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1. What is meant by the idea that race, class, and gender are interactive systems rather than individual variables? Think about your own family of orientation, and take one particular aspect of your family life as an example. Discuss briefly how race, class, and gender act simultaneously to shape that aspect of your family life. 2. Most people agree that marriages and families underwent major changes during the last half of the twentieth century; however, few people link these changes to larger societal changes that have taken place. Identify some of the major changes that have taken place during the past 50 years (for example, in transportation, technology, and social welfare policies), and discuss their impact on contemporary marriages and families. Reflect on your own family and consider how one such change has affected your family and/or families like yours. 3. Why do sociologists need different theoretical perspectives to explain marriage and family behavior? Why isn’t one perspective sufficient? 4. Virtually every practical decision you make and every practical opinion you hold has some theory behind it. Consider any marriage and family behavior or event of interest to you. Develop a “mini theory” to explain the behavior or event. What are some of the major assumptions you make about human beings, society, marriages, families, women, and men? Is your theory a micro or macro level explanation? Which one of the theoretical perspectives or theory models does your theory most resemble? After you have developed your mini theory, consider that you or some researcher wants to test it. 5. What kinds of questions might you ask? Which research methodology would be most appropriate to test your theory? Why? 6. As discussed in this chapter, marriages and families today are faced with a myriad of challenges such as home foreclosures, unemployment, violence, poverty, and racism. If you were a member of a team charged with developing social policy pertaining to American families, what aspect of family life would you focus on, how might you research the topic, and what kind of policy(ies) might you suggest to policy makers? ...

Education

5. What kinds of questions might you ask? Which research
methodology would be most appropriate to test your theory?
Why?
6. As discussed in this chapter, marriages and families today are
faced with a myriad of challenges such as home foreclosures,
unemployment, violence, poverty, and racism. If you were a
member of a team charged with developing social policy
pertaining to American families, what aspect of family life
would you focus on, how might you research the topic, and what
kind of policy(ies) might you suggest to policy makers?

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For this assignment, students will be expected to find and discuss online news articles published within the last 3 months on any 7 of the following topics: 1. Interracial relationships 2. Homosexuality, bisexuality, or transexuality 3. Family violence 4. Adoption (any aspect) 5. Extra-marital sexuality 6. Births outside of marriage 7. Marriage trends/statistics 8. Blended families 9. Disciplining children These articles may be from any online news source. Please keep in mind that they must be news articles, not commentaries, editorials, letters to the editor, book reviews, opinion pieces, etc. Provide the URL for each article you choose and clearly identify each topic you are addressing. Be certain that you note the source of each article including the APA-formatted citation for each article. For each item, write a brief essay (approximately 400-500 words) in which you do the following: 1. Write a brief summary of the article. This should only be a short paragraph in length. The point is not to repeat everything the article says but to pick out important points and those that relate to information covered in class material. 2. Compare the information in your article with information on that subject covered in your textbook (include page numbers when appropriate). For example, does the information in the article contradict or agree with information presented in your text? How? Why? This is your chance to demonstrate that you know the information on this topic presented in your course material. 3. Discuss which theoretical perspective on the family, as discussed in Chapter 2, is represented/applied in the article. Analyze the topic using the related theory. (This is your opportunity to demonstrate that you understand and can apply the theoretical perspectives in your text.) CHAPTER 2 IS ATTACHED 4. Conclude with your own thoughts on the news article. You might include such thoughts as why this particular topic interested you, if you were surprised by the news, or how you think this issue should be handled by society and why. The point of this part of your essay is to demonstrate that you have reflected on this issue at some length. As people struggle to understand family-related processes, they develop theories. A theory is a set of statements that explains why a particular phenomenon occurs. Theories drive research; help us analyze our findings; and, ideally, offer solutions for family problems. One family sociologist compares theories to the fable of the six blind men who felt different parts of an elephant and arrived at different explanations of what elephants were like. The man who felt the side of the elephant compared it to a massive, immovable wall. The man who felt the trunk thought the elephant was like a rope that could move large objects. Similarly, different theories explain different aspects of the elephant—in this case, families (Burr, 1995). Of the dozen or so most influential ...

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Question #1: Please choose ONE of the following to make an original response. Focus on quality, CRITICAL THINKING, sharing YOUR perspectives/ideas with a little bit of support for your assertions. Violence and Women : Violence against females is a worldwide issue. What types of gender roles, cultural beliefs, political systems, and SOCIALIZATIONS influence and tolerate violence against women? Think deeply; what types of things are said or behaviors condoned or tolerated that cause, promote, or sustain violence against women? Provide support. Violence and Men: Violence against men, between men, and by men is a worldwide issue (no male bashing here, just going by prevalence rates). What types of gender roles, cultural beliefs, political systems, socialization processes, impact violence for men? Specifically, what do we say and do as a culture (not necessary you) to teach, condone, sustain certain masculine characteristics that could lead to violence? What can be done to help counteract unhealthy aspects of socialization? Pay attention to why you think women may have less rates of violence due to psychological or socialization processes. Violence against non-binary (including but not limited to binary transgender, non-binary transgender, non-binary in general, agender, bigender, gender fluid). What types of gender expected roles, cultural beliefs, socialization processes, attitudes, political systems, religious systems, and misinformation/myths contribute to violence towards non-binary persons? How does biopsychosocial scientific evidence challenge misconceptions? Include in your critical thought important measures needed to reduce violence. Helping and Gender: Discuss whether or not you see gender differences in helping behaviors of males vs. females. Be specific. Some examples: Are men more kind or females? How about instrumental vs. communicative style? Which gender might be rewarded more for specific helping behaviors: do we reward men for doing the dishes than women? Do we say men are instrumental ignoring the vast amount of "doing to show love" by women? Do we praise women for being more communicative in helping others while shaming men for having male to male "heart to hearts talks?" Does what we do, along gender lines, in terms of helping on a daily basis show a societal value and expectation that is gender influenced? Ex: Helping by caring for others, helping by protecting, helping by serving in different roles, help by risking life? Self Efficacy : Elaborate on the concepts of self-efficacy and gender. What aspects of gender identity or socialization may impact a person's sense of confidence, ability, and mastery? Elaborate and provide examples. Sexuality as vulnerability: Compare and contrast the concept of sexuality as a weakness/vulnerability between males, females, non-binary and those with non-hetero attractions. Provide some specific examples and let me see your critical thinking. Are male, female, and/or no.

