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#12- Video Investigation: Compose a detailed paragraph on your reaction to the film. What type of economy does Marx propose/support? According to the films, what problems are associated with a capitalist/market economy? How does capitalism have a global reach? Explain. https://youtu.be/Vz3eOb6Yl1s https://youtu.be/qOP2V_np2c0 ...

#12- Video Investigation:
Compose a detailed paragraph on your reaction to the film.
What type of economy does Marx propose/support? According
to the films, what problems are associated with a
capitalist/market economy? How does capitalism have a global
reach? Explain.
https://youtu.be/Vz3eOb6Yl1s
https://youtu.be/qOP2V_np2c0

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1 Kilimanjaro is a snow-covered mountain 19,710 feet high, and is said to be the highest mountain in Africa. Its western summit is called the Masai "Ngaje Ngai," the House of God. Close to the western summit there is the dried and frozen carcass of a leopard. No one has explained what the leopard was seeking at that altitude. The Snows of Kilimanjaro By Ernest Hemingway, 1938 THE MARVELLOUS THING IS THAT IT S painless," he said. "Tha 's ho o kno when it starts." "Is it really?" "Absolutely. I'm awfully sorry about the odor though. That must bother you." "Don't! Please don't." "Look at them," he said. "Now is it sight or is it scent that brings them like that?" The cot the man lay on was in the wide shade of a mimosa tree and as he looked out past the shade onto the glare of the plain there were three of the big birds squatted obscenely, while in the sky a dozen more sailed, making quick-moving shadows as they passed. "They've been there since the day the truck broke down," he said. "Today's the first time any have lit on the ground. I watched the way they sailed very carefully at first in case I ever wanted to use them in a story. That's funny now.""I wish you wouldn't," she said. "I'm only talking," he said. "It's much easier if I talk. But I don't want to bother you." "You know it doesn't bother me," she said. "It's that I've gotten so very nervous not being able to do anything. I think we might make it as easy as we can until the plane comes." "Or until the plane doesn't come." "Please tell me what I can do. There must be something I can do. "You can take the leg off and that might stop it, though I doubt it. Or you can shoot me. You're a good shot now. I taught you to shoot, didn't I?" "Please don't talk that way. Couldn't I read to you?" 2 "Read what?" "Anything in the book that we haven't read." "I can't listen to it," he said." Talking is the easiest. We quarrel and that makes the time pass." "I don't quarrel. I never want to quarrel. Let's not quarrel any more. No matter how nervous we get. Maybe they will be back with another truck today. Maybe the plane will come." "I don't want to move," the man said. "There is no sense in moving now except to make it easier for you." "That's cowardly." "Can't you let a man die as comfortably as he can without calling him names? What's the use of clanging me?" "You're not going to die." "Don't be silly. I'm dying now. Ask those bastards." He looked over to where the huge, filthy birds sat, their naked heads sunk in the hunched feathers. A fourth planed down, to run quick-legged and then waddle slowly toward the others. "They are around every camp. You never notice them. You can't die if you don't give up." "Where did you read that? You're such a bloody fool." "You might think about some one else." "For Christ's sake," he said, "that's been my trade." He lay then and was quiet for a while and looked across the ...

1 Kilimanjaro is a snow-covered mountain 19,710 feet hi

1 Kilimanjaro is a snow-covered mountain 19,710 feet hi

1 Kilimanjaro is a snow-covered mountain 19,710 feet hi

1 Assignment 2 Winter 2022 Problem 1 Assume you have the option to buy one of three bonds. All have the same degree of default risk and mature in 15 years. The first is a zero-coupon bond that pays $1,000 at maturity. The second has a 7 percent coupon rate and pays the $70 coupon once per year. The third has a 9 percent coupon rate and pays the $90 coupon once per year. a. If all three bonds are now priced to yield 8 percent to maturity, what are their prices? b. If you expect their yields to maturity to be 8 percent at the beginning of next year, what will their prices be then? What is your before-tax holding period return on each bond? If your tax bracket is 30 percent on ordinary income and 20 percent on capital gains income, what will your after-tax rate of return be on each? Assume you do not sell the bonds. c. Recalculate your answer to (b) under the assumption that you expect the yields to maturity on each bond to be 7 percent at the beginning of next year. d. Re-do the calculations in parts b and c above, assuming you will sell the bonds at the end of the year. Problem 2 A University endowment fund has sought your advice on its fixed-income portfolio strategy. The characteristics of the portfolios current holdings are listed below: Market Credit Maturity Coupon Modified Value of Bond Rating (yrs.) Rate (%) Duration Convexity Position A Cnd. Govt. 3 0 2.727 9.9 $30,000 B A1 10 8 6.404 56.1 $30,000 C Aa2 5 12 3.704 18.7 $30,000 D Agency 7 10 4.868 32.1 $30,000 E Aa3 12 0 10.909 128.9 $30,000 $150,000 a) Calculate the modified duration for this portfolio. b) Suppose you learn that the modified duration of the endowment’s liabilities is 6.5 years. Identify whether the bond portfolio is: i) immunized against interest rate risk, ii) exposed to net price risk, or iii) exposed to net re-investment risk. Briefly explain what will happen to the net position of the endowment fund if in the future there is a significant parallel upward shift in the yield curve. c) Your current active view for the fixed income market over the coming months is that Treasury yields will decline and corporate credit spreads will also decrease. Briefly discuss how you could restructure the existing portfolio to take advantage of this view. 2 Problem 3 A 20-year maturity bond with a 10% coupon rate (paid annually) currently sells at a yield to maturity of 9%. A portfolio manager with a 2-year horizon needs to forecast the total return on the bond over the coming 2 years. In 2 years, the bond will have an 18-year maturity. The analyst forecasts that 2 years from now, 18-year bonds will sell at yield to maturity of 8%, and that coupon payments can be reinvested in short-term securities over the coming 2 years at a rate of 7%. a) What is the 2-year return on the bond b) What will be the rate of return the manager forecasts that in 2 years the yiel ...

