I want two things. 1- The first one I want you to write two para.docx

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I want two things. 1- The first one I want you to write two paragraphs about one character from this story ( The Canterbury Tales) Geoffrey Chaucer. and linking it to existing personal. 2- I want you to write only one paragraph about this video http://www.learner.org/courses/worldlit/popol-vuh/ ...

I want two things.
1- The first one I want you to write two paragraphs about one
character from this story
(
The Canterbury Tales)
Geoffrey Chaucer.
and linking it to existing personal.
2- I want you to write only one paragraph about this video
http://www.learner.org/courses/worldlit/popol-vuh/

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Problem 8-2B (a) Journalize the transactions, including explanations. (Note, enter all accounts in one box. The dates have been included to help with formatting). Date Account Titles and Explanation Debit Credit 1 2 3 4 5 (b) Enter the January 1, 2014 balances in Accounts Receivable and Allowance for Doubtful Accounts. Post the transactions to the ledger T Accounts Be sure to post the amounts to the correct side of the T-Account! Accounts Receivable Bal. (2) (1) (3) (5) (4) (5) Bal. Allowance for Doubtful Accounts (4) Bal. (5) Bal. (c) Prepare the journal entry to record bad debt expense for 2014, assuming that aging the accounts receivable indicates that expected bad debts are $140,000. Balance needed $ Balance before adjustment [see (b)] Adjustment required $ The journal entry would therefore be as follows: (d) Accounts Receivable Turnover Ratios: Enter your answer here Average Collection Period: Enter your answer here Problem 8-6B (a) Journalize the transactions, including explanations. (Note, enter all accounts in one box. The dates have been included to help with formatting). Date Account Titles and Explanation Debit Credit 5 20 Feb 18 Apr 20 30 May 25 Aug 18 Sept. 1 Problem 9-2B (a) Journalize the transactions, including explanations. (Note, enter all accounts in one box. The dates have been included to help with formatting). If there are two entries for the same day, then you do not need to enter the date again. Date Account Titles and Explanation Debit Credit April 1 May 1 May 1 June 1 Sept 1 PART B Dec 31 31 (c) Partial Balance Sheet TONG CORPORATION Partial Balance Sheet December 31, 2014 Assets Plant assets Account title Amount Account title Amount Account title Amount Account title (or contra account) Amount Total plant assets Amount Problem 9-7B (a) BUS 1 Year Computation Accumulated Depreciation Amount Amount Amount BUS 2 Year Computation Accumulated Depreciation Amount Amount Amount BUS 3 Year Computation Accumulated Depreciation Amount Amount Amount (b) BUS 2 Year Depreciation Expense Amount Amount .

Problem 8-2B(a) Journalize the transactions, including explanati.docx

Problem 8-2B(a) Journalize the transactions, including explanati.docx

Problem 8-2B(a) Journalize the transactions, including explanati.docx

Problem B: Regulatory Compliance 1 Note: All character and company names are fictional and are not intended to depict any actual person or business. Knowing that mergers may require a dramatic change in company culture, you realize that you need to meet with the human resources (HR) and leadership teams because they will play important roles in the merger. The leadership team will drive the change, and the HR team will be charged with managing the change. You have scheduled a meeting with Steve Maine, your vice president at ALTAP consulting, to consult with him on this project. “Thanks for meeting me today, Steve,” you begin. “I need to talk through some of the issues before meeting with the HR and leadership teams at UWEAR and PALEDENIM. The merger is going well, but it is becoming apparent that there are some significant change issues that need to be addressed.” “I’ve heard good things about your work on this project,” Steve answers. “I’m sure you have it under control, but I’ll be happy to help where I can.” “We are dealing with the issues of joining together two very disparate companies,” you explain. “On the one hand, UWEAR is public and has 100 employees; on the other hand, PALEDENIM is private with only 15 employees. They basically provide the same type of service, but they are completely different businesses in how they operate inside and outside of the company.” You continue, “Yes, and both the employees and managers of each company have different philosophies and expectations. PALEDENIM employees and managers have a kind of ‘one-for-all and all-for-one’ attitude. They all chip in to get the job done. The UWEAR employees and managers look at things differently. They’re more apt to do their jobs, get them done, and go home without consideration for what else the rest of the team needs to complete.” “That is definitely a culture issue,” Steve agrees. “In fact, that is the classic definition of a culture issue. I’m sure they’re also dealing with the typical power struggles. I bet everyone is worried about whether their department will be headed by a UWEAR manager or a PALEDENIM manager.” Problem B: Regulatory Compliance 2 “Exactly,” you say. “I know the intention of the merger is to benefit both companies, but there are unintended consequences as well. We need to do whatever we can to help the employees of both companies get through this with the fewest glitches possible.” Analysis Assessing poverty–deforestation links: Evidence from Swat, Pakistan Shaheen Rafi Khan a, Shahrukh Rafi Khan b,⁎ a Sustainable Development Policy Institute, P. O. Box 1091, Islamabad, Pakistan b Department of Economics, Mount Holyoke College, 50 College Street, South Hadley, MA 01075-1481, USA a b s t r a c ta r t i c l e i n f o Article history: Received 5 June 2008 Received in revised form 21 January 2009 Accepted 16 April 2009 Available online 21 May 2009 Keywords: Ecolo.

