· Identify and discuss the events leading into the Cold War. Wha
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· Identify and discuss the events leading into the Cold War. What was the Cold War (1945-1991) and why was it given that title? · How did the National Security Act of 1947 reshape U.S. military, intelligence, and foreign policy for the Cold War era? · Explain the basic idea of “Containment” as described by George Kennan in his “Long Telegram” (located in the Course Reader). Compare and contrast the implementation of Containment policies by the Truman administration and the Eisenhower administration. · What was the Second Red Scare? How did it affect American society? How does fear remain relevant in modern politics? · What are the major lessons of the Cold War? How are those lessons impacting foreign policy decisions today? Provide a few examples citing current events. · What lessons have not been taken into account in modern American foreign policy decisions? What risks are associated with repeating the mistakes of the past? ...
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This document contains the full course materials for HIST410N Entire course latest all weeks discussions all case study Midterm from Devry University, including weekly discussion questions and responses, case studies and assignments, and the midterm exam. The materials cover a range of topics related to world history from 1900 to the end of the Cold War, including imperialism, World War I, the rise of totalitarianism, World War II, the Cold War, decolonization, and the end of the Cold War. The document provides the framework, questions, and primary sources necessary to complete all assignments for the course.
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The document discusses the Cold War conflicts that emerged in the Third World between 1945-1989. The United States and Soviet Union intervened in countries in Asia, Africa and Latin America due to their opposing ideological beliefs in capitalism and communism. These interventions resembled the new imperialism of the late 19th century. Local leaders in the Third World declared themselves non-aligned but many accepted support from one superpower due to beliefs that change was necessary to improve living conditions. Covert operations and propaganda campaigns were used by both sides in places like Vietnam and Cuba to gain influence.
Structural Realism afterthe Cold WarKenneth N. Waltz.docx
Structural Realism after
the Cold War
Kenneth N. Waltz
Some students of in-
ternational politics believe that realism is obsolete.1 They argue that, although
realism’s concepts of anarchy, self-help, and power balancing may have been
appropriate to a bygone era, they have been displaced by changed conditions
and eclipsed by better ideas. New times call for new thinking. Changing
conditions require revised theories or entirely different ones.
True, if the conditions that a theory contemplated have changed, the theory
no longer applies. But what sorts of changes would alter the international
political system so profoundly that old ways of thinking would no longer be
relevant? Changes of the system would do it; changes in the system would not.
Within-system changes take place all the time, some important, some not. Big
changes in the means of transportation, communication, and war �ghting, for
example, strongly affect how states and other agents interact. Such changes
occur at the unit level. In modern history, or perhaps in all of history, the
introduction of nuclear weaponry was the greatest of such changes. Yet in the
nuclear era, international politics remains a self-help arena. Nuclear weapons
decisively change how some states provide for their own and possibly for
others’ security; but nuclear weapons have not altered the anarchic structure
of the international political system.
Changes in the structure of the system are distinct from changes at the unit
level. Thus, changes in polarity also affect how states provide for their security.
Signi�cant changes take place when the number of great powers reduces to
two or one. With more than two, states rely for their security both on their
Kenneth N. Waltz, former Ford Professor of Political Science at the University of California, Berkeley, is a
Research Associate of the Institute of War and Peace Studies and Adjunct Professor at Columbia University.
I am indebted to Karen Adams and Robert Rauchhaus for help on this article from its conception
to its completion. For insightful and constructive criticisms I wish to thank Robert Art, Richard
Betts, Barbara Farnham, Anne Fox, Robert Jervis, Warner Schilling, and Mark Sheetz.
1. For example, Richard Ned Lebow, “The Long Peace, the End of the Cold War, and the Failure
of Realism,” International Organization, Vol. 48, No. 2 (Spring 1994), pp. 249–277; Jeffrey W. Legro
and Andrew Moravcsik, “Is Anybody Still a Realist?” International Security, Vol. 24, No. 2 (Fall
1999), pp. 5–55; Bruce Russett, Grasping the Democratic Peace: Principles for a Post–Cold War Peace
(Princeton, N.J.: Princeton University Press, 1993); Paul Schroeder, “Historical Reality vs. Neo-
realist Theory,” International Security, Vol. 19, No. 1 (Summer 1994), pp. 108–148; and John A.
Vasquez, “The Realist Paradigm and Degenerative vs. Progressive Research Programs: An Ap-
praisal of Neotraditional Research on Waltz’s Balancing Proposition,” American Political Science
Review, .
Discussion Instructions· Due 1110· Please make sure ALL ques.docx
Discussion Instructions:
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Discussion 3: Failure of Democracy and the Rise of Totalitarianism
Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
Discussion 6: Epic changes in Africa, Asia, and the Middle East
InstructionsFor the initial post, address one of the following:
Option 1: Middle EastExamine the origins of the Arab-Israeli conflict from its beginnings some 4000 years ago and how it has evolved/devolved over the centuries to the current time? Analyze the role of the Balfour Declaration on Israel's rebirth in 1948 and its effectiveness in helping Jewish people in their quest to reclaim their ancient homeland.
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the Cold War
Kenneth N. Waltz
Some students of in-
ternational politics believe that realism is obsolete.1 They argue that, although
realism’s concepts of anarchy, self-help, and power balancing may have been
appropriate to a bygone era, they have been displaced by changed conditions
and eclipsed by better ideas. New times call for new thinking. Changing
conditions require revised theories or entirely different ones.
True, if the conditions that a theory contemplated have changed, the theory
no longer applies. But what sorts of changes would alter the international
political system so profoundly that old ways of thinking would no longer be
relevant? Changes of the system would do it; changes in the system would not.