1 Assignment 2 Winter 2022Problem 1 Assume yo

1 Assignment 2 Winter 2022Problem 1 Assume yo

1 Assignment 2 Winter 2022Problem 1 Assume yo

1 COU 680 Adult Psychosocial Assessment Sabrina Date of appointment: Today Time of appointment: 5:00 pm Client Name: Sabrina Hinajosa Age: 29 DOB: 3/23/89 Gender:  Male  Female  Transgender Preferred Name/Nickname: N/A Ethnicity:  Hispanic  Non‐Hispanic Race: Caucasian Current Marital/Relationship Status:  Single  Married  Divorced  Widowed  Domestic Partnership Name of Person completing form: Sabrina Relationship to client: Self PRESENTING PROBLEM (Briefly describe the issues/problems which led to your decision to seek therapy services): I recently lost my mother-in-law to a sudden heart attack immediately prior to the recent hurricane. Within a matter of a single day I lost the mother figure in my life, was evacuated from my home, and had a hurricane destroy parts of my house. I’m completely overwhelmed, sad, and angry at the world. How severe, on a scale of 1‐10 (with 1 being the most severe), do you rate your presenting problems? MOST SEVERE 1 2 3 4 5 6 7 8 9 10 LEAST SEVERE PRESENTING PROBLEM CATEGORIZATION: (Please check all the apply and circle the description of symptom) Symptoms causing concern, distress or impairment:  Change in sleep patterns (please circle): sleeping more sleeping less difficulty falling asleep difficulty staying asleep difficulty waking up difficulty staying awake  Concentration: Decreased concentration Increased or excessive concentration  Change in appetite: Increased appetite Decreased appetite  Increased Anxiety (describe): I have a lot of fear of the unknown. Everything feels out of my control.  Mood Swings (describe): I’m irritable all of the time. I go back and forth between extreme bouts of sadness and complete anger and rage at the situation. The only place I feel calm is with my kids and only because I really focus on making sure they are ok.  Behavioral Problems/Changes (describe): I struggle to stay focused on anything other than taking care of my kids. I feel aimless and purposeless and have stopped putting forth much effort at work or in our home. Everything just seems both overwhelming and pointless.  Victimization (please circle): Physical abuse Sexual abuse Elder abuse Adult molested as child Robbery victim Assault victim Dating violence Domestic Violence Human trafficking DUI/DWI crash Survivors of homicide victims Other: 2 Other (Please describe other concerns): How long has this problem been causing you distress? (please circle) One week One month 1 – 6 Months 6 Months – 1 Year Longer than one year How do you rate your current level of coping on a scale of 1 – 10 (with 1 being unable to cope)? UNABLE TO COPE 1 2 3 4 5 6 7 8 9 10 ABLE TO COPE EMPLOYMENT: Currently Employed?  Yes  No If employed, what is your occupation? Bank teller Where are you working? XYZ Bank How long? 3 Days/Months/Years Do you enjoy your current job?  Yes  No What do you like/ ...

1 COU 680 Adult Psychosocial Assessment Sabrina Da

1 COU 680 Adult Psychosocial Assessment Sabrina Da

1 COU 680 Adult Psychosocial Assessment Sabrina Da

1 Literature Review on How Biofilm Affect the Patient Recovery at the Hospital Student’s Name Professor’s Name Course Name Date 2 Introduction Regulating biofilms for injury and insertion can have a variety of adverse effects on patient well-being, including delayed recovery and implant evacuation. Biofilm drugs currently do not completely destroy or prevent microbial colonization, indicating the need for further research. The final review of drugs for biofilms focuses on components of nanotechnology-based drug delivery, combination therapy, and coupling repair. Ultrasonic cleaning and hydrogels, as well as recent improvements in incorporation, have great potential for use in discrete trauma and medicine applications. This study reviews various literatures on the development of microorganisms in biofilms and how it affects patient recovery at the hospital. Patients with biofilms wounds excrete various microbes from their own skin and current state, and if they receive hospitalization for treatment, they are likely to receive MRE and HAI from surfaces, patients, staff, and emergency department equipment (Wu et al., 2018). This literature states that such patients have high levels of biofilm contamination for biofilm reduction applications in consuming patients include silver and various metals. Other elements indicating this condition include disinfectants, hydrogels, light and sonic treatments to initiate atomic sensitization to deliver dynamic oxygen (Wu et al., 2018). Small particles of these contaminants allow penetration into the dividing layer of cells, glycans, lactobacilli and treatment with phages. Other scholars such as Muhammad et al. (2020) and Barzegari et al. (2020) assert that the accumulation of microorganisms can be immobile and live and attached to the surface. The regimen of this group of people is not the same as that of planktonic development, where microorganisms are isolated and flexible in environment (Muhammad et al., 2020). Cecillus cells differ from planktonic cells in their morphology, physiology and qualitative articulation. The ability to adhere to and thrive on surfaces such as biofilms is a gradual survival process that 3 allows microorganisms to colonize the zone (Muhammad et al., 2020). Microbes are constantly changing from planktonic aggregates to sedentary ones. This variety of conditions is key for cells as they allow rapid changes in their natural state. Wound swelling can be characterized as the ability of microorganisms to thrive when antimicrobial compounds are present in the climate. The obstructive component is hereditary and prevents the antitoxin from working for its purpose (Barzegari et al., 2020). This literature indicates that the term resistance should be used for microbes that may be caused by high-class antibiotics but whose development is delayed. This element, which explicitly describes the life ...

1 Literature Review on How Biofilm Affect the

1 Literature Review on How Biofilm Affect the

1 Literature Review on How Biofilm Affect the

1 Canterbury Tales (c. 12th century) What do I need to read? “The Canterbury Tales General Prologue” “The Miller’s Prologue and Tale” “The Wife of Bath’s Prologue and Tale” “The Pardoner’s Prologue and Tale” Who is the author? Geoffrey Chaucer (1343 – 1400). Called the Father of the English Language as well as the Morning Star of Song, Geoffrey Chaucer, after six centuries, has retained his status as one of the three or four greatest English poets. He was first to commit to lines of universal and enduring appeal a vivid interest in nature, books, and people. As many-sided as Shakespeare, he did for English narrative what Shakespeare did for drama. If he lacks the profundity of Shakespeare, he excels in playfulness of 2 mood and simplicity of expression. Though his language often seems quaint, he was essentially modern. Familiarity with the language and with the literature of his contemporaries persuades the most skeptical that he is nearer to the present than many writers born long after he died. ---Courtesy of Compton’s Learning Company Background Lecture Chaucer’s father, an influential wine merchant, was able to secure Geoffrey a position as a page in a household connected to King Edward III. Chaucer’s duties as a page were humble, but they allowed him the opportunity to view the ruling aristocracy, thus broadening his knowledge of the various classes of society. While serving in the English army, Chaucer was captured and held prisoner in France. After his release, he held a number of government positions. While in his twenties, Chaucer began writing poetry, and he continued to write throughout his life. Over the years, his writing showed increasing sophistication and depth, and it is recognized as presenting penetrating insights into human character. In The Canterbury Tales, critics say that the author shows an absolute mastery of the art of storytelling. The Canterbury Tales are also said to present “a cavalcade of fourteenth-century English life” because on this pilgrimage to Canterbury the reader gets to meet a cross-section of the people from Chaucer’s time. Canterbury, located about fifty miles southeast of London, was a favorite destination for pilgrims. In fact, Chaucer himself made a pilgrimage there. While he did not set out on the pilgrimage looking for material to use in his writing, he was so impressed by the mix of company that he had met at the Tabard Inn that he was inspired to write what was to become his masterpiece. 3 Selected Canterbury Tales Terms and Definitions Allegory - a story that represents abstract ideas or moral qualities. As such, an allegory has both a literal level and a symbolic level of meaning. Example: Gulliver’s Travels. Allusion - a reference to a person, place, poem, book, or movie outside of the story that the author expects the reader will recognize. Fable - ...