Problem B Regulatory Compliance 1 No.docx

Problem B Regulatory Compliance 1 No.docx

Problem B Regulatory Compliance 1 No.docx

PROBLEM 3-22 Event Product Costs Period Costs a. b. c. d. e. f. g. h. i. j. PROBLEM 3-25 a. Event No. Event Type Event No. Event Type 1a. 5a. 1b. 5b. 2. 6. 3. 7. 4a. 8. 4b. b. Jeater Company Horizontal Statements Model - 2012 Balance Sheet Income Statement Statement of Event No. Cash + Accts. Rec. + Mdse. Inv. = Accts. Pay + Comm Stock + Ret. Earn. Rev. ( Exp. = Net Inc. Cash Flows Bal. 1a. 1b. 2. 3.1 4a. 4b. 5a. 5b. 6. 7. 2 8. Bal. 1 2 PROBLEM 3-25 c. Jeater Company Financial Statements For the Year Ended December 31, 2012 Income Statement Net Sales Cost of Goods Sold Gross Margin Operating Expenses Transportation-out Operating/Net Income Statement of Changes in Stockholders’ Equity Beginning Common Stock Plus: Stock Issued Ending Common Stock Beginning Retained Earnings Plus: Net Income Ending Retained Earnings Total Stockholders’ Equity PROBLEM 3-25 c. (cont.) Jeater Company Financial Statements Balance Sheet As of December 31, 2012 Assets Cash Merchandise Inventory Total Assets Liabilities Stockholders’ Equity Common Stock Retained Earnings Total Stockholders’ Equity Total Liabilities and Stockholders’ Equity Statement of Cash Flows For the Year Ended December 31, 2012 Cash Flows From Operating Activities: Inflow from Customers* Outflow for Inventory** Outflow for Expenses Net Cash Flow from Operating Activities Cash Flows From Investing Activities Cash Flows From Financing Activities Net Change in Cash Plus: Beginning Cash Balance Ending Cash Balance * ** Students-�Enter a check mark or ‘X’ to indicate the appropriate cost type for each event. Students-�3-25(a) - Indicate the Event Type (AS, AU, AE, or CE) for each event.��3-25(b) – Fill in each cell in the table. Use ‘NA’ for not affected. Cash Flows are either ‘OA’, ‘IA’, ‘FA’, or ‘NA’. Indicate cash flow amounts. For entries #3 and #7, provide calculation notes 1 and 2 as shown. Students-�3-25(c) – Provide the correct entries in the appropriate cells. You are using ‘Vertical Statements’ here. Show indented balances where appropriate.��Show calculations where asterisks (*) appear. � PROBLEM 4-20 Superior Auto Supply, Inc. Bank Reconciliation May 31, 2012 Unadjusted Bank Balance, May 31, 2012 Add: Deposits in Transit Bank Error Less: Outstanding Checks # True Cash Balance, May 31, 2012 Unadjusted Book Balance, May 31, 2012 * Add: Not.