Within-system changes take place all the time, some important, some not. Big
changes in the means of transportation, communication, and war �ghting, for
example, strongly affect how states and other agents interact. Such changes
occur at the unit level. In modern history, or perhaps in all of history, the
introduction of nuclear weaponry was the greatest of such changes. Yet in the
nuclear era, international politics remains a self-help arena. Nuclear weapons
decisively change how some states provide for their own and possibly for
others’ security; but nuclear weapons have not altered the anarchic structure
of the international political system.
Changes in the structure of the system are distinct from changes at the unit
level. Thus, changes in polarity also affect how states provide for their security.
Signi�cant changes take place when the number of great powers reduces to
two or one. With more than two, states rely for their security both on their
Kenneth N. Waltz, former Ford Professor of Political Science at the University of California, Berkeley, is a
Research Associate of the Institute of War and Peace Studies and Adjunct Professor at Columbia University.
I am indebted to Karen Adams and Robert Rauchhaus for help on this article from its conception
to its completion. For insightful and constructive criticisms I wish to thank Robert Art, Richard
Betts, Barbara Farnham, Anne Fox, Robert Jervis, Warner Schilling, and Mark Sheetz.
1. For example, Richard Ned Lebow, “The Long Peace, the End of the Cold War, and the Failure
of Realism,” International Organization, Vol. 48, No. 2 (Spring 1994), pp. 249–277; Jeffrey W. Legro
and Andrew Moravcsik, “Is Anybody Still a Realist?” International Security, Vol. 24, No. 2 (Fall
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(Princeton, N.J.: Princeton University Press, 1993); Paul Schroeder, “Historical Reality vs. Neo-
realist Theory,” International Security, Vol. 19, No. 1 (Summer 1994), pp. 108–148; and John A.
Vasquez, “The Realist Paradigm and Degenerative vs. Progressive Research Programs: An Ap-
praisal of Neotraditional Research on Waltz’s Balancing Proposition,” American Political Science
Review, .
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· Due 11/10
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· APA format for in-text citations and list of references
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Initial Post Instructions
During the 1930s, much of the world seemed to give up on their hope for a democratic solution to their problems and instead turned to totalitarianism, both in Europe and in Asia.
For the initial post, select and address one of the following:
· Germany/Hitler
· USSR/Stalin
· Japan/Tojo
Address the following questions for your selection:
· What effects did the history, politics, and economies of those areas play in their decisions to turn to totalitarianism?
· What role did the Great Depression in the United States play in their plight?
Discussion 4: World War II
Initial Post Instructions
For the initial post, select and respond to one of the following options:
· Option 1: Examine one or more major battles, including both the Axis and Allies strategies, the outcome of the battles, and the subsequent effects of the victory/defeat. Include an examination of the technologies that were crucial factors in the battle.
· Option 2: Examine the Nazi ideology in wiping out an entire ethnic group.
· How could any modern and so-called advanced and evolved nation like Germany go along so willingly with the mass murder of at least 11 million civilians?
· How were the Germans able to construct the facilities they built for their "Final
Solution
to the Jewish Question" so as to commit genocide on an industrial scale?
Discussion 5: The Cold War
Instructions
Select one of the following smaller nations:
· Korea
· Vietnam
· Cambodia
· Cuba
· Another smaller nation of your choice with instructor approval
For the initial post, address the following in relation to your selection:
· Examine how Cold War policy by the main players affected the smaller nation.
· Examine why democracy was not successful in that nation.
· Describe the loss of personal liberties that were a result of democracy failing.
· Has the nation's political system changed since the Cold War? Explain.
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Can you write these 2 art history questions? I uploaded 2 pictures for this question
I uploaded two pictures, see the picture files and focus on only this pic that is the topic of this art.
And all answers are should be separated!!
The words should be 80-150 words each section.
No plagiarism!
1. Sarcophagus of Junius Bassus, from Rome, Italy
1
.
Description
-
describe what you see- imagine that the person you are describing it to is not there or is blind.
How will you make the work of art visible through verbal description?
2
.
Summary this text
- summarize
this
text
what i wrote on this question!!
you think are the most important pieces of information that you gleaned from the textbook- read the book closely and put it in your own words.
- Summary this ->
JUNIUS BASSUS SARCOPHAGUS Another pagan convert to Christianity was the city prefect of Rome, Junius Bassus, who, according to the inscription on his sarcophagus (FIG. 8-7), was baptized just before he died in 359. The sarcophagus is of eclectic format—decorated only on three sides in the western Roman manner (see Chapter 7), but divided into two registers of five compartments, each framed by columns in the tradition of Asiatic sarcophagi (FIG. 7-61). In contrast to the Santa Maria Antiqua sarcophagus (FIG. 8-6), the deceased does not appear on the body of the coffin. Instead, stories from the Old and New Testaments fill the niches. Christ has pride of place and appears in the central compartment of each register: as a teacher enthroned between his chief apostles, Saints Peter and Paul (above), and triumphantly entering Jerusalem on a donkey (below). Appropriately, the sculptor placed the scene of Christ’s heavenly triumph above that of his earthly triumph. Both compositions owe a great deal to official Roman art. In the center of the upper zone, Christ, like an enthroned Roman emperor, sits above a personification of the sky god holding a billowing mantle over his head, indicating that Christ is ruler of the universe. The scene below derives from portrayals of Roman emperors entering cities on horseback, but Christ’s steed and the absence of imperial attributes contrast sharply with the imperial models the sculptor used as compositional sources. All of the Old Testament scenes on the Junius Bassus sarcophagus are precursors of New Testament events (see “Jewish Subjects in Christian Art,” page 213). Adam and Eve, for example, are in the second niche from the left on the lower level. Their Original Sin of eating the apple in the Garden of Eden ultimately necessitated Christ’s sacrifice for the salvation of humankind. To the right of the entry into Jerusalem is Daniel, unscathed by flanking lions, saved by his faith. At the upper left, Abraham is about to sacrifice Isaac. Christians believe this Old Testament story was a prefiguration of God’s sacrifice of his own son, Jesus. The Crucifixion itself, however, does not appear on the Junius Bassus sarcophagus. Indeed, th.