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2 Chapter 1: Discover Sociology DISCOVER SOCIOLOGY1 FOR THE USE OF STRAYER UNIVERSITY STUDENTS AND FACULTY ONLY. NOT FOR DISTRIBUTION, SALE, OR REPRINTING. ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED. Copyright © 2015 by SAGE Publications, Inc. 3 WHAT DO YOU THINK? 1. Can societies be studied scientifically? What does the scientific study of societies entail? 2. What is a theory? What is the role of theories in sociology? 3. In your opinion, what social issues or problems are most interesting or important today? What questions about them would you like to study? I N T HI S C HA PT ER I N T HI S C HA PT ER 5 The Sociological Imagination 9 The Development of Sociological Thinking 17 Sociology: One Way of Looking at the World—or Many? 21 Principal Themes in This Text 22 Why Study Sociology? © B ob S ac ha /C or bi FOR THE USE OF STRAYER UNIVERSITY STUDENTS AND FACULTY ONLY. NOT FOR DISTRIBUTION, SALE, OR REPRINTING. ANY AND ALL UNAUTHORIZED USE IS STRICTLY PROHIBITED. Copyright © 2015 by SAGE Publications, Inc. 4 Chapter 1: Discover Sociology A goal of this book is to take you on a sociological journey. But let’s begin with a basic question: What is sociology? First of all, sociology is a discipline of and for curious minds! Sociologists are deeply committed to answering the question, “Why?” Why are some people desperately poor and others fabulously wealthy? Why does racial segregation in housing and public education exist, and why does it persist half a century after civil rights laws were enacted? What accounts for the declining marriage rate among the working class and the poor in the United States? How can we explain the fact that low-income people are more likely to be overweight or obese than their middle- class counterparts? Why is the proportion of women entering and completing college rising while the proportion of men has fallen? Why, in spite of this, do men as a group still earn higher incomes than women as a group do? And how is it that social media are being simultaneously praised as instruments of transformational activism and criticized as causes of social alienation and civic disengagement? Take a moment now to think about some why questions you have about society and social life: As you look around you, hear the news, and interact with other people, what strikes you as fascinating—but perhaps difficult to understand? What are you curious about? Sociology is an academic discipline that takes a scientific approach to answering the kinds of questions our curious minds imagine. When we say that sociology is scientific, we mean that it is a way of learning about the world that combines logically constructed theory and systematic observation. The goal of sociological study and research is to base answers to questions like those above on a careful examination of the roots of social phenomena such as poverty, segrega ...

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Terminal Course Objectives DeVry University course content is constructed from curriculum guides developed for each course that are in alignment with specific Terminal Course Objectives. The Terminal Course Objectives (TCOs) define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The TCOs that will be covered in detail each week can be found in the Objectives section for that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the TCO that it emphasizes. 1 Given a social problem such as homelessness, use sociological imagination to interpret the problem, assess possible solutions, and illustrate how a social scientist may view this issue in a cultural context. 2 Given a hypothesis such as, "Using a cell phone while driving is as dangerous as driving under the influence," apply the scientific method and use appropriate scientific techniques in refining the hypothesis, applying operational definitions, and selecting the appropriate research method for validating the hypothesis. 3 Given a social issue or case study involving an applied sociological situation, such as the current state of the educational, prison, health care or public assistance system in a state or province, analyze the situation from the major sociological, theoretical perspectives, determine if one theory seems more applicable to this issue than another, and provide basic guidelines for improving the system. 4 Given a sample reading, such as Lois Lowry's The Giver (1993), or a film such as Avatar, analyze the meaning of culture within society and demonstrate how the concepts of culture and society are inseparable. 5 Given a case study dealing with issues of the interactions of ethnic or racial groups within social organizations, identify areas of social stratification, discrimination, differentiate between racial and ethnic groups, illustrate stereotypes and analyze these interactions based on the cultural characteristics of the groups within the case study. 6 Given the changing demographics of the United States and the globalization of markets, compare and contrast cultural differences and illustrate their impact on providing services to members of different cultures, especially non-dominant populations in the United States. 7 Given a case study on a multicultural issue other than race and ethnicity, such as the aging North American population, changing family forms, marriage equality, undocumented workers, the location of religious houses of worship, etc., analyze this issue in the context of a subgroup within a larger "normative" population and evaluate the extent to which the subgroup fits in with society's overall norms. 8 Given a film involving a multicultural issue or issues, such as Higher Learning, A Class Divided, or Do the Right Thing, extrapolate at least three major and two minor sociological concepts and demonstrate in a well written essay how ...

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Discussion: Gender Identity Analysis Males typically identify with the male gender and females with the feminine gender. The question for many researchers today and for this Discussion is: How does this gender identification occur? How do individuals come to identify with and accept themselves as either one gender or the other? This concept is termed gender identity in psychology. There are two terms associated with gender identity that are important to highlight: gender stability and gender consistency . Gender stability means that gender is a stable personal characteristic and does not change with age or the situation or the environment. Gender consistency means that you identify with your gender regardless of how you are behaving. If you are a male and put on a pink dress, you show gender consistency if you still identify with being male, even though you are behaving like a female. In this Discussion, you will explore some of the significant factors that influence gender identity and how these influencing factors impact society as a whole. To prepare for this Discussion: Review Chapter 6 in the course text, Gender: Psychological Perspectives . Focus on how different factors influence gender identity. Read “Demographic and Psychosocial Factors Associated With Psychological Distress and Resilience Among TransgenderIndividuals” and “Cross-Cultural Analysis of Gender Roles: Indian and US Advertisements.” Watch a few different TV shows, sitcoms, commercials, or news reports. Also, look at a popular magazine and peruse the ads. Think about how these media sources 1) influence and or reinforce gender identity and 2) play a part in influencing gender bias. Focus on specific examples. Using yourself or your child (or someone else's child with whom you are close), think about the most important influential factors on gender identity, including biological, environmental, family, peer group, and cultural. With these thoughts in mind: By Day 3 Post your thoughts on how biology, environment, culture, family, peer group, and the media impact gender identity in the United States. Briefly describe how this influence on gender identity is accomplished. Then, describe the reasons individuals may experience gender dysphoria. Finally, provide some examples for how you think that society can best support the transgendered community. Be sure to support your examples with evidence from your research. Be sure to support your postings and responses with specific references to the Learning Resources. ...