PROBLEM 3-22EventProduct CostsPeriod Costsa.b..docx

PROBLEM 3-22EventProduct CostsPeriod Costsa.b..docx

PROBLEM 3-22EventProduct CostsPeriod Costsa.b..docx

Problem 3: 15% points: The following items were taken from the post adjusted trial balance of Flop Company. (All balances are normal.) Mortgage payable $ 1,443 Accumulated depreciation 3,655 Prepaid expenses 880 Accounts payable 1,200 Equipment 11,000 Notes payable after 2016 1,444 Long-term investments 1,100 Flop’s capital 10,480 Short-term investments 1,756 Accounts receivable 2,690 Notes payable in 2015 1,000 Inventories 2,100 Cash 1,696 Service Revenue 9,000 Rent Expense 1,000 Wages Expense 5,000 Utilities Expense 1,000 Instructions: Prepare a classified balance sheet in good form as of December 31, 2014. Problem 4: 10% points: Prepare journal entries to record the following transactions entered into by Flip Company: 2012 June 1 Accepted a $10,000, 12%, 1-year note from Flop as full payment on her account. Nov. 1 Sold merchandise on account to Flap, Inc. for $12,000, terms 2/10, n/30. Nov. 5 Flap, Inc. returned merchandise worth $500. Nov. 9 Received payment in full from Flap, Inc. Dec. 31 Accrued interest on Flop's note. 2013 June 1 Flop honored her promissory note by sending the face amount plus interest. No interest has been accrued in 2013 Problem 5: 10% points: Flip Company purchased equipment on July 1, 2011 for $90,000. It is estimated that the equipment will have a $5,000 salvage value at the end of its 5-year useful life. It is also estimated that the equipment will produce 125,000 units over its 5-year life. Instructions Answer the following independent questions. 1. Compute the amount of depreciation expense for the year ended December 31, 2011, using the straight-line method of depreciation. 2. If 14,000 units of product are produced in 2011 and 26,000 units are produced in 2012, what is the book value of the equipment at December 31, 2012? The company uses the units-of-activity depreciation method. 3. If the company uses the double-declining-balance method of depreciation, what is the balance of the Accumulated Depreciation—Equipment account at December 31, 2013? Problem 6: 10% points: Flip earns a salary of $7,500 per month during the year. FICA taxes are 8% on the first $100,000 of gross earnings. Federal unemployment insurance taxes are 6.2% of the first $7,000; however, a credit is allowed equal to the state unemployment insurance taxes of 5.4% on the $7,000. During the year, $25,600 was withheld for federal income taxes and $5,700 was withheld for state income taxes. Instructions (a) Prepare a journal entry summarizing the payment of Flip’s total salary during the year. (b) Prepare a journal entry summarizing the employer payroll tax expense on Flip’s salary for the year. (c) Determine the cost of employing Flip for the year. MBA Management Report (BU7757) Supervisor’s Handbook - Steve Page Department of Business, Strategy & Entrepreneurship Module Handbook 2013 - 2014 Module Code: BU7757 Module Title: MBA Management Project Tutor: Steve PageAbstract This guide addresses two p.

Problem 3 15 pointsThe following items were taken from the po.docx

Problem 3 15 pointsThe following items were taken from the po.docx

Problem 3 15 pointsThe following items were taken from the po.docx

Problem 3-1A Identifying adjusting entries with explanations LO C3, P1 For each of the following entries, enter the letter of the explanation that most closely describes it in the space beside each entry. (You can use letters more than once.) A. To record receipt of unearned revenue. B. To record this period's earning of prior unearned revenue. C. To record payment of an accrued expense. D. To record receipt of an accrued revenue. E. To record an accrued expense. F. To record an accrued revenue. G. To record this period's use of a prepaid expense. H. To record payment of a prepaid expense. I. To record this period's depreciation expense. lanation Journal Entries Debit Credit Interest Expense 1,000 Interest Payable 1,000 Depreciation Expense 4,000 Accumulated Depreciation 4,000 Unearned Professional Fees 3,000 Professional Fees Earned 3,000 Insurance Expense 4,200 Prepaid Insurance 4,200 Salaries Payable 1,400 Cash 1,400 Prepaid Rent 4,500 Cash 4,500 Salaries Expense 6,000 Salaries Payable 6,000 Interest Receivable 5,000 Interest Revenue 5,000 Cash 9,000 Accounts Receivable (from consulting) 9,000 Cash 7,500 Unearned Professional Fees 7,500 Cash 2,000 Interest Receivable 2,000 Rent Expense 2,000 Prepaid Rent 2,000 Problem 3-3A Preparing adjusting entries, adjusted trial balance, and financial statements LO A1, P1, P2, P3 [The following information applies to the questions displayed below.] Wells Technical Institute (WTI), a school owned by Tristana Wells, provides training to individuals who pay tuition directly to the school. WTI also offers training to groups in off-site locations. Its unadjusted trial balance as of December 31, 2013, follows. WTI initially records prepaid expenses and unearned revenues in balance sheet accounts. Descriptions of items a through h that require adjusting entries on December 31, 2013, follow. Additional Information Items a. An analysis of WTI's insurance policies shows that $2,400 of coverage has expired. b. An inventory count shows that teaching supplies costing $2,800 are available at year-end 2013. c. Annual depreciation on the equipment is $13,200. d. Annual depreciation on the professional library is $7,200. e. On November 1, WTI agreed to do a special six-month course (starting immediately) for a client. The contract calls for a monthly fee of $2,500, and the client paid the first five months' fees in advance. When the cash was received, the Unearned Training Fees account was credited. The fee for the sixth month will be recorded when it is collected in 2014. f. On October 15, WTI agreed to teach a four-month class (beginning immediately) for an individual for $3,000 tuition per month payable at the end of the class. The class started on October 15, but no payment has yet been received. (WTI's accruals are applied to the nearest half-month; for example, October recognizes one-half month accrual.) .

