Rachel Quick and Maria DeCasa , two friends in Caras 4-yr-old clas.docx
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"Rachel Quick and Maria DeCasa , two friends in Cara's 4-yr-old class, bring lunch to school every day. Maria brings meals prepared at home: rice and beans, a piece of fruit, and a thermos with a cold tropical juice drink. Rachel usually brings a store-bought brightly colored, pre-packaged children's meal with processed meat and crackers, a sugary dessert and a soda. Maria wants to eat lunches like her friend at school and has become disinterested in her own food. Mrs. DeCasa expresses to Cara her concern with her daughter's interest in pre-packaged foods and does not want her daughter to eat those kinds of "American" meals. As an aside, Rachel's mother and father are busy executives and do not have time to prepare lunches for their child to bring to school." As an ECP, how can you reach out to the families about this situation? How can you help Maria's mother understand Rachel's family situation? What can Maria's mom do to make Maria's meal more appealing? What can be done to encourage Rachel's family to send her to school with healthier foods? Share two activities will help children and their families understand different cultures. submit a 200–300 word essay answering the Seminar questions listed. Your assignment should be composed in complete sentences and paragraphs. Be sure to answer all questions .
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W2 Assignment "Chapter 3 Questions"
Principles of Finance I
Chapter 3 Questions
·
QUESTIONS: 3-2, 3-4
·
PROBLEMS: 3-13
Learning Objective
Measure a company’s free cash flows and perform a financial analysis of a firm based upon financial statements.
Reading and Assignments
Reading "Chapter 3 Analysis of Financial Statements"
Lecture "Financial Ratios"
Discussion "Investors and Creditors or Financial Statement Ratios"
Assignment "Chapter 3 Questions"
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Read Chapter 2 and review the below NBC Learn video, then answer the.docx
Read Chapter 2 and review the below NBC Learn video, then answer the following questions:
Title: The Death Penalty Is Dying Out
Date: Dec 17, 2011
Duration: 00:02:29
Do you agree with Beccaria's assessment of the death penalty? Explain.
What portions of his reasoning do you most agree or disagree with?
Make sure to:
Write a short essay or paragraph of at least
300 words.
Use concrete examples/details and avoid generalities.
Address all questions.
Use proper grammar and punctuation.
If you researched your topic and are using information from what you learned, remember to cite your sources.
Do not plagiarize.
.
Race, Ethnicity, and Gender in the 19th CenturyBackground Many Am.docx
Race, Ethnicity, and Gender in the 19th Century
Background: Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. However, from roughly 1867 to 1875, African Americans enjoyed far more political influence and equal rights than they ever had before, or ever would again, until the end of the modern Civil Rights Movement almost a century later. In addition to the disturbance in the social hierarchy created by the end of slavery, the nation experienced the influx of huge numbers of immigrants during the last half of the 1800s, many of whom were viewed by the American population as different and inferior to earlier waves of immigrants. Adding to concerns about social order was the push for women’s suffrage that arose after Civil War. These factors came together to create a threat to White male supremacy and combined to create a period characterized by conflict over race, ethnicity, and gender.
Review the following sources about the differences between primary and secondary sources:
Primary, Secondary, Tertiary Sources
Transcript
How to Research Primary Sources
How to Research Secondary Sources
Required sources:
What is Freedom?—Freedom: A History of US
in the Films on Demand database in the Ashford University Library
Alien Menace
Recommended sources:
Entertaining Citizenship: Masculinity and Minstrelsy in Post-Emancipation San Francisco
Identity, Marriage, and Schools: Life along the Color Line/s in the Era of Plessy v. Ferguson
Whiteness, Freedom, and Technology: The Racial Struggle Over Philadelphia’s Streetcars, 1859-1867
Instructions: Explore the
Alien Menace
exhibit thoroughly, viewing all of the links. You are not required to answer the questions on the website, but consider them. Watch
What is Freedom?—Freedom: A History of US
from the Films on Demand database. Based on Chapter 1 in your textbook, the required exhibit, and the film, explain
Why the last half of the 1800s was a time of conflict over the meanings of citizenship, race, and gender.
How African Americans, White Americans, and immigrants worked to secure their places in the social and political hierarchy.
Your initial post should be at least 250 words in length. Provide specific examples to support your points. Your references and citations must be formatted according to APA style as outlined by the Ashford Writing Center. Respond to at least two of your classmates’ posts by Day 7.
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QuizQuestion 1(1 point)The actual change in th.docx
Quiz
Question 1
(1 point)
The actual change in the money supply equals
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Question 2
(1 point)
The required reserve ratio equals 10 percent and all banks initially have zero excess reserves. The Fed buys $1 million in U.S. government securities. The most the money supply can increase is
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Question 3
(1 point)
The more people decide to hold currency, the
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Question 4
(1 point)
The discount rate is the
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Question 5
(1 point)
The most precise way the Fed has to control the money is
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Question 6
(1 point)
According to the above figure, a shortage is shown between which two points?