1 Canterbury Tales (c. 12th century)

1 Canterbury Tales (c. 12th century)

1 Canterbury Tales (c. 12th century)

1 Math 140 Exam 2 COC Spring 2022 150 Points Question 1 (30 points) Match the following vocabulary words in the table below with the corresponding definitions. Confidence Interval Hypothesis Test Standard Error Alternative Hypothesis Randomized Simulation Random Sample Random Assignment Random Chance Population Sampling Variability Significance Level Type II Error One-Population Mean T-Test Statistic Quantitative Data One-Population Proportion Z-Test Statistic Categorical Data Critical Value Statistic Parameter Census Type I Error Bootstrap Distribution Margin of Error Beta Level Bootstrapping Null Hypothesis P-value Point Estimate a. A number we compare our test statistic to in order to determine significance. In a sampling distribution or a theoretical distribution approximating the sampling distribution, the critical value shows us where the tail or tails are. The test statistic must fall in the tail to be significant. b. Also called the Alpha Level. If the P-value is lower than this number, then the sample data significantly disagrees with the null hypothesis and is unlikely to have happened by random chance. This is also the probability of making a type 1 error. c. A statement about the population that does not involve equality. It is often a statement about a “significant difference”, “significant change”, “relationship” or “effect”. d. The collection of all people or objects you want to study. e. A number calculated from sample data in order to understand the characteristics of the data. f. When biased sample data leads you to support the alternative hypothesis when the alternative hypothesis is actually wrong in the population. g. Another word for sampling variability. The principle that random samples from the same population will usually be different and give very different statistics. h. Data in the form of numbers that measure or count something. They usually have units and taking an average makes sense. i. Taking many random samples values from one original real random sample with replacement. j. Collecting data from everyone in a population. 2 k. Collecting data from a population in such a way that every person in the population has an approximately equal chance of being chosen. This technique tends to give us data with less sampling bias. l. The probability of getting the sample data or more extreme because of sampling variability (by random chance) if the null hypothesis is true. m. The sample proportion is this many standard errors above or below the population proportion in the null hypothesis. n. Take a group of people or objects and randomly put them into two or more groups. This is a technique used in experiments to create similar groups. Similar groups help to control confounding variables so that the scientist can prove cause and effect. o. Data in the form of labels that tell us something about the people ...

1 Math 140 Exam 2 COC Spring 2022 150 Points

1 Math 140 Exam 2 COC Spring 2022 150 Points

1 Math 140 Exam 2 COC Spring 2022 150 Points

1 Lessons from the past: How the deadly second wave of the 1918 ‘Spanish flu’ caught Dallas and the U.S. by surprise Health concerns about the 2020 coronavirus pandemic are rooted in the catastrophic second wave of the 1918 pandemic, which hit between September and November of that year. By David Tarrant 9:00 AM on Jul 3, 2020 https://www.dallasnews.com/news/2020/07/03/lessons-from-the-past-how-the-deadly-second- wave-of-the-1918-spanish-flu-caught-dallas-and-the-us-by-surprise/ Illustration by staff artist Michael Hogue.(Michael Hogue / Michael Hogue illustration) As August gave way to September of 1918, few people were thinking about the influenza that would soon sweep across Texas and the rest of the country with the speed and deadly ferocity of a firestorm. There had been a relatively mild version of the virus in the spring of that year, mostly affecting troops mobilizing to go off to World War I over in Europe. But by summer the disease known at the time as the Spanish flu had been largely forgotten. The front pages of The Dallas Morning News were dominated by news of American troops pouring into Europe for what would come to be known as World War I. But that would quickly change. By the end of September, a second wave of the flu, far deadlier, would sweep across the country, hitting Dallas and other large cities hard. When health experts worry about the course of the 2020 coronavirus pandemic, they often look back at the second wave of the 1918 pandemic, between September and November, https://www.dallasnews.com/author/david-tarrant 2 when influenza cases overwhelmed hospitals and medical staffs across the country and the dead piled up faster than they could be buried. In Dallas that year, the city’s chief health officer, A.W. Carnes, waved off the fast- approaching pandemic as not much more than the common cold. In a major blunder, he permitted a patriotic parade in late September that attracted a cheering crowd of thousands jammed together downtown. Cases of influenza promptly spiked. The second wave would produce most of the deaths of the pandemic, which experts now estimate at 50 million to 100 million worldwide. In the United States, 675,000 people died from the virus. The Dallas Morning News on Sept. 27, 1918, reported the rapid spread of the Spanish flu. Despite the worsening conditions, Dallas medical officials hesitated to impose restrictions on public gatherings for more than two weeks. As it did then, the world is struggling with a virus for which there is no vaccine. COVID-19, the sickness caused by the new coronavirus, has advanced unabated around the world since it first appeared in China late last year. By the end of June, the number of deaths worldwide exceeded 500,000. Like the Spanish flu in 1918, the new coronavirus isn’t showing signs of fading away anytime soon. Texas ended June with alarm lights flashing as new COVID-19 cases set records daily ...