Problem 3-1A Identifying adjusting entries with explanations LO C3.docx

Problem 3-1A Identifying adjusting entries with explanations LO C3.docx

Problem 3-1A Identifying adjusting entries with explanations LO C3.docx

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Essay 21) Describe the opportunities and challenges posed by the d.docx

Essay 21) Describe the opportunities and challenges posed by the d.docx

Essay 1 1) Evaluate the Articles of Confederation as a guide for successful democracy in the United States. 2) Establish the link between the growth of the national government and changes in federalism as practiced in the United States 3) How did the role of government in people's lives change during the Great Depression? Be sure to explain conditions before the New Deal and the Great Depression as part of your answer. .

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Essay 11) Evaluate the Articles of Confederation as a guide for su.docx

Essay 11) Evaluate the Articles of Confederation as a guide for su.docx

Essay (1) Question What is the so-called "Machine Age"? How was it associated with alienation? Describe some works by Demuth and Stella that illustrate the qualities of the machine age. Comment on how this alienation permeates the other arts as it does early twentieth century culture in general. Essay (2) Question 2. Frank Lloyd Wright was one of the most influential architects of the 20th century. Using the images and plans of the Bauhaus and German Pavilion, discuss the importance of Wright for Gropius and Mies. What do their buildings share with the Robie House? How do they depart from Wright’s example? Consider the way space is defined, the overall appearance of the buildings, the types of materials used, the relationship between the interior and the exterior, and the way the visitor encounters each of the structures. ART /330 Instructions Each essay must consist of at least 700 words (this equals two double-spaced pages in Times New Roman font 12). Where appropriate, information must be properly documented in MLA style. .

Essay (1) QuestionWhat is the so-called Machine Age How was it .docx

Essay (1) QuestionWhat is the so-called Machine Age How was it .docx

Essay (1) QuestionWhat is the so-called Machine Age How was it .docx

Essay #2 addresses some topic in the broad scope of Transcendentalism. Essay #2 has similar parameters -- length/outside source requirements, drafting process -- as Essay #1. You are always free to develop your own topic approach within the Transcendentalism topic. Some suggestive options: 1) Analyze Thoreau's "Civil Disobedience" in light of a contemporary example or figure or incident in the tradition of American civil disobedience. 2) Analyze the persuasive and rhetorical strategies of one of the transcendental pieces (or King's "Letter") that we have read. You might look at issues of audience, style, emotional vs./and rational appeal, appeals to history/tradition or rejection of history/tradtion, metaphoric style, tone and so forth. If you deem them successful, why/how do they succeed in arguing their points? What might be points of counterargument or criticism or weaknesses in their approach? Does it work as a piece of argument/writing? 3) Pick one (or several if you feel it's appropriate) key concepts or quotes from a work (or several works) and discuss the concept/quote in terms of how it has evolved or put it in larger context. How have these words taken form in our laws, practice, literature, or culture? Where are the gaps between the great ideals of these writers' words and the reality of their times and/or ours? e.g. How might MLK (in light of his "Letter") feel about the society and civil rights situation we see today? 4) You could pick one, two, or three key themes from any of the works and discuss how the text fleshes out these themes and why they are important to our understanding of the period, or the particular writer, or to transcendentalism as a movement, or to American tradition or literature and so forth. 5) You could pick a theme which runs through several of the texts (for example, something about the role or nature of the individual) and trace it through its different configuration and representations. Essay length: 4-5 pages -- again, I'm always more concerned with minimum than limiting any maximum length. Include outside critical sources. MLA documentation .