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Develop a 3-5 page outline of concepts you would like to apply to your own life and identify relevant scholarly sources that will help you with your application of concepts. As you may have noticed as you have worked through earlier assessments, Sociology is applicable to our everyday lives. We can oftentimes take a sociological concept and use it to explain something that occurs in our own lives. For example, you have learned about norms and how we tend to follow the norms of a society. You can use that to explain how people behave when they are in an elevator. Most people face forward, look up at the numbers, and don't talk. Many of your experiences can be analyzed using sociological concepts. For your final assessment, Assessment 6, you will complete a Sociology of Me and apply many of the concepts you have learned about in this course to your own life. For Assessment 5, begin to think about which concepts you would like to apply to your own experience, develop an outline, and identify appropriate resources. In order to complete this assessment, you will need to show your understanding of some additional concepts related to social structure, education, and technology/media. We have learned how a society's culture can influence people. There are other elements in society, however, that also affect our decisions and behavior. Sociological research has found that in addition to culture, social structure and groups also significantly impact many of our individual choices. Our position in the social structure affects our behaviors, attitudes, and ideas. For example, an important element of social structure are groups. We belong to a variety of different groups. Decades of research have documented the impact of group conformity on the individual. Although people tend to often believe that they act as individuals and aren't impacted by others, research has found this is usually not the case. The Milgram experiment in your Resources is a great example. Milgram (1963) examined conformity and obedience and found that people are highly influenced by authority and the demands of conformity, even to the point that we will inflict pain on another person to obey authority. Sociologists also study education and how it is impacted by a society's culture and structure. The purpose of education is to provide knowledge (facts, skills, cultural norms) to members of a society. In the United States, education teaches us not just skills, but also how to be effective citizens. Education transmits the dominant culture, ensuring that children understand cultural norms and values. Educational attainment impacts life outcomes—it affects our occupation, earnings, work conditions, and health. Thus, education is related to social inequality. We have a tendency to assume that education is an equalizer in the United States, but this is something that is debated by sociologists. Is education equally available to everyone? Studies suggest it is not. Social class can impa.

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SOC 1010, Introduction to Sociology 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Analyze the ideas of sociological theorists in terms of their historical, economic, and social contexts. 1.1 Examine the three primary perspectives of sociology: functionalist, conflict, and interactionist. 2. Analyze the relationship between one’s beliefs and one’s group memberships. 2.1 Use the steps of scientific research to examine beliefs about a current event. 2.2 Predict how membership to certain groups affects belief 4. Evaluate patterns of behavior through sociological skills and theory. 4.1 Apply sociological imagination to determine how group membership shapes how we perceive world events. Reading Assignment Chapter 1: The Sociological Imagination Chapter 2: Sociological Research Unit Lesson On the one hand, sociology is a noun: it is defined as a body of knowledge about society that is based on rigorous, scientific research. On the other hand, sociology is a verb: “a way of engaging with the world around us and understanding its complexity and interconnections in new ways” (Witt, 2015, p. 20). In this unit, you will learn about and practice the sociological imagination that is needed to study, recognize, and understand the relationship between individuals and society. C. Wright Mills (1959) used the concept of sociological imagination to explain the relationship between the larger society and ourselves. Here, imagination does NOT mean make-believe. When Mills coined the term sociological imagination, he encouraged us to look outside ourselves and to recognize that society shapes who we are, what we think, and how we feel. Ask yourself about your beliefs in the afterlife. If you grew up in a Hindu household, you might believe that the afterlife includes reincarnation into another person. If you grew up in a Christian household, you might believe the afterlife is in heaven. Using this same way of thinking, if you grew up in a Chinese American household, you may be likely to speak Mandarin or Cantonese in addition to English. However, if you grew up in a French American household, you are less likely to speak Mandarin or Cantonese. Rather, you are likely to speak French and English. If we stretch our imaginations even further, we can see that a person raised in a U.S. city is less likely to be able to grow his/her own food or drive a tractor than someone raised on a farm. Moreover, a person raised in the U.S. is more likely to believe women are equal to men than someone raised in a more patriarchal society. Finally, you are more likely to be friends with people from the same social class, race, and age group as you. Therefore, you are more likely to marry someone who is from the same social class, race, and age group as you. This is not to say you must do this. Rather, you are encouraged to do this by social institutions such as ...

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SOC 1010, Introduction to Sociology 1 Course Learning.docx

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CAPS794 Presentation Rubric Learning Outcome: Assess the leadership, human resources and organizational development needs associated with a firm’s strategic goals. Presentation Content: Your presentation is based on Greenwood Resources, Case #8 and should include: · A Power Point presentation MUST also be included in conjunction with your Video · An introduction and conclusion/recommendations must be included · A brief overview of the case · Applying concepts from Chapter 7 analyze their international strategy (reason for international expansion, entry mode, international strategy, etc.) · Integrating concepts from chapter 8 discuss how Greenwood Resources adopted entrepreneurial strategies in its quest for growth. · Must include references and citations when the thoughts or ideas are not your own APA format Add recording notes in the note section of the powerpoint below each slide, explaining in detail what the slide is explain. This is not just SLIDES…. There has to be details that I will read on video explaining the context.. and it should flow as if you were giving a presentation in person Levels of Achievement Criteria Does Not Meet Expectations or Missing Needs Improvement Meets Expectations Demonstrates Mastery Introduction and Conclusion Weight 5% 0 to 72% Introduction or Conclusion were missing. 73 to 79% Failed to introduce self or purpose. Abrupt ending with no referencing. 80 to 93% Introduced topic, purpose and self. General summary with appropriate referencing. 94 to 100% Introduced topic, purpose and self along with an effective attention getter. Conclusion reinforced main points, appropriate referencing. Body of the Presentation Weight 50.00% 0 to 72 % Several content areas are missing OR content areas are not addressed at the level of detail required. 73 to 79 % A required content area may be missing OR some content demonstrates weak understanding of concepts being assessed and could be expanded upon. 80 to 93 % Adequately addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in detail demonstrating a basic understanding of the concepts being assessed. 94 to 100 % Addresses all required content areas (case overview, international strategies, and entrepreneurial strategies) in great detail demonstrating a strong understanding of the concepts being assessed. Presentation Design Weight 15% 0 to 72 % Several content areas are not supported with information from the sim or textbook 73 to 79 % Information from the simulation or the text is barely used or not used appropriately. 80 to 93% Information from the simulation and the textbooks is used appropriately to support discussion and decisions. 94 to 100 % Information from the simulation and the textbook is always used appropriately to support discussion and decisions with a high level of application to sim results. Organization and Flow Weight 10% 0 to 72 % Information is not organized in a cl.