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Question 7
(1 point)
A decrease in demand and a decrease in supply will lead to a
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Question 8
(1 point)
If the current price of a market basket of goods is $850 and the base year price for the same market basket is $500, what is the value of the price index?
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Question 9
(1 point)
The only way that a society can produce outside the production possibilities curve is
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Question 10
(1 point)
Suppose the tax rate on the first $10,000 income is 0; 10 percent on the next $20,000; 20 percent on the next $20,000; 30 percent on the next $30,000; and 40 percent on any income over $80,000. Family A has income of $40,000 and Family B has income of $100,000. What is the marginal and average tax rate for each family?
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Question 11
(1 point)
The marginal tax rate is equal to
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Question 12
(1 point)
One solution to the Social Security problem cited in the text is to
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Question 13
(1 point)
Social Security taxes are regressive because
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Question 14
(4 points)
Assume an open, mixed economy (C + I + G + X = real GDP) and an MPS of .2 What is the multiplier?
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Question 15
(1 point)
The U.S. fiduciary monetary system
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Question 16
(1 point)
Refer to the above table. The value of M1 is
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Question 17
(1 point)
Possession of information by one party in a financial transaction but not by the other party is
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Question 18
(1 point)
The Federal Reserve bank is managed by
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Question 19
(1 point)
As a "lender of last resort" the Fed
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Question 20
(1 point)
Required reserves are
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Question 21
(1 point)
A bank with deposits of $500 million has $75 million in cash on hand, $50 million in deposits with the Fed, and $80 million in government securities. If the reserve requirement is 15 percent, the bank has excess reserves of
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Question 22
(1 point)
A bank with $100 million in deposits has $6 million in vault cash, $6 million on deposit with the Fed, and $6 million in government securities. The reserve requirement is 20 percent. A person deposits a check for $10 million drawn on another bank. The maximum loan this bank can make once the check clears is
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Question 23
(1 point)
Assuming a reserve ratio of 10 percent, if a bank sells $100,000 in securities how much can the bank loan.
QuizQuestion 1(1 point)SaveQuestion 2(.docx
Quiz
Question 1
(1 point)
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Question 2
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Question 3
(1 point)
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Question 4
(1 point)
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Question 5
(1 point)
Unit 7 in the Online Review discusses one of the most important developments over the past two decades in the field of alcohol and drug studies: the “brain disease” model of addiction. Researchers and top administrators at the National Institute on Drug Abuse (NIDA) have taken the lead in defining virtually all forms of addictive behavior—including alcohol dependence—as
chronic, relapsing diseases of the brain
. These advocates have used dramatic, high-tech images of the “addicted brain” and massive media campaigns, such as the HBO documentary,
Addiction
, to promote this individualistic viewpoint and to stress the need for research on pharmacological and biomedical interventions. At the same time, a number of critics have argued that the brain disease model ignores social and psychological factors involved in the etiology and treatment of addiction. They contend that drinking and drug use are unlike most diseases and involve choices and voluntary behavior. Finally, critics claim that the most effective treatments of addiction rely upon group relationships and personal decisions to change behavior.
Take a look at the material in Unit 7 of the Online Review. Use the “Resources” link to view two or three episodes of the HBO documentary,
Addiction
, and become familiar with the work and ideas of Dr. Nora Volkow, one of the foremost advocates of the brain disease model. Next, follow the links near the bottom of the “Lectures” page and read two brief essays by Sally Satel, a psychiatrist and critic of this biomedical approach to addiction. Then, post your 200-word (minimum) response to this controversial issue. What do you think of the “brain disease” model of alcohol and drug dependence? Is it a valid way of describing addiction? Is it helpful or harmful to the treatment process?
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Architecture and Design
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Environmental science
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Government
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Race-Based Interaction PatternsResourcesDiscussion and Partici.docx
Race-Based Interaction Patterns
Resources
Discussion and Participation Scoring Guide
.
Consider how the issues discussed in this unit are related to the overall impact of race-based interaction patterns in our society.
For this discussion, answer the following:
Massey makes the point that spatial mobility is a barrier to social mobility—what is your interpretation of this concept?
In greater detail, consider how immigration settlement and spatial assimilation contribute to these patterns.
Do patterns of segregation differ for different minority groups?
With this in mind, do you think that forced integration, such as bussing students to increase diversity in public schools, is a viable solution?
What should be done, if anything to decrease this spatial barrier of neighborhood in a way that is beneficial to society overall?
Response Guidelines
Respond to at least two learners. Address whether you agree or disagree with your peer's response. Support your opinion with information from this week's readings.
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