1 Lessons from the past How the deadly second wave

1 Lessons from the past How the deadly second wave

1 Lessons from the past How the deadly second wave

1 Lockheed Martin Corporation Abdussamet Akca Lockheed Martin Corporation To: Jack Harris From: vice president governmental affairs Date:15 February 2021 Sub: under Lockheed Martin Corporation (overview) 2 I am here to state that this is the overview of Lockheed Martin Corporation and Jack Harris is the CEO of the consulting firm consulted by the CEO of Lockheed Martin Corporation, crisis consulting. Business profile In the contemporary world, there are many challenges facing companies in different industries in both developed countries and undeveloped countries. There is a great need to understand the potential risks that may face the business to take care of the shareholder interests, meet the legitimate consistency, and secure the required resources such as human resources scholarly and reputational resources. Customers are helped with data by the shareholder value- added. It also helps in another backup and preparation so that people in the organization are ready to distinguish risk and so that they can quickly react to crisis consulting (Dove et al., 2018). The SVAs problem consulting can work with customer administration to identify the potential turmoil that Lockheed martin corporation is likely to face. The understanding of using fitting systems and methodologies and the advancement of the same make it possible to oversee and relieve emergencies through computerized systems. It is possible to utilize and outline recreations by testing setups and arrangements. Through the operational reviews and the preparation of potential crises in the Lockheed Martin Corporation, one’s status is also protected. If the problem exceeds, then the SVAs group can react to the expansive scope of the crisis to develop the best action to solve these crises. Crisis consulting international has supplied security and crisis administration to different organizations such as the Christian evangelist. The concern consulting international has been helping these groups evaluate risk, improve policy creations, site overviews, and arrange training staff, crisis administration group, meetings management of occasions, among others. Other 3 activities include risk assessment, prioritization of risks, evaluation, and comprehension of corporate risk profile. Crisis consulting international uses scientific procedures to prepare customers in perceiving and measuring risks to understand the effect of these risks so that they can use the available methodologies to oversee risk and avoid it (Davies, 2019). SVA is used in the business impact assessment process to break down the business with the end goal in mind. That builds up top to bottom comprehension of recognizing the primary regions primarily dependent on the company. This audit aims to establish more extensive deterrent ways of risk arrangements and prepare programs. SVA can also be incorporated with working wit ...

1 Lockheed Martin Corporation Abdussamet Akca

1 Lockheed Martin Corporation Abdussamet Akca

1 Lockheed Martin Corporation Abdussamet Akca

1 Lab 9: Comparison of Two Field Methods in a Scientific Report/Paper Format Minimum Content of the Scientific Report Title  The title should be a brief summary statement about your paper. Your title will be what is most commonly cited and will be the “target” of topical searches via the internet. Choose your words carefully. As short and as concise a title as possible is best.  Each student will come up with the title! You might consider waiting until after completing the report to finalize the title. Abstract  Think of the abstract as a short summary of your paper that could stand-alone as a publication. The abstract should include, in order: a summary of the introduction, methods, results, and discussion. However, you may include only key results and key discussion points in the abstract. Do not include reference to figures and tables, and don’t use abbreviations. Don’t include references in the abstract. This is the hardest section of the paper to write, and should be written after you complete the other sections.  Minimum of 200 and maximum of 300 words in a single-paragraph format. Introduction  The introduction should include a detailed explanation about why you are doing the study, i.e., the basis for your study.  This section should include observations or results from previous studies that support the basis for your study, but not the results or discussion or conclusions drawn from the results of your project.  Follow these observations or results from previous studies with the questions or hypotheses of your study.  The introduction should end with a brief paragraph that summarizes the setting, scope, and justification or importance of the study. This is a lead-in paragraph to the rest of the paper.  Minimum of 1/2 page of text in length with one or more paragraphs. 2 Methods  Write the methods in the past tense.  This should be a detailed, step-by-step, description of how you did the study.  Include details on the equipment and materials used (see list below).  Include the approach to data analysis and cite any statistical or other applications used to input, manage, graph, or analyze the data.  Include citations for any standard or previously published methods used.  Write this section with enough detail that someone else could duplicate your study or conduct a similar study with only your methods section available.  Include a map showing the location, sampling area, and plot and belt transect in the sampling area.  Minimum of one page of text in length with multiple paragraphs. Results  This the “what you got” section.  Write the results in the past tense.  This sections includes any data or results tables and graphs you have.  This is a summary of your key results from data, graphs, and/or results of statistical analyses.  You are not required to include a statistical analysis(-es).  You ar ...

1 Lab 9 Comparison of Two Field Methods in a Scien

1 Lab 9 Comparison of Two Field Methods in a Scien

1 Lab 9 Comparison of Two Field Methods in a Scien

1 LAB MODULE 5: GLOBAL TEMPERATURE PATTERNS Note: Please refer to the GETTING STARTED lab module to learn how to maneuver through and answer the lab questions using the Google Earth ( ) component. KEY TERMS You should know and understand the following terms: Air temperature Heat index Temperature anomalies Altitude Kelvin (K) Temperature averages Ambient temperature Latitude Thermopause Axial Tilt Maritime effect Thermosphere Celsius (C) Mesopause Tropopause Continentality, or Continental effect Mesosphere Troposphere Stratopause Urban heat island Environmental Lapse Rate Stratosphere Urban heat island effect Exosphere Structure of the atmosphere Wind chill Fahrenheit (F) Surface temperature LAB MODULE LEARNING OBJECTIVES After successfully completing this module, you should be able to the following tasks:  Describe the differences between air and surface temperature  Explain heat index and wind chill  Explain the urban heat island effect  Describe the structure of the atmosphere  Describe large scale factors influencing temperature  Describe local factors influencing temperature 2 INTRODUCTION This lab module explores the global surface and air temperatures of Earth and Earth’s atmosphere. Topics include the structure of the atmosphere, local and global factors influencing temperature, and temperature anomalies. The modules start with four opening topics, or vignettes, which are found in the accompanying Google Earth file. These vignettes introduce basic concepts of the internal structure of the Earth. Some of the vignettes have animations, videos, or short articles that will provide another perspective or visual explanation for the topic at hand. After reading the vignette and associated links, answer the following questions. Please note that some links might take a while to download based on your Internet speed. Expand the INTRODUCTION folder. Read Topic 1: Surface and Air Temperature Question 1: How do the surface temperatures of the countries in the northern latitudes (for example, Canada, Iceland, Norway, and Russia) compare to those of northern Africa (for example, Algeria, Egypt, Libya, Morocco, and Sudan)? A. The temperatures are higher in the northern latitudes during summer months when net radiation is higher. B. The temperatures are lower in north Africa during the summer months when net radiation is higher in northern latitudes. C. Temperatures are lower in northern latitudes year-round. D. Temperatures are only lower in the northern latitudes during winter months. Read Topic 2: Measuring Temperature Question 2: Considering water freezes (or alternatively, melts) at 0˚C, determine from the map which countries or landmasses have an annual mean temperature around 0˚C. A. Canada and Norway B. The United States and the United Kingdom C. Greenland and Antarctica D. Russia and Antarctica 3 ...