CAPS794 Presentation RubricLearning Outcome Assess the leader.docx

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CAPSTONE CASE: The Student will be required to read the Capstone Case (page 476 of the course text) and respond to the 15 questions on page 483 & 484. Each question will require no less than a one-page response with appropriate references in APA format double-spaced, Times New Roman 12point font. Capstone case is due December 5, 2018, @ 9:00AM. 476 Presented here is the description of a serial homicide investigation in the 1960s that involved the sexually motivated murders of seven mostly college-aged women in Michigan. The discussion provided here draws primarily on Edward Keyes’s, The Michigan Murders.1 The case is longer and more detailed than the other From the Case File chapter introductions. It can serve as a capstone discussion of many of the issues covered in Criminal Investigation, including the basic problems of criminal investigation, the value of eyewitness identifica- tions, the value of other evidence, the potential value of DNA evidence, how proof can be established, and the impact of technology on investigations. Questions for discussion and review are presented at the conclusion of the case. Appendix Capstone Case Capstone CASE The Coed Murders The nightmare began on the evening of July 10, 1967, when nineteen-year-old Mary Fleszar did not return to her apartment, which was located just a few blocks from the Eastern Michigan University (EMU) campus in Ypsilanti, Michigan. Mary was a student at the university. As is the case in most missing person investigations, the first task for investigators was to determine when and where she was last seen. In reconstructing the last known whereabouts of Mary, an EMU police officer recalled seeing a girl matching her description walking near campus at about 8:45 p.m. the night before she was reported missing. She was alone. Another witness reported he had seen the girl at about 9:00 p.m. that same night in the same area, walking on the sidewalk. The witness reported that a car had driven up next to her and stopped. According to report the witness gave, the only person in the vehicle was a young man, and the vehicle was bluish-gray in color, possibly a Chevy. The witness said it appeared that the young man inside the car said something to Mary, she shook her head, and the car drove off. Shortly thereafter, the same car passed the witness’s house again and pulled into a driveway in front of Mary, blocking her path. Mary walked around the back of the car and continued down the sidewalk. The car pulled out of the driveway and, tires squealing, drove down the street. At this point the witness lost sight of Mary and the vehicle. Mary was never again seen alive. On August 7, 1967, a heavily decomposed nude body was found on farmland two miles north of Ypsilanti. The body was identified as Mary Fleszar through dental records. It was clear to investigators that the cause of death was certainly not natural, accidental, or suicide, given the area.

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Capitalism emphasizes fostering individualism while socialism emphasizes collectivism. A major criticism of capitalism is that it creates an unequal distribution of resources and income within society because of its focus on individualism over collectivism. However, a major criticism of socialism is that it lacks the incentives necessary for greater innovation thus preventing an economy from achieving a level of productivity to adequately support society. Questions: A. Why do socialist countries typically have difficulty keeping up with the technological innovations of capitalist countries? B. Would a society that emphasized a capitalist mode of production benefit by a moral framework that emphasized collectivism (i.e., emphasized greater consideration of others and society)? Why or why not? Source: Copied & Paraphrased from Colander (2010): Macroeconomics, 8th edition NOTE: Write your initial response with separate paragraph of no more than 5-7 complete, non-compound sentences for each part. Put each part into a separate paragraph. Subsequent responses must be no more than 10 complete, non-compound sentences. All sources must be cited. Information should not be copied directly from any source. .

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Capitão et al. Translational Psychiatry ( 2019) 9:30 https://doi.org/10.1038/s41398-018-0332-2 Translational Psychiatry ARTICLE Open Access A single dose of fluoxetine reduces neural limbic responses to anger in depressed adolescents Liliana P. Capitão1,2, Robert Chapman1,2, Susannah E. Murphy1,2, Christopher-James Harvey1, Anthony James1,2, Philip J. Cowen1,2 and Catherine J. Harmer1,2Abstract Depression in adolescence is frequently characterised by symptoms of irritability. Fluoxetine is the antidepressant with the most favourable benefit:risk ratio profile to treat adolescent depression, but the neural mechanisms underlying antidepressant drugs in the young brain are still poorly understood. Previous studies have characterised the neural effects of long-term fluoxetine treatment in depressed adolescents, but these are limited by concurrent mood changes and a lack of placebo control. There is also recent evidence suggesting that fluoxetine reduces the processing of anger in young healthy volunteers, which is consistent with its effect for the treatment of irritability in this age group, but this remains to be investigated in depressed adolescents. Here we assessed the effects of a single, first dose of 10 mg fluoxetine vs. placebo on neural response to anger cues using fMRI in a sample of adolescents with Major Depressive Disorder (MDD) who had been recently prescribed fluoxetine. As predicted, adolescents receiving fluoxetine showed reduced activity in response to angry facial expressions in the amygdala-hippocampal region relative to placebo. Activity in the dorsal anterior cingulate cortex (dACC) was also increased. No changes in symptoms were observed. These results demonstrate, for the first time in depressed adolescents, that fluoxetine has immediate neural effects on core components of the cortico-limbic circuitry prior to clinical changes in mood. The effect on anger is consistent with our previous work and could represent a key mechanism through which fluoxetine may act to alleviate irritability symptoms in adolescent depression. ,; 1234567890(): 1234567890(): ,; 1234567890(): ,; 1234567890(): ,; Introduction Adolescence is a developmental period in which the risk of experiencing psychological disorders increases significantly. Depression is common during this age period, being associated with a high rate of recurrence and significant risk of suicide1,2. Clinically, adolescents with depression display the same symptoms as seen in adulthood, but there are some key differences: depressed youth often exhibit irritability rather than (or in addition to) low mood. This is reflected in the high rates of irritability reported in community and clinical youth samples with depression, varying between 30 and 85%3–5. For this reason, irritability is included as a cardinal symptom in the diagnosis of Major Depressive Disorder (MDD) among children and adolescents but not adults6. More recently, irritability has also been recognised as a core.