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Works Cited
Verbrugghe, Adronie, et al. "The Glucose and Insulin Response to Isoenergetic Reduction of Dietary Energy Sources in a True Carnivore: The Domestic Cat (Felis Catus)."
The British journal of nutrition
104.2 (2010): 214-21.
ProQuest.
Web. 24 Sep. 2014.
The glucose and insulin response to isoenergetic reduction of dietary energy
sources in a true carnivore: the domestic cat (
Felis catus
)
Adronie Verbrugghe
1
*, Myriam Hesta
1
, Stephanie Van Weyenberg
1
, Georgios A. Papadopoulos
1
,
Kris Gommeren
2
, Sylvie Daminet
2
, Tim Bosmans
2
, Ingeborgh Polis
2
, Johan Buyse
3
and Geert P. J. Janssens
1
1
Laboratory of Animal Nutrition, Faculty of Veterinary Medicine, Ghent University, Heidestraat 19, B-9820 Merelbeke, Belgium
2
Department of Small Animal Medicine, Faculty of Veterinary Medicine, Ghent University, Salisburylaan 133, B-9820 Merelbeke,
Belgium
3
Laboratory of Livestock Physiology, Immunology and Genetics of Domestic Animals, Department of Biosystems, K.U. Leuven,
Kasteelpark Arenberg 30, B-3001 Heverlee, Belgium
(Received 11 August 2009 – Revised 12 January 2010 – Accepted 13 January 2010 – First published online 2 March 2010)
The present study assessed the effect of separate reduction of each energy-delivering nutrient – protein, fat and carbohydrate – on glucose
tolerance and insulin response in a strict carnivore: the domestic cat (
Felis catus
). Three isoenergetic, home-made diets with the following
energetic distribution, low protein (LP): protein 28% of metabolisable energy; fat 43 %; nitrogen-free extract 29 %; low fat: 47, 27 and 25 %;
low carbohydrate (LC): 45, 48 and 7%, were tested in a 3
£
3 Latin square design. Nine healthy normal-weight cats were randomly assigned
to each of the diets in a random order at intervals of 3 weeks. At the end of each testing period, intravenous glucose tolerance tests were performed.
Plasma glucose concentrations and area under the glucose curve showed no differences. Area under the insulin curve was lower when cats were fed
the LP diet, and the second insulin peak tended to be delayed when the LC diet was fed. In contrast to other studies, in which energy.
Can you write the Annotation one for me, please I choose Energy sou.docx
Can you write the Annotation one for me, please? I choose Energy source of Children This is my topic.
You have to put work cited first and after that you have to write 150 words summary and after that you have to write your opinion for gust one to two lines. After that you have to write Two questions about that summery no yes or no. You can choose two questions of How, What,Where, Why, When. this is my order. You have to read this essay I will put to you because you have to read this resoerc.
I took these information from my college website and these are four pages you have to read. You will see the file with work cited and I put some explain to you.
T h e J o u r n a l o f D e v e l o p i n g A r e a s
Volume 48 No. 4 Fall 2014
INTERACTIONS AMONG POVERTY, ACCESS TO MODERN ENERGY SOURCES, AND GENDER IN NIGERIA
Fidelis O. Ogwumike
University of Ibadan, Nigeria
Uche M. Ozughalu
University of Nigeria, Nigeria
ABSTRACT
This study examines the interactions among poverty, access to modern energy sources and gender in Nigeria. Descriptive statistics and logistic regression technique are used. The 2010 Nigeria Living Standard Survey data set obtained from the National Bureau of Statistics is used. The findings of the study show, among other things, that contrary to what happens in many countries of the world, both incidences of poverty and lack of access to modern energy sources are more pronounced among male-headed households than among female-headed households. The logistic regression estimates show, among other things, that poverty reduces the odds in favor of having access to modern energy sources and while female headship of household reduces the odds in favor of being in poverty, it increases the odds in favor of having access to modern energy sources. The forgoing should serve as invaluable guide to the Nigerian government and policy makers.
JEL Classifications:
D10, I32, J16, Q43, R20
Keywords:
Poverty, Modern Energy Sources, Gender, Logit Model, Nigeria
Corresponding Author’s Email Address:
[email protected]
INTRODUCTION
A major socio-economic problem plaguing Nigeria is poverty. In recent times poverty has become pervasive in Nigeria. Associated with the poverty problem in Nigeria is the gross inadequacy in access to modern energy sources. Most Nigerian households use inferior/environmentally harmful sources of energy for cooking and lighting (National Bureau of Statistics, 2005). The use of such inferior sources of energy - like firewood, charcoal, crop residue, animal waste and sawdust - causes environmental pollution which ultimately leads to reduction in health status and productivity.
Both poverty and access to energy sources have gender dimension. Women are said to be more vulnerable to poverty than men. Despite the great role women play in nation-building, they do not receive commensurate economic reward. It is noteworthy that the great role women play in the development process is clearly ref.
Can you write these four art history questions I uploaded a pictu.docx
1. The coffin of Tutankhamen contains a description of the gold and jewel-encrusted coffin containing the mummified pharaoh Tutankhamen.
2. The principal item found in Tutankhamen's tomb was his innermost golden coffin, made of a quarter ton of gold and inlaid with lapis lazuli, turquoise, and carnelian. It contained a portrait mask of the young king made of gold and jewels.