1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note P

1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note P

1 LAB MODULE 5 GLOBAL TEMPERATURE PATTERNS Note P

1 Instructions for Coming of Age in Mississippi Due Sunday, April 25th, 2021 Late papers will be penalized. Failure to turn in this assignment will result in the automatic failure of the class. Anne Moody’s Coming of Age in Mississippi is an autobiographical presentation of her life and experiences in the segregationist South during the middle third of the 20th Century. Although Moody was intensively involved in the civil rights movement of the 1950’s and 1960’s, the real value of her autobiography is that she describes what it was like to grow up in Mississippi long before she became a civil rights activist. Your book essay for Coming of Age in Mississippi should explore and discuss the following topics and questions: 1. Begin with a brief overview of the book: in general, what is it about, who wrote it, etc. 2. Moody’s decision to become engaged in the political activism central to the Civil Rights Movement was a result of her experiences at both work and play growing up in Mississippi. What kinds of incidents from her life led Moody to become politically active in the movement? For example, what does she notice about how she is treated as a black person in Southern white society? 3. Women played an important role in Moody’s life. Using examples from her autobiography, discuss what Moody learned about race, class and sexual orientation from the women around her. Who were the most important women in her life? Discuss each and explain why that person was so important. 4. Moody was a participant and observer of some of the most important historical events of the 1950’s and 1960’s. How did she view and describe these events – for example, the murder of Emmitt Till, the sit-in protests, the voter registration drive in Mississippi, Ku Klux Klan activities and the assassination of Medgar Evars and 2 others? In general, what do her descriptions tell you about the struggle for civil rights? 5. What did you think of this book? Did you like it/ not like it? Explain why. Writing Instructions: 1. Use the above questions/topics as your paper outline and answer them in the order they are presented. 2. Use some common sense in how much you write on each topic. The general overview of the book, for example, can be covered in one relatively brief paragraph. Other topics may require more extensive coverage. The main body of your paper should focus on topics 2-4. You should explore those thoroughly and back up any general comments with specific details that illustrate and support them. Topics 1 and 5 should be about a paragraph in length. 3. Although I don’t grade in terms of the length of the paper, under most circumstances I would expect a paper somewhere within the range of 4-5 pages. As a general rule, it’s better to write more than less. 4. The paper must be typed using a standard word processing program, double- spaced using norm ...

1 Instructions for Coming of Age in Mississippi

1 Instructions for Coming of Age in Mississippi

1 Instructions for Coming of Age in Mississippi

1 Institutional Assessment Report 2012-13 The primary purpose for assessment is the assurance and improvement of student learning and development; results are intended to inform decisions about course and program content, delivery, and pedagogy. The Institutional Assessment Report summarizes annual assessment processes, results and success indicators at the program, co-curricular, core and institutional levels. I. Program assessment A total of 117 degree and certificate programs and 13 co-curricular units assessed student learning in 2012-13. Assessment reports reside in the Assessment Reporting Management System (ARMS). Most programs measured multiple learning outcomes and used multiple measures. Direct measures examine or observe student knowledge, skills, attitudes or behaviors. The most frequently used direct measures in undergraduate programs are written assignments and locally developed exams, tests or quizzes. Commonly used direct measures in graduate programs include oral presentations or exhibition, research papers/projects, and locally-developed exams, tests or quizzes (Table 1). Table 1: Percent of Academic Programs Reporting Direct Measures in ARMS Undergraduate Graduate N = 52 N = 65 (3 certificate) Standardized instruments 29% 14% Locally-developed exam/test/quiz 40% 40% Essay question on exam 29% 17% Pre- and post-measures 10% 3% Written assignment 42% 32% Portfolio 4% 12% In-class discussions 10% 11% Oral presentation or exhibition 23% 51% Thesis / Dissertation 32% Simulations 4% 2% Formal evaluation of practical skills 12% 22% Research paper/project 25% 40% Final Project 29% 14% Other 17% 14% 2 Indirect measures evaluate perceived learning, and may be used to supplement direct measures. Surveys are commonly used indirect measures; in graduate education, student self-assessments are most frequently used (Table 2). Table 2: Percent of Academic Programs Reporting Indirect Measures in ARMS Undergraduate Graduate Surveys 17% 11% Interviews or focus groups 2% 2% Data indicators (job placement, admission to graduate education) 4% 9% Comparisons with peers 4% 3% Student Self-Assessment 2% 15% Other 4% 8% Co-curricular programs, especially those in the Division of Student Affairs, are more likely to assess student learning and development through self-report (surveys and student self-assessments) than through direct measures (Tables 3 and 4). Table 3: Percent of Co-curricular Units1 Reporting Direct Measures in ARMS (N = 13) Reflection 15% Academic written assignment/Research questions 23% Exam 8% Oral presentation 8% Observations 23% Supervisor ratings 15% Performance reviews 8% Other 31% Table 4: Percent of Co-curricular Units1 Reporting Indirect Measures in ARMS Surveys 69% Student Self-Assessment 62% Data Indicators 8% Benchmarks/Compa ...