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Capital in the Twenty-First Century CAPITAL IN THE TWENTY-FIRST CENTURY Thomas Piketty Translated by Arthur Goldhammer The Belknap Press of Harvard University Press CAMBRIDGE, MASSACHUSETTS LONDON, ENGLAND 2014 Copyright © 2014 by the President and Fellows of Harvard College All rights reserved First published as Le capital au XXI siècle, copyright © 2013 Éditions du Seuil Design by Dean Bornstein Jacket design by Graciela Galup The Library of Congress has cataloged the printed edition as follows Piketty, Thomas, 1971– [Capital au XXIe siècle. English] Capital in the twenty-first century / Thomas Piketty ; translated by Arthur Goldhammer. pages cm Translation of the author’s Le capital au XXIe siècle. Includes bibliographical references and index. ISBN 978-0-674-43000-6 (alk. paper) 1. Capital. 2. Income distribution. 3. Wealth. 4. Labor economics. I. Goldhammer, Arthur, translator. II. Title. HB501.P43613 2014 332'.041—dc23 2013036024 Contents Acknowledgments Introduction Part One: Income and Capital 1. Income and Output 2. Growth: Illusions and Realities Part Two: The Dynamics of the Capital/Income Ratio 3. The Metamorphoses of Capital 4. From Old Europe to the New World 5. The Capital/Income Ratio over the Long Run 6. The Capital-Labor Split in the Twenty-First Century Part Three: The Structure of Inequality 7. Inequality and Concentration: Preliminary Bearings 8. Two Worlds 9. Inequality of Labor Income 10. Inequality of Capital Ownership 11. Merit and Inheritance in the Long Run 12. Global Inequality of Wealth in the Twenty-First Century Part Four: Regulating Capital in the Twenty-First Century 13. A Social State for the Twenty-First Century 14. Rethinking the Progressive Income Tax 15. A Global Tax on Capital 16. The Question of the Public Debt Conclusion Notes Contents in Detail List of Tables and Illustrations Index Acknowledgments This book is based on fifteen years of research (1998–2013) devoted essentially to understanding the historical dynamics of wealth and income. Much of this research was done in collaboration with other scholars. My earlier work on high-income earners in France, Les hauts revenus en France au 20e siècle (2001), had the extremely good fortune to win the enthusiastic support of Anthony Atkinson and Emmanuel Saez. Without them, my modest Francocentric project would surely never have achieved the international scope it has today. Tony, who was a model for me during my graduate school days, was the first reader of my historical work on inequality in France and immediately took up the British case as well as a number of other countries. Together, we edited two thick volumes that came out in 2007 and 2010, covering twenty countries in all and constituting the most extensive database available in regard to the historical evolution of income inequality. Emmanuel and I dealt with the US case. We discovered the vertiginous growth of income of the top 1.

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Capital-Equipment Budgeting Capital-equipment budgeting is typically related to the expansion of current services. This type of budget must be justified and requires a viability or return on investment analysis. Evaluate the advantages and disadvantages of financing options (e.g., mortgages and loans; lines of credit, leases; bond financing) for a specified capital improvement or equipment project. Resources Readings 1. Textbook: Dropkin, M., Halpin, J., & LaTouche, B. (2007). The budget-building book for nonprofits (2nd ed.). Jossey-Bass. Chapter 16: Allocating Administrative, Overhead, and Shared Costs Chapter 17: Revising Draft Operating Budgets Chapter 18: Zero-Based Budgeting (ZBB) Chapter 19: Capital Budgeting 2. Video: Rae, W, [ehowfinance]. (2009, February 6). Making a Budget: How to Create a 0-Based Budget [Video File]. Retrieved from https://youtu.be/4HNFnNrSNjA (Links to an external site.) Recommended Readings 1. Websites: SAMHSA. (n.d.) Grants. Substance Abuse and Mental Health Services Administration. Retrieved from https://www.samhsa.gov/Grants (Links to an external site.) National Institute of Health (NIH). (2015). Grants and funding: NIH's central resource for grants and funding information. National Institute of Health (NIH). Retrieved from http://grants.nih.gov/grants/oer.htm .

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Capital Structure Create an argument for a publically traded health care organization to issue stocks or bonds as part of its capital structure. Provide support for your position. Imagine that a publicly traded health care organization has just experienced a downgrade in its credit rating from a rating agency, such as Moody’s or Standard & Poor’s. Determine the most likely impact that this event would have on the publically traded health care organization. Indicate an approach that management could take to minimize the impact that you have determined. Provide support for your rationale. Use at least one reference: .

Capital StructureCreate an argument for a publically traded heal.docx

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Capital RationingCompare and contrast the Internal Rate of Retur.docx

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Capital in the Twenty- First Century CAPITAL IN THE TWENTY-FIRST CENTURY�Th omas Piketty Translated by Arthur Goldhammer Th e Belknap Press of Harvard University Press Cambridge, Massachusetts London, England 2014 Copyright © 2014 by the President and Fellows of Harvard College All rights reserved Printed in the United States of America First published as Le capital au X XI siècle, copyright © 2013 Éditions du Seuil Design by Dean Bornstein Library of Congress Cataloging- in- Publication Data Piketty, Th omas, 1971– [Capital au X XIe siècle. En glish] Capital in the twenty- fi rst century / Th omas Piketty ; translated by Arthur Goldhammer. pages cm Translation of the author’s Le capital au X XIe siècle. Includes bibliographical references and index. ISBN 978- 0- 674- 43000- 6 (alk. paper) 1. Capital. 2. Income distribution. 3. Wealth. 4. Labor economics. I. Goldhammer, Arthur, translator. II. Title. HB501.P43613 2014 332'.041—dc23 2013036024 Contents Ac know ledg ments . vii Introduction . 1 Part One: Income and Capital 1. Income and Output . 39 2. Growth: Illusions and Realities . 72 Part Two: Th e Dynamics of the Capital/Income Ratio 3. Th e Metamorphoses of Capital . 113 4. From Old Eu rope to the New World . 140 5. Th e Capital/Income Ratio over the Long Run . 164 6. Th e Capital- Labor Split in the Twenty- First Century . 199 Part Th ree: Th e Structure of In e qual ity 7. In e qual ity and Concentration: Preliminary Bearings . 237 8. Two Worlds . 271 9. In e qual ity of Labor Income . 304 10. In e qual ity of Capital Own ership . 336 11. Merit and Inheritance in the Long Run . 377 12. Global In e qual ity of Wealth in the Twenty- First Century . 430 Part Four: Regulating Capital in the Twenty- First Century 13. A Social State for the Twenty- First Century . 471 14. Rethinking the Progressive Income Tax . 493 15. A Global Tax on Capital . 515 16. Th e Question of the Public Debt . 540 Conclusion . 571 Notes . 579 Contents in Detail . 657 List of Tables and Illustrations . 665 Index . 671 vii Ac know ledg ments Th is book is based on fi ft een years of research (1998– 2013) devoted essentially to understanding the historical dynamics of wealth and income. Much of this research was done in collaboration with other scholars. My earlier work on high- income earners in France, Les hauts revenus en France au 20e siècle (2001), had the extremely good fortune to win the enthusiastic support of Anthony Atkinson and Emmanuel Saez. Without them, my modest Francocentric project would surely never have achieved the international scope it has today. Tony, who was a model for me during my graduate school days, was the fi rst reader of my historical work on in e qual ity in France and immediately took up the British case as well as a number of other countries. Together, we edited two thick volumes that came out in 2007 and 2010, covering twenty countries in all and constituting .

