The advocates of Black Power reject the old slogans and meaningless rhetoric of previous years in the civil rights struggle.
The language of yesterday is indeed irrelevant: progress, non-violence, integration, fear of “white backlash,” coalition. . . .
One of the tragedies of the struggle against racism is that up to this point there has been no national organization
which could speak to the growing militancy of young black people in the urban ghettos and the black-belt South. There has
been only a “civil rights” movement, whose tone of voice was adapted to an audience of middle-class whites. It served as
a sort of buffer zone between that audience and angry young blacks. It claimed to speak for the needs of a community, but
it did not speak in the tone of that community. None of its so-called leaders could go into a rioting community and be lis-
tened to. In a sense, the blame must be shared-along with the mass media-by those leaders for what happened in Watts,
Harlem, Chicago, Cleveland, and other places. Each time the black people in those cities saw Dr. Martin Luther King get
slapped they became angry. When they saw little black girls bombed to death in a church and civil rights workers ambushed
and murdered, they were angrier; and when nothing happened, they were steaming mad. We had nothing to offer that they
could see, except to go out and be beaten again. We helped to build their frustration.
We had only the old language of love and suffering. And in most places-that is, from the liberals and middle
class-we got back the old language of patience and progress. . . .
Such language, along with admonitions to remain non-violent and fear the white backlash, convinced some that
that course was the only course to follow. It misled some into believing that a black minority could bow its head and get
whipped into a meaningful position of power. The very notion is absurd. . . .
There are many who still sincerely believe in that approach. From our viewpoint, rampaging white mobs and
white night-riders must be made to understand that their days of free head-whipping are over. Black people should and must
fight back. Nothing more quickly repels someone bent on destroying you than the unequivocal message: “O.K., fool, make
your move, and run the same risk I run-of dying.”
Next we deal with the term “integration.” According to its advocates, social justice will be accomplished by “inte-
grating the Negro into the mainstream institutions of the society from which he has been traditionally excluded.” This con-
cept is based on the assumption that there is nothing of value in the black community and that little of value could be
created among black people. The thing to do is to siphon off the “acceptable” black people into the surrounding middle-
class white community.
The goals of integrationists are middle-class goals, articulated primarily by a small group of Negroes with middle-
class aspirations or status. . . .
Secondly, while color ...
Inclusion and engagement eutunes joe lambertjellojoe
This document summarizes a talk given at the EUTunes Conference in Rome, Italy about digital storytelling and its role in promoting inclusion and citizenship. The speaker discusses how digital storytelling can help give voice to marginalized groups and young people, helping them feel a greater sense of agency within their communities and countries. By sharing individual stories, digital storytelling helps combat the misrecognition and silencing of outsider groups, and promotes understanding between those with different cultural perspectives. The speaker believes digital storytelling is especially important now during times of economic and political uncertainty which can lead to increased marginalization of minority populations.
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Module 4 Discussion Post and instructionsAfter the Charleston,.docxkendalfarrier
Module 4 Discussion Post and instructions
After the Charleston, South Carolina shooting in 2015, Mitch Landrieu, Mayor of New Orleans, proposed to the city council that Confederate statues be removed from the city. Following court rulings in favor of the council, Landrieu gave a speech challenging the city to move forward to remove the monuments and lead New Orleans forward in reconciliation.
For this discussion, you will not be arguing a position on this contemporary issue. Instead, you will be assuming the role of a change vision communication consultant. Using
Communicating the Change Vision as a guide, you will assess Landrieu’s 2017 speech for effectiveness. Make sure you respond to each prompt, give specific examples in your assessment of the seven elements, and use level one headings for each of the prompts.
· According to Kotter, "That shared sense of a desirable future can help motivate and coordinate the kinds of actions that create transformations." Is the Landrieu speech consistent or inconsistent with this premise? How or how not?
· Which of the "Key Elements in the Effective Communication of Vision" can you identify in the speech? Give examples. What is the impact of the presence of those elements in the speech? Be specific.