3. The tomb treasures conveyed grandeur and richness expressing Egyptian power, pride and wealth.
Can you watch one video about Literary and write a summary about tha.docx
Can you watch one video about Literary and write a summary about that, please? I want 250 words. Can you put the work cited of that video you will watch, please? You can choose any video?
literary events committee and literary Arts club presents
Inky Squib
Event is wheelchair accessible. Accommodation (including interpreative service) is available contact jun white at whiteje butte.edu
Due date is 10/27/2014
.
Can you Help me to create report projectDesign push pull .docx
Can you Help me to create report project:
Design push pull inverter using 28 nm using short channel analog design
specs :
voltage: 1 v
voltage gain : 200
3dB frequency : 2.5 MHZ
the circuit model (Analog push-pull amplifier) is the ONLY BASIC MODEL IN PAGE 13 lof
chapter 5 ( CMOS circuit design ) by philip allen
,,
Then we must need to add (new modified equations )of short channel ID ( saturation and linear case ) , with Change the Vin in each case
To find W/L Scaling
these new equation ( which contains ( Ec L ) in this referance book 2015
CMOS Digital Integrated Circuits (2015) ,S.M.Kang, Y.leblebici
he need from me the report with hand calculation
.
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Can you write these 2 art history questions I uploaded 2 pictures f.docx
Can you write these 2 art history questions? I uploaded 2 pictures for this question
I uploaded two pictures, see the picture files and focus on only this pic that is the topic of this art.
And all answers are should be separated!!
The words should be 80-150 words each section.
No plagiarism!
1. Sarcophagus of Junius Bassus, from Rome, Italy
1
.
Description
-
describe what you see- imagine that the person you are describing it to is not there or is blind.
How will you make the work of art visible through verbal description?
2
.
Summary this text
- summarize
this
text
what i wrote on this question!!
you think are the most important pieces of information that you gleaned from the textbook- read the book closely and put it in your own words.
- Summary this ->
JUNIUS BASSUS SARCOPHAGUS Another pagan convert to Christianity was the city prefect of Rome, Junius Bassus, who, according to the inscription on his sarcophagus (FIG. 8-7), was baptized just before he died in 359. The sarcophagus is of eclectic format—decorated only on three sides in the western Roman manner (see Chapter 7), but divided into two registers of five compartments, each framed by columns in the tradition of Asiatic sarcophagi (FIG. 7-61). In contrast to the Santa Maria Antiqua sarcophagus (FIG. 8-6), the deceased does not appear on the body of the coffin. Instead, stories from the Old and New Testaments fill the niches. Christ has pride of place and appears in the central compartment of each register: as a teacher enthroned between his chief apostles, Saints Peter and Paul (above), and triumphantly entering Jerusalem on a donkey (below). Appropriately, the sculptor placed the scene of Christ’s heavenly triumph above that of his earthly triumph. Both compositions owe a great deal to official Roman art. In the center of the upper zone, Christ, like an enthroned Roman emperor, sits above a personification of the sky god holding a billowing mantle over his head, indicating that Christ is ruler of the universe. The scene below derives from portrayals of Roman emperors entering cities on horseback, but Christ’s steed and the absence of imperial attributes contrast sharply with the imperial models the sculptor used as compositional sources. All of the Old Testament scenes on the Junius Bassus sarcophagus are precursors of New Testament events (see “Jewish Subjects in Christian Art,” page 213). Adam and Eve, for example, are in the second niche from the left on the lower level. Their Original Sin of eating the apple in the Garden of Eden ultimately necessitated Christ’s sacrifice for the salvation of humankind. To the right of the entry into Jerusalem is Daniel, unscathed by flanking lions, saved by his faith. At the upper left, Abraham is about to sacrifice Isaac. Christians believe this Old Testament story was a prefiguration of God’s sacrifice of his own son, Jesus. The Crucifixion itself, however, does not appear on the Junius Bassus sarcophagus. Indeed, th.
Can you write the Annotation 2 for me, please I choose Energy sou.docx
Can you write the Annotation 2 for me, please? I choose Energy source of Children This is my topic.
You have to put work cited first and after that you have to write 150 words summary wath two qouts from the essay and after that you have to write your opinion for gust one to two lines. After that you have to write Two questions about that summery no yes or no. You can choose two questions of How, What,Where, Why, When. this is my order. You have to read this essay I will put to you because you have to read this resoerc. You have to put two of he said "............................................" with page number , and second he said, "......................................." with his last name and page number.
I took these information from my college website and you have to read it.
Works Cited
Verbrugghe, Adronie, et al. "The Glucose and Insulin Response to Isoenergetic Reduction of Dietary Energy Sources in a True Carnivore: The Domestic Cat (Felis Catus)."
The British journal of nutrition
104.2 (2010): 214-21.
ProQuest.
Web. 24 Sep. 2014.