Capital in the Twenty- First CenturyCAPITAL IN.docx

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Capital Investment EvaluationSelect one of the capital investmen.docx

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Capacity Toolkit What is ‘capacity’? How do I decide whether a person has the capacity to make their own decisions? Information for government and community workers, professionals, families and carers in New South Wales. Information for government and community workers, professionals, families and carers in Tasmania. Aged Care and Rehabilitation Clinical Network Depar tment of Health and Human Ser vices © State of New South Wales through the Attorney General’s Department of NSW 2008. You may copy, distribute, display, download and otherwise freely deal with this work for any purpose, provided that you attribute the Attorney General’s Department of NSW as the owner. However, you must obtain permission if you wish to (a) charge others for access to the work (other than at cost), (b) include the work in advertising or a product for sale, or (c) modify the work. Disclaimer: This document has been prepared by the Attorney General’s Department of NSW for general information purposes. While every care has been taken in relation to its accuracy, no warranty is given or implied. Further, recipients should obtain their own independent advice before making any decisions that rely on this information. ISBN: 978-1-921301-56-8 80072 CP-Capacity Toolkit booklet reprint.indd 2 12/6/08 9:06:20 AM Reprinted June 200 © State of New South Wales through the Department of Justice and Attorney General 2008. You may copy, distribute, display, download and otherwise freely deal with this work for any purpose, provided that you attribute the Department of Justice and Attorney General as the owner. However, you must obtain permission if you wish to (a) charge others for access to the work (other than at cost), (b) include the work in advertising or a product for sale, or (c) modify the work. Disclaimer: This document has been modifi ed by the Department of Health and Human Services, Tasmania (December 2009) for general information purposes. While every care has been taken in relation to its accuracy, no warranty is given or implied. Further, recipients should obtain their own independent advice before making any decisions that rely on this information. This document is based in large part on the New South Wales Capacity Toolkit. The Department of Health and Human Services Tasmania acknowledges the initial work of the NSW Department of Justice and Attorney General in producing the original resource. Capacity Toolkit Information for government and community workers, professionals, families and carers in New South Wales. 80072 CP-Capacity Toolkit booklet reprint.indd 3 12/6/08 9:06:21 AM How to use the Toolkit - see page 13 Information for government and community workers, professionals, families and carers in Tasmania. Capacity Toolkit4 Foreword 6 Section 1 9 Capacity at a glance 10 Who is the Toolkit for? 11 How do I use the Toolkit? 13 Section 2 17 What is capacity? 18 Section 3 25 Capacity .

Capacity ToolkitWhat is ‘capacity’ How do I decide whethe.docx

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Capital Investment 5 Sources of Finance for the Proposed CI Project and the Gap between the Theory and Practice of Capital Budgeting By Course Tutor University City/State Date Introduction Comment by Ufuk Misirlioglu: No need along introduction, and add a very limited contribution. Capital budgeting is one of the key processes businesses use to determine the potential of projects succeeding or failing to recuperate the initial financial investments. The process is very critical when large companies want to expand or introduce huge assets, which probably require colossal amounts of first cash investment as well as maintenance. These investments and projects can range from constructing massive new production plants to other long-term schemes. In such instances, business capital investment managers often spend a significant amount of time assessing the new project’s prospective lifetime success, including the cash outflows and inflows. This investment appraisal process is important in evaluating whether the potential outcomes or revenues generated can meet the target benchmark. After achieving a successful capital budgeting plan, it is critical that a firm evaluates its prospective financial sources to fund the proposed projects. For example, based on its financial position, the projected amount of investment capital, and the repayment duration, an organization can either opt for a bank loan or sells its equity to other potential investors. That being said, Foster Construction Ltd needs to assess a wide range of possible financiers to support the purchase of the new ALII. This paper, therefore, mainly discusses some of these capital financing proposals the company can explore, with the last section detailing the existing gap between theory and practice of capital budgeting. Discussion A. Sources of Finance for the Proposed CI Project Foster is a reputable company and boasts of a sizeable annual revenue-meaning that the firm cannot struggle to pay its debts. We truly have quite a range of options that can assist us to fund the new ALII capital project as a private firm. The following are some of the two most viable financial alternatives for the organization: Firstly, I propose we obtain a short-term loan, probably payable within four years, from a renowned financial institution or commercial bank. I strongly believe a short-term loan can assist the Foster Construction Ltd to buy and maintain the modern ALII crane and restore the old one for the next four years. However, there are critical factors that must be considered before identifying the right financier and the amount we can apply. Current and projected inflation rates in the country will definitely play a central role. We must also consider the interest rates offered by each particular organization to determine the lowest repayable amount within the four years. Comment by Ufuk Misirlioglu: Mismatch. Comment by Ufuk Misirlioglu: This is not a short-term. Comment by .