·
· Simplicity
· Metaphor, analogy, and example
· Multiple forums
· Repetition
· Leadership by example
· Explanation of inconsistencies
· Give-and-take
· Is the Landrieu speech effective in its purpose to cast vision for a different kind of future for New Orleans and beyond? From what you have learned, what would make the speech stronger?
DISCUSSION INSTRUCTIONS
The student will complete 4 Discussions in this course. The student will post one thread of at
least 400 words responding to each prompt and demonstrating course-related knowledge
with at least 2 scholarly citations from peer-reviewed journals, 1 citation from the text, and one biblical integration all in current APA format. Any sources cited must have been published within the last five years.
EXHIBIT 1: MITCHELL LANDRIEU, “TRUTH: REMARKS ON THE REMOVAL OF CONFEDERATE MONUMENTS IN NEW ORLEANS”
Thank you for coming.
The soul of our beloved City is deeply rooted in a history that has evolved over thousands of years; rooted in a diverse people who have been here together every step of the way—for both good and for ill. It is a history that holds in its heart the stories of Native Americans—the Choctaw, Houma Nation, the Chitimacha. Of Hernando De Soto, Robert Cavelier, Sieur de La Salle, the Acadians, the Islenos, the enslaved people from Senegambia, Free People of Colorix, the Haitians, the Germans, both the empires of France and Spain. The Italians, the Irish, the Cubans, the south and central Americans, the Vietnamese and so many more.
You see—New Orleans is truly a city of many nations, a melting pot, a bubbling caldron of many cultures. There is no other place quite like it in the world that so eloquently exempli.
This document discusses different types of minority groups that have faced discrimination, including sexual, religious, ethnic, and political minorities. It provides examples of discrimination faced by homosexual people, religious persecution throughout history between Christians, Jews, and other faiths, exploitation of immigrant workers, and violence resulting from political disagreements. Songs by artists like Elton John, U2, Sting are referenced as reflecting the struggles of these minority groups.
L'Heureux Lewis-McCoy on how suburban spaces, sexism, and COVID effect the Bl...YHRUploads
This interview with L'Heureux Lewis-McCoy, Associate Professor in the Sociology of Education program at NYU, comprises part of The 1701 Project, a venture led by The Yale Historical Review.
L'Heureux Lewis-McCoy on how suburban spaces, sexism, and COVID affect the Bl...YHRUploads
This interview with L'Heureux Lewis-McCoy, Associate Professor in the Sociology of Education program at NYU, comprises part of The 1701 Project, a venture led by The Yale Historical Review.
2.20.24 The March on Washington for Jobs and Freedom.pptxMaryPotorti1
The March on Washington for Jobs and Freedom took place on August 28, 1963 in Washington D.C. It was organized by A. Philip Randolph and Bayard Rustin to advocate for racial equality and address economic issues facing African Americans. Over 250,000 people participated. Martin Luther King Jr. gave his iconic "I Have a Dream" speech calling for an end to racism. While a historic event, the march had critics like Malcolm X who felt it lost its radical edge, and Anne Moody who felt the leaders focused more on dreams than concrete plans for change.
Racial segregation negatively impacted African Americans and restricted them in daily life. Blacks faced discrimination, violence, and inferior treatment compared to whites. The civil rights movement protested these injustices and activists like Rosa Parks helped challenge the segregationist laws and customs. Over time, the situation for African Americans gradually improved as civil rights legislation was passed and attitudes slowly changed, but racial conflicts and disparities continued to exist.
Inclusion and engagement eutunes joe lambertjellojoe
This document summarizes a talk given at the EUTunes Conference in Rome, Italy about digital storytelling and its role in promoting inclusion and citizenship. The speaker discusses how digital storytelling can help give voice to marginalized groups and young people, helping them feel a greater sense of agency within their communities and countries. By sharing individual stories, digital storytelling helps combat the misrecognition and silencing of outsider groups, and promotes understanding between those with different cultural perspectives. The speaker believes digital storytelling is especially important now during times of economic and political uncertainty which can lead to increased marginalization of minority populations.