The glucose and insulin response to isoenergetic reduction of dietary energy
sources in a true carnivore: the domestic cat (
Felis catus
)
Adronie Verbrugghe
1
*, Myriam Hesta
1
, Stephanie Van Weyenberg
1
, Georgios A. Papadopoulos
1
,
Kris Gommeren
2
, Sylvie Daminet
2
, Tim Bosmans
2
, Ingeborgh Polis
2
, Johan Buyse
3
and Geert P. J. Janssens
1
1
Laboratory of Animal Nutrition, Faculty of Veterinary Medicine, Ghent University, Heidestraat 19, B-9820 Merelbeke, Belgium
2
Department of Small Animal Medicine, Faculty of Veterinary Medicine, Ghent University, Salisburylaan 133, B-9820 Merelbeke,
Belgium
3
Laboratory of Livestock Physiology, Immunology and Genetics of Domestic Animals, Department of Biosystems, K.U. Leuven,
Kasteelpark Arenberg 30, B-3001 Heverlee, Belgium
(Received 11 August 2009 – Revised 12 January 2010 – Accepted 13 January 2010 – First published online 2 March 2010)
The present study assessed the effect of separate reduction of each energy-delivering nutrient – protein, fat and carbohydrate – on glucose
tolerance and insulin response in a strict carnivore: the domestic cat (
Felis catus
). Three isoenergetic, home-made diets with the following
energetic distribution, low protein (LP): protein 28% of metabolisable energy; fat 43 %; nitrogen-free extract 29 %; low fat: 47, 27 and 25 %;
low carbohydrate (LC): 45, 48 and 7%, were tested in a 3
£
3 Latin square design. Nine healthy normal-weight cats were randomly assigned
to each of the diets in a random order at intervals of 3 weeks. At the end of each testing period, intravenous glucose tolerance tests were performed.
Plasma glucose concentrations and area under the glucose curve showed no differences. Area under the insulin curve was lower when cats were fed
the LP diet, and the second insulin peak tended to be delayed when the LC diet was fed. In contrast to other studies, in which energy.
Can you write the Annotation one for me, please I choose Energy sou.docx
Can you write the Annotation one for me, please? I choose Energy source of Children This is my topic.
You have to put work cited first and after that you have to write 150 words summary and after that you have to write your opinion for gust one to two lines. After that you have to write Two questions about that summery no yes or no. You can choose two questions of How, What,Where, Why, When. this is my order. You have to read this essay I will put to you because you have to read this resoerc.
I took these information from my college website and these are four pages you have to read. You will see the file with work cited and I put some explain to you.
T h e J o u r n a l o f D e v e l o p i n g A r e a s
Volume 48 No. 4 Fall 2014
INTERACTIONS AMONG POVERTY, ACCESS TO MODERN ENERGY SOURCES, AND GENDER IN NIGERIA
Fidelis O. Ogwumike
University of Ibadan, Nigeria
Uche M. Ozughalu
University of Nigeria, Nigeria
ABSTRACT
This study examines the interactions among poverty, access to modern energy sources and gender in Nigeria. Descriptive statistics and logistic regression technique are used. The 2010 Nigeria Living Standard Survey data set obtained from the National Bureau of Statistics is used. The findings of the study show, among other things, that contrary to what happens in many countries of the world, both incidences of poverty and lack of access to modern energy sources are more pronounced among male-headed households than among female-headed households. The logistic regression estimates show, among other things, that poverty reduces the odds in favor of having access to modern energy sources and while female headship of household reduces the odds in favor of being in poverty, it increases the odds in favor of having access to modern energy sources. The forgoing should serve as invaluable guide to the Nigerian government and policy makers.
JEL Classifications:
D10, I32, J16, Q43, R20
Keywords:
Poverty, Modern Energy Sources, Gender, Logit Model, Nigeria
Corresponding Author’s Email Address:
[email protected]
INTRODUCTION
A major socio-economic problem plaguing Nigeria is poverty. In recent times poverty has become pervasive in Nigeria. Associated with the poverty problem in Nigeria is the gross inadequacy in access to modern energy sources. Most Nigerian households use inferior/environmentally harmful sources of energy for cooking and lighting (National Bureau of Statistics, 2005). The use of such inferior sources of energy - like firewood, charcoal, crop residue, animal waste and sawdust - causes environmental pollution which ultimately leads to reduction in health status and productivity.
Both poverty and access to energy sources have gender dimension. Women are said to be more vulnerable to poverty than men. Despite the great role women play in nation-building, they do not receive commensurate economic reward. It is noteworthy that the great role women play in the development process is clearly ref.
Can you write these four art history questions I uploaded a pictu.docx
1. The coffin of Tutankhamen contains a description of the gold and jewel-encrusted coffin containing the mummified pharaoh Tutankhamen.
2. The principal item found in Tutankhamen's tomb was his innermost golden coffin, made of a quarter ton of gold and inlaid with lapis lazuli, turquoise, and carnelian. It contained a portrait mask of the young king made of gold and jewels.
3. The tomb treasures conveyed grandeur and richness expressing Egyptian power, pride and wealth.
Can you watch one video about Literary and write a summary about tha.docx
Can you watch one video about Literary and write a summary about that, please? I want 250 words. Can you put the work cited of that video you will watch, please? You can choose any video?
literary events committee and literary Arts club presents
Inky Squib
Event is wheelchair accessible. Accommodation (including interpreative service) is available contact jun white at whiteje butte.edu
Due date is 10/27/2014
.
Can you Help me to create report projectDesign push pull .docx
Can you Help me to create report project:
Design push pull inverter using 28 nm using short channel analog design
specs :
voltage: 1 v
voltage gain : 200
3dB frequency : 2.5 MHZ
the circuit model (Analog push-pull amplifier) is the ONLY BASIC MODEL IN PAGE 13 lof
chapter 5 ( CMOS circuit design ) by philip allen
,,
Then we must need to add (new modified equations )of short channel ID ( saturation and linear case ) , with Change the Vin in each case
To find W/L Scaling
these new equation ( which contains ( Ec L ) in this referance book 2015
CMOS Digital Integrated Circuits (2015) ,S.M.Kang, Y.leblebici
he need from me the report with hand calculation
.
Can you write four these art history questions i uploaded a pictu.docx
Can you write four these art history questions? i uploaded a picture for this question
I uploaded a picture, see the picture file and focus on only this pic that is the topic of this art.
The words should be 80-150 words each section.
TOPIC: Lion Gate,Hattusa (modern Boghazköy), Turkey, ca. 1400 bce.