1 Institutional Assessment Report 2012-13

1 Institutional Assessment Report 2012-13

1 Institutional Assessment Report 2012-13

1 Introduction Screen Narrator: As part of the committee for the prevention of sexual harassment, you have been asked to investigate a case involving a new intern from the project team and her boss. The intern, Joanna, has not directly approached you. The case has been reported by a co- worker, Jenna, who is also part of the project team. The committee comprising Sarah, Ashley, and you must debate and discuss and arrive at a conclusion. Scene 1 Conversation between you and Jenna You: Jenna, you are here to complain about Mike harassing Joanna. Would you please tell us what exactly happened? Jenna: Joanna is interning with Mike’s team. Last week Mike sent her an email on her official email ID, asking her to go out to dinner with him. You: How did you know of this? Jenna: Our names are spelt nearly the same and Mike mixed up our email IDs. The email that was meant for Joanna ended up in my inbox. You: How do you know it was not meant for you? Jenna: When Mike realized his mistake, he walked up to me and apologized. He requested me to delete the email and not discuss the incident with anybody. Narrator: Is this a case of sexual harassment? A. Yes B. No C. Can’t be sure If your answer is option A, go to Scene 2 If your answer is option B, go to Scene 3 If your answer is option C, go to Scene 4 Scene 2 Conversation between you, Ashley, and Sarah You: This looks like a case of sexual harassment to me. What do you think? Ashley: Wait a minute! How do you know there was no consent? Sarah: I agree. Asking a colleague out for dinner is not sexual harassment. Narrator: Continue the investigation, go to Scene 5 Scene 3 Conversation between you, Ashley, and Sarah 2 You: I don’t think this is a case of sexual harassment at all. What is wrong in asking a colleague out for dinner? Sarah: Nothing wrong at all as long as both parties have consented to it. Ashley: That’s correct! We must investigate if Joanna had agreed to go out with Mike. Narrator: Continue the investigation, go to Scene 5 Scene 4 Conversation between you and Sarah You: I don’t think we have enough evidence that this is a case of sexual harassment. What if Joanna had consented to go out on a dinner date with Mike? Sarah: Absolutely! We need to dig deeper here. Narrator: Continue the investigation, go to Scene 5 Scene 5 Conversation between you, Jenna, Ashley, and Sarah You: Jenna, asking someone out for a date is not a case of sexual harassment. Jenna: Joanna refused to go out with Mike. Ashley: Oh! So that rules out the sexual harassment angle entirely. Sarah: Not quite! We need to see if Mike continued to pursue Jenna or pressurize her in any way. Narrator: Who do you think is correct? A. Ashley B. Sarah If your answer is option A, go to Scene 6 If your answer is option B, go to Scene 7 Scene 6 Conversation between you and Sarah You: I agree with you, Ashley. Joanna refused ...

1 Introduction Screen Narrator As part of the comm

1 Introduction Screen Narrator As part of the comm

1 Introduction Screen Narrator As part of the comm

1 IT 140 A Mini History of Text-Based Games Text-based games were the predecessor to the reality-based video games we play today. They were "interactive fiction" where words came to life as players read text and made decisions about what to do. These text-based games simulated environments where players used text commands to control their characters and influence the gaming environment. Imagine a current action-adventure video game where, instead of using a controller or touchscreen to give your character directions, you enter text on a command line. There are no graphics on the screen, forcing you to use your imagination. Commands you enter might be “open door”, “go west”, or “fight troll”. These commands change the way the story plays out. While it may be hard to imagine a video game without any videos, these text games were very popular in the 70s and 80s. Many programmers and computer technicians played role-playing board games, like Dungeons and Dragons, with their friends. A text-based game allowed them to take their adventures to the digital realm. They could play their games on the mainframes at work, submitting commands with a teleprinter and receiving the output on paper. T100S Teleprinter by Jens Ohlig under CC BY-SA 2.0 https://commons.wikimedia.org/wiki/File:T100S_teleprinter.jpg https://www.flickr.com/people/[email protected] https://creativecommons.org/licenses/by-sa/2.0/deed.en 2 Eventually, monochrome monitors allowed players to see their input and output in real time, right before their eyes. Players were able to enjoy playing Lunar Lander and Star Trek using displays like the following: GT40 Lunar Lander by Brouhaha under CC BY-SA 3.0 Star Trek Text Game by James Gibbon under CC BY-SA 3.0 You can still find playable versions of these games online, such as Lunar Lander, Star Trek, and Zork. They will help you see how far game development has come. (Note: Links may change over time. Search for the game name and “simulator”.) In this class, you will have the opportunity to create your own version of a text-based game. You will be able to see your code come to life as it becomes interactive. Through the use of conditionals and loops, you will be able to guide adventurers through your world in the same way these early text-based games did several decades ago. https://commons.wikimedia.org/wiki/File:GT40_Lunar_Lander.jpg https://en.wikipedia.org/wiki/User:Brouhaha https://creativecommons.org/licenses/by-sa/3.0/deed.en https://commons.wikimedia.org/wiki/File:Star_Trek_text_game.png https://en.wikipedia.org/wiki/User:Jamesgibbon https://creativecommons.org/licenses/by-sa/3.0/deed.en http://www.lunarmissionsimulator.com/ http://mtrek.com/play-now/ http://www.web-adventures.org/cgi-bin/webfrotz?s=ZorkDungeon 3 References McIntosh, J. (2018, July 20). A brief history of text-based games and open source. Opensource.com. https://opensource.com/article/18/ ...

1 IT 140 A Mini History of Text-Based Games Text

1 IT 140 A Mini History of Text-Based Games Text

1 IT 140 A Mini History of Text-Based Games Text

1 Introduction The purpose of studying the raw materials for myself includes exploring, discovering, and gathering as much information as possible, which I may use to portray and explain my life. Every person has different perceptions, characters, and personalities. These unique characteristics influence the type of life and behavior that a person has. The raw materials for myself that I will address in this paper include my strengths, potential strengths, faults, bad habits, interests, desires, passions, personality, and core values. These raw materials will guide me in life and will ensure that I live a fulfilling presence as much as I can. Raw Materials Strengths Most of the time, people assume that they know their strengths. I also believed that I knew mines. However, it was mandatory to perform a test that would indicate the reality. I followed the link provided in the assignment description and requirements. It redirected me to "Free Aptitude Test for Strengths and Weaknesses [Full]." Another link provided by the instructor shifted me to the "Assessment: Find Your Strengths" website. I answered the questions presented on the two websites and received the results indicating my strengths. I also sought the feedback of my friends about my strengths. That would enable me to compare their input and the outcomes I received from the tests. From the assessments, my most significant strength was curiosity. I scored 100% for this strength. Curiosity is the zeal to keep on learning and dealing with challenging situations, in this case. The assessment results indicated that I am always actively involved in all the projects as much as possible. It also suggests that I love learning. I expose myself to new fields of learning and a unique knowledge environment to keep my knowledge growing. The test results also indicated that I prefer learning by teaching others and associating with people who enjoy learning. The second-ranked strength was balance. It had a score of 94%. The outcomes of this questionnaire indicated that I always love time management, and I push for it whenever I am. The results also showed that I am not too fond of order, and I try my best to restore order in chaotic situations. And I consider that it is accurate. My third strength, as revealed by the assessment results, was communication. The results showed that I am a good listener, and I volunteer to help in fostering engaging presentations. Moreover, I am an excellent public orator, and I love promoting communication in my relationships. 2 My fourth strength was teamwork. It had a score of 94%. The results of the assessment indicate that I organize my life to my close relationships. It also suggested that I value loyalty; therefore, I have a high likelihood of maintaining the same connections in my life. Additionally, it indicated that I build genuine trusting relationships with the critical p ...