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Racism Essay On Racism
Essay on My Experience with Racism
What Is Racism Essay
Racism : Racism And Racism
Racism Essay On Racism
End Racism
Racism Term Report
Definition Essay: Racism
Essay about Racism: Then and Now
Essay on racism and prejudice
Racism Essay On Racism
Essay on Racism
Essay on Racism
Module 4 Discussion Post and instructionsAfter the Charleston,.docxkendalfarrier
Module 4 Discussion Post and instructions
After the Charleston, South Carolina shooting in 2015, Mitch Landrieu, Mayor of New Orleans, proposed to the city council that Confederate statues be removed from the city. Following court rulings in favor of the council, Landrieu gave a speech challenging the city to move forward to remove the monuments and lead New Orleans forward in reconciliation.
For this discussion, you will not be arguing a position on this contemporary issue. Instead, you will be assuming the role of a change vision communication consultant. Using
Communicating the Change Vision as a guide, you will assess Landrieu’s 2017 speech for effectiveness. Make sure you respond to each prompt, give specific examples in your assessment of the seven elements, and use level one headings for each of the prompts.
· According to Kotter, "That shared sense of a desirable future can help motivate and coordinate the kinds of actions that create transformations." Is the Landrieu speech consistent or inconsistent with this premise? How or how not?
· Which of the "Key Elements in the Effective Communication of Vision" can you identify in the speech? Give examples. What is the impact of the presence of those elements in the speech? Be specific.
·
· Simplicity
· Metaphor, analogy, and example
· Multiple forums
· Repetition
· Leadership by example
· Explanation of inconsistencies
· Give-and-take
· Is the Landrieu speech effective in its purpose to cast vision for a different kind of future for New Orleans and beyond? From what you have learned, what would make the speech stronger?
DISCUSSION INSTRUCTIONS
The student will complete 4 Discussions in this course. The student will post one thread of at
least 400 words responding to each prompt and demonstrating course-related knowledge
with at least 2 scholarly citations from peer-reviewed journals, 1 citation from the text, and one biblical integration all in current APA format. Any sources cited must have been published within the last five years.
EXHIBIT 1: MITCHELL LANDRIEU, “TRUTH: REMARKS ON THE REMOVAL OF CONFEDERATE MONUMENTS IN NEW ORLEANS”
Thank you for coming.
The soul of our beloved City is deeply rooted in a history that has evolved over thousands of years; rooted in a diverse people who have been here together every step of the way—for both good and for ill. It is a history that holds in its heart the stories of Native Americans—the Choctaw, Houma Nation, the Chitimacha. Of Hernando De Soto, Robert Cavelier, Sieur de La Salle, the Acadians, the Islenos, the enslaved people from Senegambia, Free People of Colorix, the Haitians, the Germans, both the empires of France and Spain. The Italians, the Irish, the Cubans, the south and central Americans, the Vietnamese and so many more.
You see—New Orleans is truly a city of many nations, a melting pot, a bubbling caldron of many cultures. There is no other place quite like it in the world that so eloquently exempli.
This document discusses different types of minority groups that have faced discrimination, including sexual, religious, ethnic, and political minorities. It provides examples of discrimination faced by homosexual people, religious persecution throughout history between Christians, Jews, and other faiths, exploitation of immigrant workers, and violence resulting from political disagreements. Songs by artists like Elton John, U2, Sting are referenced as reflecting the struggles of these minority groups.
L'Heureux Lewis-McCoy on how suburban spaces, sexism, and COVID effect the Bl...YHRUploads
This interview with L'Heureux Lewis-McCoy, Associate Professor in the Sociology of Education program at NYU, comprises part of The 1701 Project, a venture led by The Yale Historical Review.
L'Heureux Lewis-McCoy on how suburban spaces, sexism, and COVID affect the Bl...YHRUploads
This interview with L'Heureux Lewis-McCoy, Associate Professor in the Sociology of Education program at NYU, comprises part of The 1701 Project, a venture led by The Yale Historical Review.
