Diversity

Often in our society when we are asked to identify diversity groups, we usually specify race and ethnicity or perhaps sexual orientation. Rarely do individuals identify people with disabilities as a diverse group within our society. This speaks to the historic marginalization and oppression of this group. For centuries, the people with disabilities have been either ignored or, worse, abused and mistreated. The fact that the Americans with Disabilities Act (ADA) was only passed in 1990 is an example of how long it has taken for the public and the government to properly address the needs of this population and the long-standing discrimination they have encountered.

Our society remains able-centric, and ableism is a part of our fabric. Throughout history there are examples of how people with disabilities were considered "less than" and were subsequently euthanized or were victims of eugenics. The society encourages people to make decisions regarding whether a person should be born, stay alive, or procreate largely based on whether a person will contribute to society or will be a drain on its resources. Further, it is a moral and subjective determination—one that is that based on the answer to the question of what is a life worth living?

Consider that if a woman is pregnant after age 35, it is strongly suggested that she get an amniocentesis to identify potential disabilities. Often if the test results come back positive, a doctor would recommend that a woman consider ending the pregnancy. In instances of in vitro fertilization, couples are counseled to only have a minimum number of fertilized eggs transferred because the higher the number of embryos that turn into viable fetuses, the more likely one or more of the children will be born with a disability.

This week, you analyze the marginalization and oppression of people with disabilities as you examine the historical treatment of this group. Then you analyze the impact of the social construction of disability in the Parker family case study. You will also analyze the role of the social worker in working with clients with disabilities and apply social work skills to this case study.

 

Required Readings

Adams,  M., Blumenfeld, W. J., Castaneda, C., Catalano, D. C. J., DeJong, K., Hackman, H. W,... Zuniga,  X. (Eds.). (2018). Readings for diversity and social justice (4th ed.).  New York, NY: Routledge Press.
Chapter 103, (pp. 493-497)
Chapter 108, (pp. 512-513)
Chapter 109, (pp. 513-514)

Gilson, S. F., & DePoy, E. (2002). Theoretical approaches to disability content in social work education. Journal of Social Work Education, 38(1), 153–165.
Note: Retrieved from Walden Databases.

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
“Working With Clients With Disabilities: Valerie”

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Sessions: Case histories. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
"The Parker Family"

Required Media

Laureate Education (Producer). (2013). Parker Family (Episode 30) [Video file]. In Sessions. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 4 minutes.

Accessible player --Downloads--Download Video w/CCDownload AudioDownload Transcript

Young, S. (2014, April). I’m not your inspiration, thank you very much [Video File]. Retrieved from https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much?language=en

Zayid, M. (2013, December). I got 99 problems…palsy is just one [Video file]. Retrieved from http://www.ted.com/talks/maysoon_zayid_i_got_99_problems_palsy_is_just_one.html

 

Ability, Disability, and Erasure

Consider the notion that an individual with a disability may feel primarily defined by his or her ability status. Also, consider the historical treatment of people with disabilities and the number of individuals who were euthanized and sterilized in the U.S. and across the globe due to having a disability.

For decades, individuals with disabilities were left in institutions, hidden away from the rest of society. Parents were told if their child was born with a disability, they should have them locked away. Consider in today's society how people with disabilities are still "hidden." Think about how many people you see each day that have a visible disability. While there are many hidden disabilities that should not be ignored, it is significant to recognize the limited number of people you see each day with disabilities. Also, consider how others react toward a person with a disability in public. Do they stare? Do they move away? Do they invade the person's space and ask inappropriate questions? What experiences have you seen in public with a person with a disability? Why do you think society has marginalized this group for so long? Why are those with disabilities limited or eliminated from full participation in society today? Who has the right to decide what makes a "good life" and how is that decision made?

To prepare: Read the case "Working With Individuals With Disabilities: Valerie."

  Working With Clients With Disabilities: The Case of Valerie Valerie is a 56-year-old, heterosexual, African American female. She receives Social Security Disability Insurance (SSDI) and works part time at a credit card company as a telemarketer. She currently lives in an apartment alone but receives home attendant services for 5 hours a day. She lost her left leg when she was hit by a car and has a prosthesis. She uses a walker or an electric scooter to be ambulatory but generally prefers the scooter. She is slightly overweight, which makes using the walker more painful. She has been prescribed Zoloft® (100 mg per day) for general anxiety and has been taking it for almost 3 years. Valerie has a history of drug and alcohol abuse, although she has been drug free for 15 years. She has a core group of friends she has maintained a relationship with over the course of her lifetime, and although she does not see them as often as she would like, she keeps in touch over the phone and through email. She has no criminal background. Valerie came for services to address unresolved feelings related to an abusive marriage. She continued to be in contact with her ex-husband, John, although they had been divorced for almost 13 years. Valerie said that she and John had remained intimate since the separation and divorce and that John texted and called her to meet for sex. She felt torn because she believed no one else would want to date her due to her disability but also felt John was using her. She also stated that although he had stopped hitting her, he continued to be verbally abusive. She remained anxious and depressed and felt hopeless about the situation. Valerie said John abused alcohol and began using drugs in the first few years of their marriage. Unaware of his illicit drug use, Valerie arrived home from work early one day to surprise him and found him using cocaine. John attacked her and forced her to use cocaine as well. She relented due to her fear of continued assault. An ongoing pattern of drug use and physical assault persisted throughout their marriage. Valerie lost her left leg when she was walking across the street and was hit by a car, and she spent close to 9 months in the hospital and a rehabilitation program. She was fitted for a prosthetic leg and given an electric scooter through her insurance company, which allowed her to begin working part time at a credit card company when she returned home. John’s abusive behavior and drug use continued, so Valerie hid her paychecks, slowly saving her money until she had enough to leave. Eventually, she was able to rent a room. In addition, she was able to secure the assistance of a home health aide. Valerie began individual and group sessions to address her feelings of depression and anxiety. I worked with her to set manageable goals to increase her independence in physical functioning and from her ex-husband’s controlling and abusive behaviors. Valerie and I agreed to use cognitive behavioral therapy to address her continued negative thought patterns that affected her behavior. Valerie shared many insights into her disability to help me understand how she felt in a world that was not very accessible. Through our meetings, I learned about the Americans with Disabilities Act (ADA) and how inaccessible buildings and programs affected her quality of life. We met once a week for 3 months, and I monitored Valerie’s depression through a baseline and then periodic administrations of a depression screen using the Beck Depression Inventory. After 12 weeks, we decided together it was time for termination. She reported fewer episodes of anxiety and expressed feelings of hope for the future. She continued to attend the group sessions and found new friends who had become a support network for her. She had stopped seeing her ex-husband and changed her phone number to prevent him from contacting her. 