1 Introduction The purpose of studying the raw

1 Introduction The purpose of studying the raw

1 Introduction The purpose of studying the raw

1 Intersectionality Activity Guide: Broadening the focus of feminism. Explain how specific populations of women challenged white, middle class feminists to address Intersectionality (the ways in which a person’s multiple identities interconnect to impact a person’s experience as well as how institutions and systems influence power and privilege based upon multiple identities). Use the Week 16 Module Resources and Chapters 11 and 12 of Through Women’s Eyes, to complete the following guide. The guide is intended to help focus on key concepts and will not be submitted. It also duplicates many of the questions in the Chapter 11 Reading Guide. Explain intersectionality: Lesbian Activism and Sexual Politics: African American Women’s Influence: Latinx Activism and Influence: Asian American Women’s Influence: 2 Native American Women’s Influence: Women’s Influence in the Disability Rights Movement: By the 1970s and 1980s, how inclusive was the women’s movement and how effectively did it address the multidimensional nature of women’s inequality and obstacles in the path to equality? What were the most severe obstacles blocking women’s path toward equality in the late twentieth- and early twenty-first-centuries? What were the most significant accomplishments women achieved in the struggle for equality in the late twentieth- and early twenty-first centuries? 4 Sustaining Our Agricultural Resources branex/iStock/Getty Images Plus Learning Outcomes After reading this chapter, you should be able to • Describe the origins and history of agriculture. • Compare and contrast modern, industrialized agriculture with traditional agriculture. • Explain what constitutes healthy soil and how it affects plant life. • Describe the impact of chemical pesticides on the environment. • Describe the impact of synthetic fertilizers on the environment. • Describe the ways industrialized agriculture is dependent on water and fossil fuels. • Analyze how animal production and concentrated animal feeding operations create environmental problems. • Describe how sustainable farming strategies differ from unsustainable ones. • Evaluate the choices you can make to promote sustainable agriculture practices. • Outline some high-tech, sustainable farming techniques. • Describe the arguments for and against genetically modified organisms. © 2020 Zovio, Inc. All rights reserved. Not for resale or redistribution. 100 Section 4.1 The Origins and History of Agriculture In October 2018 the scientific journal Nature published a major research report that presented a troubling picture of the future of food, agriculture, and the environment (Spring- mann et al., 2018). The authors of the report—including scientists from the United States, Europe, and Australia—argue that, based on current trends, we will see an increase of 50% to 90% in the negative environmental impacts of food pr ...

1 Intersectionality Activity Guide Broadening th

1 Intersectionality Activity Guide Broadening th

1 Intersectionality Activity Guide Broadening th

1 Academic Session 2021 May 2021 Semester ASSIGNMENT BMG306/03 Introduction to International Business INSTRUCTIONS TO CANDIDATES: 1. This assignment is the alternative assessment to replace the proctored examination. 2. This assignment consists of a case study followed by two (2) questions related to the case study. Answer All questions. 3. You are allowed a maximum of one (1) attempt to submit your assignment. 4. The assignment will be made available from 19th July 2021, Monday (00:00) until 4th August 2021, Monday (23:59). 5. Completed assignment must be submitted by 4th August 2021, Monday (23:59). Copyright © 2021 WOU 2 Read the case study and answer the questions that follow The German Automotive Industry Germany is the largest manufacturer of automobiles in the European Union with market reaching a value of $54.02 billion (Data monitor, 2004). It is home to the BMW, Audi, Mercedes-Benz and Volkswagen cars which are world famous for their innovation and quality. The automobile industry is the largest contributor to the German economy. According to the figures of VDA (2010), the production of German vehicles was 6.0 million in 2008 and 5.2 million in 2009, which puts it at the top among other European countries. The German automobile industry is also an important employment sector. According to the data from ACEA (2010), around 1.4 million people work in the automotive sectors or related sectors in Germany. While lacking in natural resources, Germany holds other advantages to maintain its competitiveness in the automobile industry in Europe. Highly educated, qualified and motivated employees are the crucial part of its factor conditions. Germany overcame its lack of natural resources by developing advanced factors conditions. Education in Germany is relevant to local industry requirements, particularly in science and high- technology. German workers are better educated in theoretical and technical knowledge, which enhances their skills in practice in specific technical fields. The German automotive industry is well known for its related and supporting industries. For example, the region around the city of Stuttgart is the core of Mercedes- Benz and its suppliers. The other related industries near BMW’s facility in Regensburg and similarly for Volkswagen are good examples. All these leading brands in automobile manufacturing have benefited from their industrial clusters. The suppliers around automakers’ areas are supported by smaller components providers, such as metal, plastic, iron and steel producers. Buyers and suppliers reinforce each other to enhance their respective industries. Therefore, there are various opportunities for buyers and suppliers to cooperate regarding new productions and improving them, which improves the competitiveness of the particular industry. The availability of cars of high q ...

1 Academic Session 2021 May 2021 Semester A

1 Academic Session 2021 May 2021 Semester A

1 Academic Session 2021 May 2021 Semester A

1 8 MODULE 8 PRINCIPLES OF MANAGEMENT, SPRING 2021 CHAPTER 10 WRITTEN ASSIGNMENT After reading Chapter 10 of the text, and reviewing the associated PowerPoint slides, please answer the following questions, making sure to use college-level writing and using responses that demonstrate your understanding of the concepts. INCLUDE THE ORIGINAL QUESTIONS in with your submission. Upload your answers in either Word or PDF format no later than the due date. 1) Explain why understanding yourself is essential for being a good manager, and describe two methods for enhancing self-awareness. 2) Describe the perception process and explain internal and external attributions. 3) Define major personality traits and describe how personality can influence workplace behaviors. 4) Identify positive and negative emotions and describe how emotions affect behavior. 5) Define the four components of emotional intelligence and explain why they are important for today’s managers. 6) Explain the difference between challenge stress and threat stress. Assignments are due no later than 11:59 pm on Sunday, May 2, 2021. The Urban Reinventors Paper Series © 2005-2009 The Urban Reinventors www.urbanreinventors.net Alessandro Busà, Editorial, The Right to the City The Urban Reinventors Online Journal, Issue 3/09 The Right to the City: the Entitled and the Excluded © 2005-2009 The Urban Reinventors P a g e | 1 EDITORIAL THE RIGHT TO THE CITY: THE ENTITLED AND THE EXCLUDED By Alessandro Busà PHOTO COVER: Gated Community in Piano, Texas (Photo by Dean Terry) http://www.urbanreinventors.net/� The Urban Reinventors Paper Series © 2005-2009 The Urban Reinventors www.urbanreinventors.net Alessandro Busà, Editorial, The Right to the City The Urban Reinventors Online Journal, Issue 3/09 The Right to the City: the Entitled and the Excluded © 2005-2009 The Urban Reinventors P a g e | 2 EDITORIAL THE RIGHT TO THE CITY: THE ENTITLED AND THE EXCLUDED By Alessandro Busà* Why an issue on “the right to the city”? Over 40 years after Henry Lefebvre’s Le Droit à la Ville (“The Right to the City”, 1968) was conceived, the notion of a “renewed right to urban life”1, or in other words “a right to an equitable usufruct of cities within the principles of sustainability, democracy, equity, and social justice”2 The ongoing unfolding of the global recession, whose consequences have been devastating particularly to disadvantaged communities worldwide, is once again highlighting the underlying contradictions and the sistemic dysfunctionality of dominant models of profit-driven urbanization. In the U.S., the recession has spurred a widening gap between rich and poor has hardly ever seemed as out of reach as it does today. 3 ____________________ , while a wave of foreclosures has sent thousands of once-middle class households in the streets, in ho ...