2.20.24 The March on Washington for Jobs and Freedom.pptxMaryPotorti1
The March on Washington for Jobs and Freedom took place on August 28, 1963 in Washington D.C. It was organized by A. Philip Randolph and Bayard Rustin to advocate for racial equality and address economic issues facing African Americans. Over 250,000 people participated. Martin Luther King Jr. gave his iconic "I Have a Dream" speech calling for an end to racism. While a historic event, the march had critics like Malcolm X who felt it lost its radical edge, and Anne Moody who felt the leaders focused more on dreams than concrete plans for change.
Racial segregation negatively impacted African Americans and restricted them in daily life. Blacks faced discrimination, violence, and inferior treatment compared to whites. The civil rights movement protested these injustices and activists like Rosa Parks helped challenge the segregationist laws and customs. Over time, the situation for African Americans gradually improved as civil rights legislation was passed and attitudes slowly changed, but racial conflicts and disparities continued to exist.
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
This document contains 29 multiple choice questions about accounting concepts and principles from an ACC 290 final exam, including questions about:
- Financial statements and the statement of cash flows
- Basic accounting equations and debits and credits
- Adjusting entries, trial balances, and calculating financial metrics like cost of goods sold
- Inventory costing methods like FIFO and LIFO
- Internal controls and the Sarbanes-Oxley Act
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Accident Up Ahead!Listen to this text being read aloud by a hu.docxmehek4
Accident Up Ahead!
Listen to this text being read aloud by a human being by clicking on this link.
Answer questions #1 and #2 and then answer #3 or #4.
1. When an accident or disaster occurs, many people will panic or just stand there looking. Why do they react that way? (Answer using a short paragraph.)
2. What fears and doubts does Jody have to overcome as she works? What helps her to keep going? (Answer using two short paragraphs.)
3. Write a paragraph about an accident that you experienced as a victim, an observer, or the person who helped the victim.
or
4. As one of the Fortins or Jodouins, write a letter to Jody Stevens thanking her for what she did.
Accident Up Ahead!
JANICE TYRWHITT
THE NORTHBOUND BUS had scarcely left North Bay, Ontario, when-at 1:30 a.m. on Saturday, October 11, 1975-it came to an abrupt halt. Peering out the bus window at Highway 11, Jody Stevens saw a line of taillights stretching into the night. "There must be an accident up ahead," she said to her seatmate. "I had better get out and help." Jody, a young nurse from Toronto, was on her way home to spend Thanksgiving (and celebrate her twenty-fourth birthday) with her family in Timmins. An October drizzle soaked her shoulders as she trudged past a quarter mile of stopped traffic to an eerie scene. In the flickering light of Coleman lamps and road flares, she saw the two-lane highway spattered with blood. An old school bus converted into a camper lay on its side in the ditch. A hunter's pickup truck was stalled in the left lane, the bodies of two moose lolling grotesquely from the back. Off the right shoulder was a silver Mercedes-Benz with a smashed hood. In the lane between them a silent ring of people had gathered round a fourth vehicle-a blue 1973 Ford, a crumpled wreck, with four people in it.
"I think they're all dead," a burly man told Jody.
She caught her breath and thought, Well, Stevens, what do you do now? Jody had packed a lot of experience into the two years since her graduation as a registered nurse, most recently at the Toronto East General Hospital. She threw off her corduroy coat and crawled into the back seat of the crushed car.
While Jody was riding north, twenty-six-year-old Charles Jodouin, his wife Jeanne, and her parents Omer and Lucie Fortin, were driving south from Timmins to visit Jeanne's sister in Kingston. Despite the late hour, traffic in both directions was fairly heavy. They were less than three miles out of North Bay when, suddenly, the left rear wheel spun off an oncoming converted school bus: it flew straight into the grill of a pickup truck moving south just ahead of the Jodouins. Then, out of control, the camperbus skidded across the centre line and sideswiped the Jodouins' blue Ford. A split second later a brand-new Mercedes, travelling behind the camper, also slammed into the Jodouins.