1.Description- describe what you see- imagine that the person you are describing it to is not there or is blind. How will you make the work of art visible through verbal description?
2. Summary
and paraphrase this paragraph
- summarize what you think are the most important pieces of information that you gleaned from the textbook- read the book closely and put it in your own words.
The Hittites conquered and sacked Babylon around 1595 BCE. Their fortified capital at Boghazköy in Anatolia had seven-foot-tall stone lions guarding the main gateway.
LION GATE, HATTUSA The Babylonian Empire toppled in the face of an onslaught by the Hittites, an Anatolian people who conquered and sacked Babylon around 1595 BCE. They then retired to their homeland, leaving Babylon in the hands of the Kassites. Remains of the strongly fortified capital city of the Hittites still may be seen at Hattusa near modern Boghazköy, Turkey. Constructed of large blocks of heavy stone—a striking contrast to the brick architecture of Mesopotamia—the walls and towers of the Hittites effectively protected them from attack. Symbolically guarding the gateway (FIG. 2-18) to the Hattusa citadel are two huge (seven-foothigh) lions. Their simply carved forequarters project from massive stone blocks on either side of the entrance. These Hittite guardian beasts are early examples of a theme that was to be echoed on many Near Eastern gates. Notable are those of Assyria (FIG. 2-21), one of the greatest empires of the ancient world, and of the reborn Babylon (FIG. 2-24) in the first millennium BCE. But the idea of protecting a city, palace, temple, or tomb from evil by placing wild beasts or fantastic monsters before an entranceway was not unique to the Near Eastern world. Examples abound in Egypt, Greece, Italy, and elsewhere.
3. Research- go online and find additional information about the image and provide the links for that information for your peers. Make sure to summarize and do not simply cut and paste or give us just the URLs.
4. Contemporary Culture- relate the theme to something that you find in our current visual vernacular on popular culture - Why is this image relevant today?
.
Can you please help on this Give some ideasAssignment—Reflecti.docx
Can you please help on this? Give some ideas?
Assignment—Reflection on Diversity
Choose one of the following topics to discuss. Reflect upon your chosen topic in a one- to two-page essay, double-spaced, in APA format. Make sure to include a title page. Based on the topic you choose, describe what the experience was like, how it made you feel and think, and what you learned from it. Connect your discussion to at least three concepts, examples, and/or quotes from the course readings or lectures.
1.
Explore a time when you felt like "other"—when you were made to feel invisible, excluded, or too visible.
2.
Explore a time when you perceived someone or some group as "other" (when you noticed someone or some group was outside or excluded).
3.
Explore a time when a connection was made between you and an "other."
and
Your assignment is to write a brief two- to three-page essay paper, double-spaced, on the importance of understanding cultural, ethnic, and gender differences by managers and professionals in a business setting. Connect your observations and ideas to the materials and readings covered so far in the class. Don't forget to include your experience with the ball and sock experiment in your paper, and be sure to relate the experiment to the importance of understanding diversity and applying this knowledge in the workplace. Please follow APA formatting requirements for this assignment, including a title page, and proofread to be sure that you have no spelling or grammatical errors.
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Can someone please help me out? I had posted this paper over a week ago to have done by tonight. an individual had responded, I paid a $15 down payment and they never completed it and I can not seem to find them online any more. I am in desperate need of some help. Please help me. I can not pay anything until Thursday.
For your third Individual Project, you will be writing
an essay of 1,000 words or more about two additional poems from the assigned reading list
. Please select two works from the list of fifteen—excluding the one you already reflected on in Part A of the Phase 3 DB assignment—and answer the questions below. Again, be sure to begin your paper with an engaging introduction and clear thesis statement, develop each point in the body of your paper using examples and quotes from the poems, and conclude your paper with a restatement of your thesis and closing remarks. Also, make sure you maintain your credibility by including in-text citations and a reference list correctly formatted in APA style.
Imagery: What visual images can you identify in both poems? Comment on the details you notice about objects, places, people, colors, textures and so forth. Which of your other senses are stimulated by the poets’ descriptions?
Figures of Speech: List the specific metaphors, similes, puns and other figures of speech each poet uses and how they contribute to the poem’s overall meaning. (Remember, figurative language is not literal but rather suggestive of something else. For example, the metaphor, “Jack is a pig,” is not a reference to an actual animal with hooves but rather someone named Jack who has pig-like qualities or mannerisms.)
Symbolism: Identify the symbols you notice in each poem. What abstract concepts (e.g., love, death, truth) might the concrete objects (e.g., persons, places, things) suggest?
Language and Word Choice: Every word in a poem has been included (or left out) after much deliberation, as poets choose their words very carefully. Remark on the following in each poem: Does the poet use informal or formal language? Does he or she write in an older dialect or contemporary English? Provide examples.
Tone: What tone does each poet take (e.g., sad, humorous, sarcastic, loving, etc.) toward his or her subject matter?
Themes: What are the main messages of both poems? Give reasons for your answers.
Sound: Read both poems aloud. What do you notice about their rhythms, rhyme schemes and musicality? How does listening to the sound of a poem differ from merely reading it as words on a page?
Final Thoughts: Poetry can enlighten and/or evoke deep emotion in readers. Express the impact each of the two poems you have analyzed for this assignment had on you. What insights did you gain about life or human nature, and what feelings did each piece stir in you? Has your view of poetry changed in any way since reading and analyzing the Phase 3 poems? Explain your answer
.
Can someone please do my assignment for me its a Education classCr.docx
Can someone please do my assignment for me its a Education class
Creative Teaching: Designing Culturally Relevant Instruction
For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.
To further prepare for your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a ten-part form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. A primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester.
Writing the Final Project
Create your Final Project to meet the content and written communication expectations below. The content expectations include the ten parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.