1 8 MODULE 8 PRINCIPLES OF MANAGEMENT, SPRING 202

1 8 MODULE 8 PRINCIPLES OF MANAGEMENT, SPRING 202

1 8 MODULE 8 PRINCIPLES OF MANAGEMENT, SPRING 202

1 Lab Title Physical Geography of the Big island of Hawai’i What is this lab all about? Lab Worth You explore the volcanoes, landforms, climate, and vegetation of Hawai’i in a geovisualization, as well as view a traditional lecture on the concepts of geography that influence the Big Island of Hawai’i The points you accumulate for correct answers count towards your grade. Incorrect answers do not hurt your grade. Computer program used in this lab You will be given instructions later on how to download the geovisualization of the Big Island in a page in Canvas in the Welcome module. In this program, you are a virtual character able to wander around the Big Island. Introductory video The canvas page where you downloaded this file also has a link to an introductory video. The material in that video is a brief synopsis of what is in this PDF document. SQ general studies criteria Students analyze geographical data using the scientific method, keeping in mind scientific uncertainty. Students also use mathematics in analyzing rates to change in the landscape. Table of Contents for this PDF File 1. Preface: What makes the Big Island so special in physical geography? Page 2 2. Overview of lab activities 4 Lab Stage A. Helpful background material related to the lab 6 Lab Stage B Exploration: Making some basic observations related to the physical geography of the Big Island 24 Lab Stage C Investigation: more detailed analysis of the physical geography of the Big Island 42 Lab Stage D synthesis: A short essay whose goal rests in you bringing together your thoughts on the physical geography of the Big Island of Hawai’i. 63 2 1. Preface: Physical Geography of the Big island of Hawai’i The Big Island of Hawai’i is a special place for physical geographers to study. There exists such a wide range of climates, all while the geology of basalt lava rock type remains pretty constant. For example, warm desert conditions exist on the western sides of the Hualalai, Mauna Kea, and Kohala shield volcanoes, and cold desert conditions on top of Mauna Kea and Mauna Loa volcanoes. Physical geographers have studied everything from coastal erosion to incision of stream valleys using the variety of conditions on the Big Island. Since physical geographers typically love field work, a plus is the lack of poisonous snakes. Unlike other sciences that task you with analyzing one focused field such as cellular biology, inorganic chemistry, or physics – physical geography concentrates on six general areas of science to try to understand better the great variety of environmental conditions that exist at Earth’s surface. Physical Geography was the world’s first environmental science field, well before everything split off, and it remains focused on interconnections as displayed in the following diagram. 3 Components ...

1 Lab Title Physical Geography of the Big island

1 Lab Title Physical Geography of the Big island

1 Lab Title Physical Geography of the Big island

1 CDEV 108 Foundations Assignment 50 points For this assignment, you may work alone or with one classmate. Using the California Preschool Learning Foundations, students will complete an assignment which focuses on practical application of The Foundations. What are the Foundations? “The California Preschool Learning Foundations outline key knowledge and skills that most children can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. The foundations can provide early childhood educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that preschool children typically attain when given the benefits of a high-quality preschool program. “ Description taken from the CA Dept. of Ed. website on August 25, 2015 from: http://www.cde.ca.gov/sp/cd/re/psfoundations.asp Focus of each volume: Each of the volumes focuses on a different domain or area of development: Where to find The Foundations: Access to The Foundations can be found online at http://www.cde.ca.gov/sp/cd/re/psfoundations.asp. You can google the wording California Preschool Learning Foundations to also get this information. Hardcopies will be on reserve in The Teacher Resource Room (ArtB 313) during their hours of operation. Assignment Directions: Students will locate (or design) a toy for a 4-5 year old preschooler that will help them develop age appropriate developmental skills (language, cognitive, physical, and/or social/emotional). You may receive up to 10 extra credit points if you make the toy. (5 points each if you have a partner). If you make the toy, please bring it to class when the assignment is due. Make a handout that includes the following information: A. Take a picture of your toy (or provide a photo from the Internet or magazine) and include this picture in your handout. NO computer/screen type of toys or Volume 1: Social-Emotional Development Language and Literacy English-Language Development Mathematics Volume 2: Visual and Performing Arts Physical Development Health Volume 3: History-Social Science Science http://www.cde.ca.gov/sp/cd/re/psfoundations.asp 2 commercialized toys (ie: Barbie, Mickey Mouse, etc.) will be accepted. Your activity can be one that is explored indoors or outdoors. B. State the toy’s name. C. State the age for which you will focus on for this assignment. Your answer will determine which column (in the books) you will use for this assignment. D. Directions: State possible ways that a child might use or explore the toy. E. Explain how this toy is developmentally appropriate for preschoolers. It should be visually appealing, non-toxic, non-breakable, neutral, re-useable, non-biased material. The toy should meet a child’s needs and purposes, consider their social and cultura ...

1 CDEV 108 Foundations Assignment 50 points For

1 CDEV 108 Foundations Assignment 50 points For

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#12- Video InvestigationCompose a detailed paragraph on your re

1. #12- Video Investigation: Compose a detailed paragraph on your reaction to the film. What type of economy does Marx propose/support? According to the films, what problems are associated with a capitalist/market economy? How does capitalism have a global reach? Explain. https://youtu.be/Vz3eOb6Yl1s https://youtu.be/qOP2V_np2c0