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Capital Investment Case Waterways Corporation is a private company providing irrigation and drainage products and services for residential, commercial, and public sector projects, including farms, parks, and sports fields. It has a plant located in a small city north of Toronto that manufactures the products it markets to retail outlets across Canada. It also maintains a division that provides installation and warranty servicing in the Greater Toronto Area. The mission of Waterways is to manufacture quality parts that can be used for effective water management, be it drainage or irrigation. The company hopes to satisfy its customers with its products, provide rapid and responsible service, and serve the community and the employees who represent it in each community. Waterways puts much emphasis on cash flow when it plans for capital investments. The company chose its discount rate of 8% based on the rate of return it must pay its owners and creditors. Using that rate, Waterways then uses different methods to determine the best decisions for making capital outlays. In 2020 Waterways is considering buying five new backhoes to replace the backhoes it now has at its installation and training division. The new backhoes are faster, cost less to run, provide for more accurate trench digging, have comfort features for the operators, and have associated one-year maintenance agreements. The old backhoes are working well, but they do require considerable maintenance. The operators are very familiar with the old backhoes and would need to learn some new skills to use the new equipment. The following information is available to use in deciding whether to purchase the new backhoes. Old Backhoes New Backhoes Purchase cost when new $90,000 $200,000 Salvage value now $42,000 None Investment in major overhaul needed in next year $55,000 None Salvage value in 8 years None $ 50,000 Remaining life 8 years 8 years Net cash flow generated each year $25,250 $ 41,000 Instructions a. Using the following methods, evaluate whether to purchase the new equipment or overhaul the old equipment. (Hint: For the old machine, the initial investment is the cost of the overhaul. For the new machine, subtract the salvage value of the old machine to determine the initial cost of the investment.) Ignore income taxes in your analysis. 1. Use the net present value method for buying new or keeping the old. 2. Use the payback method for each choice. (Hint: For the old machine, evaluate the payback of an overhaul.) 3. Compare the profitability index for each choice. 4. Compare the internal rate of return for each choice to the required 8% discount rate. b. Are there any intangible benefits or negatives that would influence this decision? c. What decision would you make and why? Capital Investment CaseInstructions quality Quality management principles http://www.iso.org This document introduces seven quality .

Capital Investment Case Waterways Corporation is a private.docx

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Capital Budgeting Process Complete an APA-formatted two-page paper (not including the title and reference pages) answering the following questions. Organizations that decide to issue bonds generally go through a series of steps. Discuss the six steps. An alternative to traditional equity and debt financing is leasing. Leasing is undertaken primarily for what purposes? Discuss the two major types of leases. Discuss the terms short-term borrowing and long-term financing. What are the primary sources of equity financing for not-for-profit healthcare organizations? The capital budgeting process occurs in several stages, but generally includes what? Discuss and list the three discounted cash flow methods. .

Capital Budgeting ProcessComplete an APA-formatted two-page paper .docx

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Can We Know the Universe? The following excerpt was published in Broca's Brain (1979). by Carl Sagan "Nothing is rich but the inexhaustible wealth of nature. She shows us only surfaces, but she is a million fathoms deep." — Ralph Waldo Emerson Science is a way of thinking much more than it is a body of knowledge. Its goal is to find out how the world works, to seek what regularities there may be, to penetrate the connections of things—from subnuclear particles, which may be the constituents of all matter, to living organisms, the human social community, and thence to the cosmos as a whole. Our intuition is by no means an infallible guide. Our perceptions may be distorted by training and prejudice or merely because of the limitations of our sense organs, which, of course, perceive directly but a small fraction of the phenomena of the world. Even so straightforward a question as whether in the absence of friction a pound of lead falls faster than a gram of fluff was answered incorrectly by Aristotle and almost everyone else before the time of Galileo. Science is based on experiment, on a willingness to challenge old dogma, on an openness to see the universe as it really is. Accordingly, science sometimes requires courage—at the very least the courage to question the conventional wisdom. Beyond this the main trick of science is to really think of something: the shape of clouds and their occasional sharp bottom edges at the same altitude everywhere in the sky; the formation of the dewdrop on a leaf; the origin of a name or a word—Shakespeare, say, or "philanthropic"; the reason for human social customs—the incest taboo, for example; how it is that a lens in sunlight can make paper burn; how a "walking stick" got to look so much like a twig; why the Moon seems to follow us as we walk; what prevents us from digging a hole down to the center of the Earth; what the definition is of "down" on a spherical Earth; how it is possible for the body to convert yesterday's lunch into today's muscle and sinew; or how far is up—does the universe go on forever, or if it does not, is there any meaning to the question of what lies on the other side? Some of these questions are pretty easy. Others, especially the last, are mysteries to which no one even today knows the answer. They are natural questions to ask. Every culture has posed such questions in one way or another. Almost always the proposed answers are in the nature of "Just So Stories," attempted explanations divorced from experiment, or even from careful comparative observations. But the scientific cast of mind examines the world critically as if many alternative worlds might exist, as if other things might be here which are not. Then we are forced to ask why what we see is present and not something else. Why are the Sun and the Moon and the planets spheres? Why not pyramids, or cubes, or dodecahedra? Why not irregular, jumbly shapes? Why so sym.

Can We Know the Universe The following excerpt was publ.docx

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Capital Budgeting and Dividend Policy We examined two very important topics in finance this week; Capital Budgeting and Dividend Policy. Critically reflect on the importance of selecting the right projects in which to invest capital. Do we always select those projects that have the highest return on investment? What other factors play into capital budgeting decisions? We also looked at dividend policy. What incentive is there for a company to pay dividends? What signals does dividend policy provide to investors? .

Capital Budgeting and Dividend PolicyWe examined two very import.docx

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Cape Town contends with worst drought in over a century By Derek Van Dam, CNN Meteorologist Updated 1:35 PM ET, Thu June 1, 2017 (CNN)The worst drought in a century is forcing the most stringent water restrictions ever implemented for South Africa's second largest city. Cape Town has less than 10% of its useable water remaining for its nearly 4 million residents. The city is implementing Level 4 water restrictions, which ask residents to limit daily usage to 100 liters (26 gallons) per person. The measure is meant to reduce demand and conserve what little water is still available and means significant sacrifices for residents. http://www.capetown.gov.za/media-and-news/Water%20resilience%20a%20heightened%20approach%20to%20avoiding%20water%20shortages%20and%20achieving%20long-term%20water%20security For Cape Town resident Suzanne Buckley, the restrictions mean adapting to a new lifestyle. "We have buckets in our shower and bathroom sink to save excess water," Buckley said. "The gray water is then used to flush our toilets." The restrictions are in effect across the city in an aggressive effort to preserve its remaining drinking water, but it may not be enough. South Africa ranks as the 30th driest country in the world and is considered a water-scarce region. A highly variable climate causes uneven distribution of rainfall, making droughts even more extreme. Speaking to CNN, Cape Town Executive Mayor Patricia de Lille explained her concerns about the growing water crisis. "Climate change is a reality and we cannot depend on rainwater alone to fill our dams but must look at alternative sources like desalination and underground aquifers." The Western Cape, one of the country's nine provinces and home to Cape Town, experiences its annual rainy season during the winter months (June-September). Capetonians are likely several weeks away from any substantial, drought-relieving rainfall. Even then, predictions are dire for this winter as a potential El Niño develops off the west coast of South America, according to the Climate Prediction Center. If El Niño does materialize, it would have a negative effect on rainfall across the Western Cape. Severe water restrictions The average American uses between 80 and 100 gallons (302-378 liters) of water per day. This includes flushing toilets, taking showers or baths, brushing teeth, running dishwashers and watering lawns. Imagine restricting daily water use to 25 gallons. Some of the most basic tasks involving water that we take for granted would be eliminated or severely restricted. For Cape Town resident Kathy Basso, saving water has meant adopting the "if it's yellow let it mellow, if it's brown flush it down campaign," a simple and effective measure that saves nearly 10 liters of water per flush, and has been promoted by city officials. Hotels across the city are closing their pools and asking patrons to be water .