Content Expectations:
Part I: Audience and Rationale (1 point): Write an overview of the class and target population, including the age range, grade and/or subject area, and other relevant attributes of the culture in which school is situated.
Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives) of the instructional experience including (a) Content Outcomes, (b) 21st century skills with an emphasis on creativity and innovation and the International Society for Technology in Education technology skills, and (c) cultural competencies explicitly facilitated within the planned learning experience.
Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe what they would be in some detail.
Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing (a) creativity (i.e., learners involved in making or creating something), (b) problem solving (i.e., overall activity focuses on solving a specific or ill-defin.
C19 07142011 111853 Page 18719CHAPTER NINETEENProjec.docx
C19 07/14/2011 11:18:53 Page 187
19CHAPTER NINETEEN
Project Reviews
Subbu Murthy
T
HE PURPOSE OF PROJECT reviews depends on the project life cycle (see
Figure 19.1). Understanding the purpose of a review is as important as the
review itself. In the early stages of the project, reviews are typically held to
assess the project impact across the portfolio of other projects, evaluate alternatives,
and make decisions to continue the project or abandon them.
In the planning stages, reviews are held to assess the project costs, schedule, and
risks. They are also held to establish the high-level scope and interfaces with other
projects and to evaluate resource allocations. The reviews in the early stage and the
planning phase play a key role in prioritizing and sequencing the project.
In the execution stage, reviews are focused on understanding the project specifica-
tions (requirements, design, etc.), assessing the progress of the project, and assessing
project quality.
Postimplementation reviews are also crucial as they serve to assess overall
performance and review the key lessons learned. They also help understand the true
causes of variance. In a majority of IT projects, poor specifications and scope creep are
the two strong determinants of cost and schedule variances.
Project reviews share four characteristics: (1) They are measurable, (2) they have
specific goals, (3) they deliver direct or indirect benefits to customers or stakeholders,
and (4) they are triggered by a specific milestone or a preestablished schedule.
187
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EBSCO Publishing : eBook Collection (EBSCOhost) - printed on 5/3/2020 12:29 PM via STRAYER UNIVERSITY
AN: 391434 ; Lane, Dean.; The Chief Information Officer's Body of Knowledge : People, Process, and Technology
Account: strayer.main.eds-live
C19 07/14/2011 11:18:53 Page 188
CONCEPTS
Every review must have a purpose, and the purpose must be aligned to the specific
project needs. In addition to identifying the purpose of the review, some of the
fundamental aspects of a project review to consider are the frequency of the review
(weekly versus monthly or quarterly), granularity (detailed versus high level), and
whether reviews are scheduled (weekly, monthly, quarterly) or event driven (such as
completion of a project milestone). The audience for the project review depends on the
purpose of the review. Management, technical architects, developers, quality assurance
personnel, users, finance, and other functions may have to be involved, depending on
the type of review.
While the frequency of review and granularity of reviews depends on .
Calculate the following TEN financial ratiosQuick RatioInvent.docx
Calculate
the following TEN financial ratios:
Quick Ratio
Inventory Turnover
Accounts Receivable Turnover
Total Debt Ratio
Debt to Equity Ratio
Gross Profit Margin
Net Profit Margin
Return on Assets (ROA)
Return on Equity (ROE)
Earnings Per Share (EPS)
Write
a summary of your analysis to include the following for
EACH
ratio:
What does the ratio measure?
How is it calculated?
What is considered a "good" or acceptable figure for the ratio?
What is your calculation for the ratio as it relates to XYZ? Is their result acceptable or not?
.
Calendars are tools that can be assigned to the project and to indiv.docx
Calendars are tools that can be assigned to the project and to individual resources. The calendars can change the length of the workdays and schedule individual vacations. To work with the calendars, we will:
Change the working and non-working time on Standard Calendar.
Change the working and non-working time on a Resource Calendar.
Create new base calendars.
Assign different base calendars to resources.
Guidelines
Complete Lesson 4.
Print the
Project Summary
Report.
Print the
Gantt Chart View
. (Include only those columns up to and including the Finish Date column and the Gantt chart. Print this on two pages wide.)
Print the
Who Does What When
Report. (Print this on three pages.)
Print the
Task
Usage
Report.
Deliverables
All of the following deliverables are required (in a zip file) in order to receive full credit:
Completed MyLab4_XXX.mpp
Completed Review Questions
Printouts/Screenshots contained in Week_4_Printouts_XXX.docx
.
Call to Action Review The Surgeon General’s Vision for a Hea.docx
Call to Action
Review
The Surgeon General’s Vision for a Healthy and Fit Nation 2010
. Then, locate a news article or video related to obesity. Identify the source and evaluate the impact of the report, in relation to the media attention and focus on the topic of obesity. How did the report and media coverage create a sense of urgency to move the audience from complacency to action? In what ways do persuasive arguments and presentations directed toward general audiences create a call to action for reform?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references. Respond to at least two of your classmates’ posts by Day 7.
.
By Saturday, November 8, 2014, of Module 2, post in the .docx
By
Saturday, November 8, 2014
, of
Module 2
, post
in the
Discussion Area
at least one current-day advertisement where the
Argument by Authority
fallacy is present. Describe the syllogism that makes this a fallacy. Take care to be certain that you post an
Argument by Authority
fallacy only
.
.
can i get a quote. i got one from barzzy but she never replied.docx
can i get a quote. i got one from barzzy but she never replied
At this point we know the following about male and female salaries.
a.
Male and female overall average salaries are not equal in the population.
b.
Male and female overall average compas are equal in the population, but males are a bit more spread out.
c.
The male and female salary range are almost the same, as is their age and service.
d.
Average performance ratings per gender are equal.