Essay #2 addresses some topic in the broad scope of Transcendentalis.docx

Essay #2 addresses some topic in the broad scope of Transcendentalis.docx

Essay #2 addresses some topic in the broad scope of Transcendentalis.docx

Essay # 2 The Tempest Prompt 4-5 pages ( MLA format) Character: The Tempest presents a variety of characters who manipulate each other, raising questions about personal agency and autonomy. How are characters formed as the result of other characters’ direct influence? How might the text mirror our own experiences of identity formation? Perhaps the text suggests that we can never be autonomous individuals due to the ease by which we are influenced by others. Do you agree or disagree with this claim? Be sure to support your position with concrete examples; these examples may come from your personal experience and observations, but you should also use the main text of The Tempest as the basis for each of your claims. (Terms to define in the paper: agency, autonomy, influence) *NOTE: For body paragraph please follow the format of 1.Topic sentence 2.Evidence /example (Text, Personal) 3.Analysis 4. Link/ tie back to thesis .

Essay # 2 The Tempest Prompt4-5 pages (MLA format)Char.docx

Essay # 2 The Tempest Prompt4-5 pages (MLA format)Char.docx

Essay # 2 The Tempest Prompt4-5 pages (MLA format)Char.docx

Es la actividad que hacemos con peces Es un animal blanco y negro que huele muy mal Es un lugar que no tiene agua Es un fenómeno natural donde la temperatura del mundo sube Son cosas que usamos para energia Es algo malo que contamina la tierra agua o plantas Es un bosque tropical Es un tipo de bote que carga muchas cosas Es el animal que produce tocino Es un tipo de transportación que va en carriles Es el animal que tiene ocho piernas .

Es la actividad que hacemos con pecesEs un animal blanco y negro q.docx

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Erving Goffman is one of the most important sociological thinkers in modern sociology. His biggest contribution to sociology was the dramaturgical lens of viewing social interaction, a theory that he developed by just watching people in their everyday interactions. In the pieces that we read for this class, we talked about these elements of dramaturgy and how they play out in real life. For this essay question: (1) define the concepts of impression management and audience segregation and then explain how and why people use impression management and audience segregation in daily social life (2) give a detailed example of how you used impression management and audience segregation in the last week and finally (3) explain how technology has changed features of impression management and audience segregation. Give one positive and one negative example. Be as complete and thorough as possible with your answer. .

Erving Goffman is one of the most important sociological thinkers in.docx

Erving Goffman is one of the most important sociological thinkers in.docx

Erving Goffman is one of the most important sociological thinkers in.docx

Eric seeks to trademark the name McJobs for his international company that is a broker for employment agencies catering to fnding employment for entry level jobs. What is the process Eric must follow to secure, register, and maintain this trademark? Write between 750 - 1250 words (approx 3 - 5 pages) using Word in APA style. Use font 12 and 1" amrins. Include cover page and reference page. Use at least three references. Cite all material (data, dates, graphs, quotes, paraphrased words, etc.) .

Eric seeks to trademark the name McJobs for his international compan.docx

Eric seeks to trademark the name McJobs for his international compan.docx

Eric seeks to trademark the name McJobs for his international compan.docx

Epistemology [ln1] : How is anything known? What is the basis for knowledge? Is it innate reason, experience, or something else? Is all knowledge subjective, or are there some universal truths? What is the relationship between faith and reason? What can artificial intelligence teach people about knowledge? What are the limits of human understanding? Ethics: What is the right thing to do? What does it mean to be a “good person”? Does virtue lead to happiness? Do the ends justify the means, or is a virtuous action virtuous in and of itself? How does living in a society affect morality? Is morality culturally based or individually based, or is there a universal morality? Aesthetics: What is beautiful? Is beauty truly in the eye of the beholder, or are there some things that all cultures find beautiful? What is the purpose of art? How can a piece of art be successful or valuable? Does beauty matter? Political philosophy: What is the best kind of government? How much power should the government have? What kind of people should be in power? How involved should the common citizen be in government? Social philosophy: How should humans behave in a society? Do people give up certain rights when they choose to live in a society? How do social values affect individual beliefs? Do people behave differently in a crowd than they would individually? How does society affect language and other types of communication? [ln1] Epistemology means study of knowledge .