Scrambling into the wrecked blue Ford, Jody found herself in a welter of blood and splintered glass. Trapped in the driver's se.
Access the annual report provided in Course Materials to complete .docxmehek4
Access
the annual report provided in Course Materials to complete the Financial Reporting Problem, Part 1 assignment due in Week Six.
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Create a table to summarize any dollar value answers. Then Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft
®
Word document.
Format
your paper and presentation consistent with APA guidelines.
.
Access the Internet to acquire a copy of the most recent annual re.docxmehek4
Access
the Internet to acquire a copy of the most recent annual report for the publicly traded company used to complete the Financial Reporting Problem, Part 1 assignment due in Week Six. (In week six, I wrote about Apple’s financial report)
Analyze
the information contained in the company’s balance sheet and income statement to answer the following questions:
·
Are the assets included under the company’s current assets listed in the proper order? Explain your answer.
·
How are the company’s assets classified?
·
What are cash equivalents?
·
What are the company’s total current liabilities at the end of its most recent annual reporting period?
·
What are the company’s total current liabilities at the end of the previous annual reporting period?
·
Considering all the information you have gathered, why might this information be important to potential creditors, investors, and employees?
Summarize
the analysis in a 700- to 1,050-word paper in a Microsoft® Word document.
Include
a copy of the company’s balance sheet and income statement.
Format
your paper and presentation consistent with APA guidelines.
.
Acc 290 Final Exam MCQs) Which financial statement is used to de.docxmehek4
This document contains 29 multiple choice questions about accounting concepts and principles from an ACC 290 final exam, including questions about:
- Financial statements and the statement of cash flows
- Basic accounting equations and debits and credits
- Adjusting entries, trial balances, and calculating financial metrics like cost of goods sold
- Inventory costing methods like FIFO and LIFO
- Internal controls and the Sarbanes-Oxley Act
AC2760
Week 2 Assignment
Read the following scenario, and complete the form on the following worksheet:
On March 1, 2012, Mitch Quade established Mitch Realty, which completed the following transactions during the month:
(a)
Mitch Quade transferred cash from a personal bank account to an account to be used for the business in exchange for capital stock, $18,000.
(b)
Purchase supplies on account, $1,200.
(c)
Earned sales commission, receiving cash, $14,000.
(d)
Paid rent on office and equipment for the month, $2,800.
(e)
Paid creditor on account, $750.
(f)
Paid office salaries, $3,000.
Instructions:
1
Journalize entries for transactions (a) through (f).
Omit the journal entry explanations. Please use the drop-down list (right of the cell) to enter the account description box on the worksheet.
2
Post the journal entries the T accounts, placing the appropriate letter to the left of each amount to identify the transactions.
Determine the account balance after all posting is complete.
Accounts containing only a single entry do not need a balance.
3
Prepare and unadjusted trial balance as of March 31, 2012.
1.
Journal - Mitch Realty
Description
Debit
Credit
(a)
(b)
(c)
(d)
(e)
(f)
2.
Ledger - Mitch Realty
Cash
Capital Stock
(a)
(d)
(a)
(c)
(e)
(f)
Sales Commission
Bal.
(c)
Supplies
Office Salaries Expense
(b)
(f)
Accounts Payable
Rent Expense
(e)
(b)
(d)
Bal.
3.
MITCH REALTY
Unadjusted Trial Balance
March 31, 2012
Debit
Credit
Cash
Supplies
Accounts Payable
Capital Stock
Sales Commissions
Rent Expense
Office Salaries Expense
-
-
.
AC1220 Lab 5.1IntroductionJake determines that owning the .docxmehek4
AC1220 Lab 5.1
Introduction
Jake determines that owning the building where Jake’s Computer Sales and Repair operates makes more sense than leasing the facility. On June 1, 20x1, Jake exchanges a $180,000 note payable for the following fixed assets:
·
Land
·
Land improvements, including fencing, paving, lighting, and signage
·
Building
Jake hires an independent appraiser who assigns the following market values to the assets:
Asset
Fair Market Value
Land
$23,500
Land improvements
$8,000
Building
$164,500
Requirement 1
Jake must allocate the $195,000 among three asset classes: land, land improvements, and building.
a. Compute the total fair market value (FMV) of the lump-sum purchase of assets.