Let's look at some other factors that might influence pay - education(degree) and performance ratings.
1
Last week, we found that average performance ratings do not differ between males and females in the population.
Now we need to see if they differ among the grades. Is the average performace rating the same for all grades?
(Assume variances are equal across the grades for this ANOVA.)
You can use these columns to place grade Perf Ratings if desired.
A
B
C
D
E
F
Null Hypothesis:
Alt. Hypothesis:
Place
B17 in Outcome range box.
Interpretation:
What is the p-value:
Is P-value < 0.05?
Do we REJ or Not reject the null?
If
the null hypothesis was rejected, what is the effect size value (eta squared):
Meaning of effect size measure:
What does that decision mean in terms of our equal pay question:
2
While it appears that average salaries per each grade differ, we need to test this assumption.
Is the average salary the same for each of the grade levels? (Assume equal variance, and use the analysis toolpak function ANOVA.)
Use the input table to the right to list salaries under each grade level.
Null Hypothesis:
If desired, place salaries per grade in these columns
Alt. Hypothesis:
A
B
C
D
E
F
Place
B55 in Outcome range box.
What is the p-value:
Is P-value < 0.05?
Do you reject or not reject the null hypothesis:
If
the null hypothesis was rejected, what is the effect size value (eta squared):
Meaning of effect size measure:
Interpretation:
3
The table and analysis below demonstrate a 2-way ANOVA with replication.
Please interpret the results.
BA
MA
Ho: Average compas by gender are equal
Male
1.017
1.157
Ha: Ave.
Can anyone do this assignment in 5 hours by 11pm for 40 dollars plea.docx
Can anyone do this assignment in 5 hours by 11pm for 40 dollars please
You are the assistant director of human resources. Janice Marshall has asked you to review the Code of Ethics to determine if John has violated its provisions. You are to prepare a paper that addresses the following:
1. Evaluate International Widgets' Code of Ethics at the conclusion of the You Decide scenario. Do any provisions prohibit John's behavior? Please explain.
2. In addition to a possible ethics violation, could International Widgets pursue other legal avenues against John and/or its competitor? Review your textbook and library references to assist you in answering these questions.
3. Is John in a fiduciary relationship with International Widgets? Why or why not? Is he an agent of International Widgets? Identify the duties and responsibilities of an agent and whether or not John is fulfilling those obligations. Review your textbook and library references to assist you in answering these questions.
4. What action should Gloria take involving John?
00:00
In this scenario, you will evaluate the Code of Ethics to determine if John Anderson has violated International Widgets' Code of Ethics by engaging in business with a competitor.
00:00
The human resources department worked with management to carefully craft a Code of Ethics. All employees received a copy of the code and were required to sign off stating that they had read the code and agreed to abide by its conditions. If an issue concerning an employee occurs, the human resources department investigates. As the assistant director of human resources, you are asked to evaluate an employee's behavior. You meet with Gloria Smithson to obtain all information needed to begin your investigation.
00:00
Gloria has now been in business for 2 years. Her business is called International Widgets, and she employs more than 300 people in the business headquarters. In the early stages of the business, she created a Code of Ethics to govern employees' behavior. Recently, one of her salespeople, John Anderson, seems to be underperforming. Historically, he has been a stellar employee and salesperson, bringing in new clients every month. However, over the last 6 months, not only has he not brought in any new business, but 30% of his accounts have gone to a competitor. Even with this downturn, John was on the road 5 days a week and continued to submit expense reports. Is this ethical?
00:00
Janice is the director of human resources at International Widgets. Recently, Janice met with Gloria to let her know of a rumor in the company that John was actually steering some of his accounts to a competitor because the competitor gave him a kickback.
00:00
John has been employed by International Widgets for 14 months. He likes his job but was recently approached by a competitor with an offer he could not refuse. The competitor wanted to expand his domestic market and asked John to work with him.
CALL TO ACTIONReview The Surgeon General’s Vision for a Healthy an.docx
CALL TO ACTION
Review The Surgeon General’s Vision for a Healthy and Fit Nation 2010. Then, locate a news article or video related to obesity. Identify the source and evaluate the impact of the report, in relation to the media attention and focus on the topic of obesity. How did the report and media coverage create a sense of urgency to move the audience from complacency to action? In what ways do persuasive arguments and presentations directed toward general audiences create a call to action for reform?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references.
.
By Saturday, November 1, 2014, respond to the discussion questio.docx
By
Saturday, November 1, 2014
, respond to the discussion question. Submit your responses to the appropriate
Discussion Area
. Use the same
Discussion Area
to comment on your classmates' submissions by
Saturday, November 1, 2014
, and continue the discussion until
Wednesday, November 5, 2014
of the week.
Consider and discuss how the phenomena of prosocial behavior and pure altruism relate to each other and how they differ from each other.
Pure altruism is a specific kind of prosocial behavior where your sole motivation is to help a person in need without seeking benefit for yourself. It is often viewed as a truly selfless form of behavior.
Provide an example each of prosocial behavior and pure altruism.
.
By Tuesday, December 23, 2014, draft a paper that critically ana.docx
By
Tuesday, December 23, 2014
, draft a paper that critically analyzes a current, domestic or foreign political issue of importance to the United States. Students will (1) identify a current political event to analyze; (2) research and summarize the different approaches to understanding the political issue selected; (3) provide a clear, personal analysis of the issue and an explanation of the core values and assumptions that informs their analysis. The student will be expected to support their discussion with primary texts and from pre-approved secondary sources (including, but not limited to the course text, online lectures, and a list of suggested online resources). Your paper should be 6–8 pages in length and include proper APA citation.
.
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C19 07142011 111853 Page 18719CHAPTER NINETEENProjec.docx
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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