 Post an explanation of why our society has marginalized those with varying abilities historically. Then, explain the role of social workers in supporting clients with varying abilities (not limited to physical and mental) while recognizing and honoring those clients' other identity characteristics. Use specific examples from the case study in your explanation. 

 Respond to at least two colleagues by refuting or supporting either your colleagues' analysis of the marginalization and oppression of individuals with disabilities or supporting or refuting their analysis of the role of the social worker in working with clients with disabilities. 

Ability, Disability, and Erasure

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customer #20376
Nursing, 6 pages
Discussion Essay
August 5, 2021
    

I turned to the service twice, and my papers always were beyond the expectations. To tell the truth, I was ready to find some grammar errors or something like that. However, everything was neat and tidy.

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customer #18529
Marketing, 1 page
August 5, 2021

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Research Paper
August 5, 2021
    

I write all paper works by myself but have some problems with literacy. Actually, I have enormous problems because English is not my native language. However, with proofreading from Doctor My Essay, I can relax and don’t be ashamed of mistakes.

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customer #12924
Business, 7 pages
Argumentative Essay
August 5, 2021
    

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customer #19304
Management, 3 pages
Coursework
August 5, 2021
    

That paper got the highest grade in my class and the professor thinks I’m the smartest student. Lol.

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customer #12387
Accounting, 6 pages
Essay (any type)
August 5, 2021
    

I was convinced that paper writing services are the fiction for naive students. But when it came to my research paper that was to be composed in 72 hours, I had no other options. I made the right choice when I ordered it from you!

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customer #12924
Ethics, 4 pages
Business Plan
August 5, 2021
    

I was also satisfied with the service. Usually, I write everything by myself, but this time ( I have no idea how it happens!) I missed the deadline. My writer was very responsible, wrote the essay quickly, and kept the instructions. Nice to know that such experts exist!

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customer #15677
Marketing, 10 pages
Annotated Bibliography
August 5, 2021
    

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customer #11234
Sociology, 9 pages
Research proposal
August 5, 2021
    

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customer #15327
Economics, 5 pages
Essay (any type)
August 5, 2021
    

Having heard a lot of negative reviews about such services, I was a bit skeptical. However, our cooperation with Doctor My Essay was without pitfalls. I made two comments about the final work, and they re-wrote some parts very promptly. I am satisfied and will turn to them in the future.

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customer #17823
Human Resource Management, 2 pages
Research paper
August 5, 2021
    

It was my first experience in online ordering, and I was a bit nervous. However, this was for nothing. I’ve got a high mark!

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customer #12372
Public Relations, 3 pages
Dissertation
August 5, 2021
    

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customer #12376
Journal article, 20 pages
Coursework
August 5, 2021
    

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customer #19266
Political Science, 6 pages
Admission Essay
August 5, 2021
    

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customer #11437
Tourism, 1 page
Discussion Essay
August 5, 2021
    

Thanks to God I found this service! If I didn’t send my research to the teacher on time, he would eat me. I tell you! However, with doctor my essay service, I met the deadline, and I am still alive.

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customer #12692
Philosophy, 5 pages
Report
August 5, 2021
    

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customer #10923
Psychology, 4 pages
Essay (any type)
August 5, 2021
    

If you have problems with time management, just like me, you need to cooperate with Doctor My Essay. Once you registered and made the order, you understand how easier it makes your life! Everything is online: ordering, communication… You can control the process everywhere and be sure that an expert will provide a high-level paper.

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customer #17823
Business, 8 pages

Calculate the price of your order

550 words
We'll send you the first draft for approval by September 11, 2018 at 10:52 AM
Total price:
$26
The price is based on these factors:
Academic level
Number of pages
Urgency
Basic features
  • Free title page and bibliography
  • Unlimited revisions
  • Plagiarism-free guarantee
  • Money-back guarantee
  • 24/7 support
On-demand options
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  • Part-by-part delivery
  • Overnight delivery
  • Copies of used sources
  • Expert Proofreading
Paper format
  • 275 words per page
  • 12 pt Arial/Times New Roman
  • Double line spacing
  • Any citation style (APA, MLA, Chicago/Turabian, Harvard)

Our guarantees

Delivering a high-quality product at a reasonable price is not enough anymore.
That’s why we have developed 5 beneficial guarantees that will make your experience with our service enjoyable, easy, and safe.

Money-back guarantee

You have to be 100% sure of the quality of your product to give a money-back guarantee. This describes us perfectly. Make sure that this guarantee is totally transparent.

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Zero-plagiarism guarantee

Each paper is composed from scratch, according to your instructions. It is then checked by our plagiarism-detection software. There is no gap where plagiarism could squeeze in.

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Thanks to our free revisions, there is no way for you to be unsatisfied. We will work on your paper until you are completely happy with the result.

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