Epistemology[ln1]How is anything knownWhat is the basis .docx

Epistemology[ln1]How is anything knownWhat is the basis .docx

Epistemology[ln1]How is anything knownWhat is the basis .docx

Epidemiological Studies: Interpretation and Presentation This assignment will allow you to explore and understand the strengths and limitations of how studies of similar phenomenon differ in interpretation and presentation. Using the internet, access and review the following two articles of opposing conclusions: McCullough, M. L., Bandera, E. V., Patel, R., Patel, A. V., Gansler, T., Kushi, L. H., Thun, M. J., & Calle, E. E. (2007). A prospective study of fruits, vegetables, and risk of endometrial cancer. American Journal of Epidemiology , 166(8), 902–911. Rogers, L. Q., Courneya, K. S., Paragi-Gururaja, R., Markwell, S. J., & Imeokparia, R. (2008). Lifestyle behaviors, obesity, and perceived health among men with and without a diagnosis of prostate cancer: A population-based, cross-sectional study. BMC Public Health , 8, 23. Click here to read about an overview of epidemiologic study designs. Based on your readings and understanding, create a 1- to 2-page assessment of each study design and results in a Microsoft Word document. Your assessment should include: A comparison of the merits in each approach An analysis of the results and indication (s) of which study is more credible and why (if so) based upon your readings and knowledge of epidemiology till date An analysis of whether you support the results or not along with the reasons Suggestions, observations, or recommendations you may have for supporting or disputing how the results were presented Support your responses with examples. in-text citation as well as cite any sources in APA format. .

Epidemiological Studies Interpretation and PresentationThis assig.docx

Epidemiological Studies Interpretation and PresentationThis assig.docx

Epidemiological Studies Interpretation and PresentationThis assig.docx

Epidemiological Characteristics of Common Infectious Diseases Throughout this course we will be reading and discussing anecdotes of real outbreak investigations using a unique textbook. In parallel with your course introductions, let’s introduce some of the diseases we will be exploring in the coming weeks. Select a disease from any of the chapters in Outbreak Investigations Around the World and provide detailed information regarding the epidemiological characteristics. Information should include but is not limited to: Mode of Transmission Incubation Period Communicability/infectivity Pathogenicity Virulence Immunogenicity Herd Immunity Intrinsic Properties Pathogenetic Mechanism Be creative and attach images, graphs, etc to your posts. .

Epidemiological Characteristics of Common Infectious DiseasesThrou.docx

Epidemiological Characteristics of Common Infectious DiseasesThrou.docx

Epidemiological Characteristics of Common Infectious DiseasesThrou.docx

escribe two (2) specific aspects about the Great Wall of China, such.docx

escribe two (2) specific aspects about the Great Wall of China, such.docx

escribe two (2) specific aspects about the Great Wall of China, such.docx

esource: University of Phoenix Material: Ethnicity and the Police located on the student website Choose one of the following topics: Race and contemporary concerns relative to policing particular ethnic communities Public opinion of police by different ethnic groups Police practices and police community relations Police corruption and citizen complaints relative to ethnicity Form an opinion on the selected topic. Locate and identify at least three references from peer-reviewed journals to support your opinion. Prepare an outline of your newspaper article, speech, or Podcast due in Week Four that examines your selected topic. Includeat least one contemporary event as an example to illustrate the main points. Format your outline and references consistent with APA guidelines. Submit your outline and list of references. Materials Ethnicity and the Police .

esource University of Phoenix Material Ethnicity and the Police .docx

esource University of Phoenix Material Ethnicity and the Police .docx

esource University of Phoenix Material Ethnicity and the Police .docx

Epidemiological Applications Describe how the concept of multifactorial etiology relates to the natural history of disease and the different levels of prevention. How should the nurse incorporate these concepts into health promotion of clients in community settings? How should the nurse approach client risk in these health promotion activities? Disease Outbreak Select an infectious disease and research the CDC website for information about the disease, its natural history, presenting symptoms, and outbreak characteristics. Identify an occurrence of the disease by searching the Internet for recent reports of this disease, and compare that episode or occurrence with information from the CDC website. How closely did that outbreak resemble the case definition? .

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Epidemiological ApplicationsDescribe how the concept of multifacto.docx

Epidemiological ApplicationsDescribe how the concept of multifacto.docx

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Epic of Gilgamesh, Tablet IAll of the answers to the followi.docx

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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