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"Cape Cod Wind project" Please respond to the following: The Cape Cod Wind Project is not only an important environmental issue, but also an important political one. From the e-Activity, either justify or challenge the appropriateness of the government's influence. Provide an argument to justify your position. "Cape Cod Town Upset About Planned Wind Farm." WCVBtv. 1 October 2010. YouTube. (2 min 54 s), Then use the Internet or the Strayer Library to research the government's role in the Cape Cod Wind Project. Be prepared to discuss. .

Cape Cod Wind project Please respond to the followingThe Cape.docx

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Capella Career Center | Last updated: 6/22/16 1 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER COMPETENCY TRANSLATOR This resource provides a format for capturing what you learn throughout your program and documenting how you have demonstrated the skills required for your positions of interest. Possible uses for this information include: resume accomplishment statements, interview responses, performance review conversations, promotion proposals, and salary negotiations. View the Competency Translator Example to see sample language. The purpose of Chart 1 below is to encourage you to reflect on and record what you’ve learned and how you might apply it in your career. Start early in your program so you can easily refer to the information throughout (and after) your program! Course name (Optional: Include description from catalog) List of required competencies (From competency map in course) Key project/ Demonstration of learning/Skills acquired (Be specific as this could be included in resume and performance review) Possible application of learning (Where and how could you apply this learning?) Actual application of learning (Where and how did you apply this)? Artifact example (I.e. proposal, lesson plan, or budget) Career goal check in (How has this class influenced your career goal?) http://assets.capella.edu/campus/career-center/competency-translator.pdf Capella Career Center | Last updated: 6/22/16 2 COMPETENCY TRANSLATOR FROM THE CAPELLA CAREER CENTER Chart 2 prompts you to research the skills required for specific jobs and identify how you demonstrate those skills. Job or career goal of interest Requisite skill (Find on job posting, LinkedIn profiles, and networking) Best demonstration of each skill (Reflect on degree program, volunteer and work experience) CARD example (Write specific example in bullet or narrative form using CARD format) Challenge – Problem, goal, or requirement in the example Action – Specific actions you took to resolve the challenge, solve the problem or meet the requirement Result –Benefit resulting in specific and measurable terms Details* - Clarifying details to provide context, consider these questions: how many, how much, how long, and how often. Artifact example (List tangible item such as proposal, lesson plan, or budget) to highlight on LinkedIn, website, or portfolio Refer to the following resources for more information on how to leverage your academic learning to reach your career goals! Please help us: Share your quick feedback on this tool! Competencies in Action Resumes Cover letters Portfolio and Work Samples Interviewing https://capellauniversity.co1.qualtrics.com/SE/?SID=SV_d0uqwTRLcoq6kS1 http://assets.capella.edu/campus/career-center/competencies-in-action.pdf https://campus.capella.edu/web/career-center/job-search-tools/resumes https://campus.

Capella Career Center Last updated 62216 1 COMPE.docx

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Cape Town Water Crisis and the Efficient Use of Scarce Water By: Peter Ferrara Cape Town Water Crisis Overview As far back as 1990, water scarcity was talked about in South Africa, with an article in the Cape Times predicting the city would run out of water in 2007 Since then rapid population growth has played a role in the water conversation From 1995 to 2018 Cape Town’s Population grew 79% Population not sits at close to 4 million people including the greater metropolitan area 2014: cities water supply is 71.9% 2015: dropped all the way to 50% total capacity May 2017: water levels reach low of 10% capacity Water Restriction Timeline South Africa experienced a once in a century drought from 2015-late 2017 Water restrictions Jan. 1, 2016- level 2 Nov. 1, 2016- level 3, no use of hoses or sprinklers in residential areas Jun. 1 2017- level 4, water usage limited to 100L/person/day Sep. 3, 2017- level 5, water usage limited to 50L/person/day By Christmas Day 0 was set for April 21 2018 > Day 0 is the day when municiple water supplies would largely be shut off and residents would have to rely on 140 water collection points throughout the city to collect their water ration of 25 L/person/day > Day 0 was eventually moved back to May, then June, then July and eventually postponed to an undisclosed date in 2019 > while the intense drought has largely finished Cape town in not yet free of water scarcity Tourism According to the Tourism Satellite Account for South Africa report, tourism directly contributed to 2.9% of GDP in 2016 This may seem small however, the tourism sector is now a larger GDP driver than Agriculture Despite pressure from the drought, the tourism sector saw a net gain of 40,000 jobs from 2012 to 2016 Additionally it is hard to fully estimate how much revenue tourism generates because certain actions by tourists are categorized differently in GDP (buses and trains fall under transportation) Where does Cape Town go from here? While the drought may be considered over, Cape Town and South Africa in general most take further precautions to prevent a crisis like this happening again Recognizing that tourism is an essential driver of South Africa’s GDP, Cape Town must include its water usage in any and all water conservation methods moving forward. Possible solutions Desalination Centers Cape Town has already released funding to build 3 emergency desalination plants More Efficient Dam Drainage Systems Roughly 10% of their main water supply is unusable because it is too difficult to drain from the dam References Flynn, Jaqueline. “How Cape Town Defeated Day Zero-for Now.” Pulitzer Center, 23 Oct. 2018 “Chapter 9.” Environmental and Natural Resource Economics, by Thomas H. Tietenberg, Taylor & Francis Group, 2018, pp. 208–212. Africa, Statistics South. “How Important Is Tourism to the South African Economy?” Statistics South Africa, 26 Mar. 2018, www.statssa.gov.za/?p=11030. Env.

Cape Town Water Crisis and the Efficient Use of Scarce Water B.docx

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