Asset
Fair Market Value
Land
$23,500
Land improvements
8,000
Building
164,000
Total
b. Express land improvements and building as a percentage of the total FMV and allocate the purchase price of $180,000 to land improvements and building—the computation is completed for land.
Asset
Fair Market Value
% of Total Fair Market Value
Purchase Price
Cost of Asset
Land
$23,500
12%
$180,000
$21,600
Land improvements
180,000
Building
180,000
Total
c. Journalize the purchase of the assets, using the allocated costs computed in Requirement 1b.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record purchase of land, land improvements, and building
Requirement 2
a. Classify each of the following spending items as either a capital expenditure or an expense. Indicate the correct choice with an “x”:
Spending
Capital Expenditure
Expense
Routine repairs to fencing, $120 (cash)
Renovation of building, including addition to warehouse, $15,000 (on account)
Resurfaced paving, extending the remaining useful life of the paving from 3 to 5 years, $1,000 (cash)
b. Journalize the expenditures described in Requirement 2a.
Date
Account and Explanation
Debit
Credit
6/1/x1
To record repairs to fencing
6/1/x1
To record renovation of building
6/1/x1
To record extraordinary repair
Requirement 3
a. Using the straight-line depreciation method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Completing the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Straight-line Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
1/5 x 6/12
b. Using the double-declining balance method, compute the depreciation expense and the accumulated depreciation that would be recorded at December 20x1. Complete the shaded cells in the following table:
Date
Asset Cost
Depreciable Cost
Double-Declining Depreciation Rate
Depreciation Expense
Accumulated Depreciation
Book Value
Jun 1, 20x1
c. Assume that a truck is expected to be driven 7,000 miles through December 31, 20x1, and that each mile driven represents one production unit. Usi.
Abstract(Provide the main generalizable statement resulting .docxmehek4
Abstract
(
Provide the main generalizable
statement
resulting from the paper briefly)
Introduction
(Explain what the assignment is about to the reader briefly)
Anthropology definition
: according to Schaefer (2010) is “……………………………………………..” (p.5).
Interpretation: In your own words
Example: from your experiences
How does the discipline interface with sociology? Connect anthropology with sociology
Psychology definition
:
Interpretation:
Example:
How does it interface with sociology?
Political Science definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Economics definition
:
Interpretation:
Example:
How does discipline interface with sociology?
Sociology definition
:
Interpretation:
Example:
How does discipline interface with sociology?
.
Abusive relationships are at the core of the Coetzee novel, whether .docxmehek4
Abusive relationships are at the core of the Coetzee novel, whether men and their abuse of women, individuals and their abuse of animals, and men and their abuse of other men. What does Coatzee want to convey to the reader about the nature of abuse and violence in relationships? How does he see both as emblematic of South Africa?
5 page paper on this topic above and include quotes or textual examples from the book.
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
What sampling design is used?
Is the sample size adequate?
How does the sample affect the validity of the conclusions of the study?
.
Abraham, J., Sick, B., Anderson, J., Berg, A., Dehmer, C., & Tufano, A. (2011).
Selecting a provider: What factors influence patients' decision making?
Journal of Healthcare Management
,
56
(2), 99–114.
·
Chullen, C. L., Dunford, B. B., Angermeier, I., Boss, R. W., & Boss, A. D. (2011).
Minimizing deviant behavior in healthcare organizations: The effects of supportive leadership and job design
.
Journal of Healthcare Management
,
55
(6), 381–397.
Compare the two studies by analyzing their samples. Use the following questions to guide you.
1.
What sampling design is used?
2.
Is the sample size adequate?
.
A.Da la correcta conjugación para cada oración.(Give the corre.docxmehek4
A.
Da la correcta conjugación para cada oración.
(Give the correct verb conjugation in F
ormal Commandfor each sentence)
.
Top of Form
1.
_______________
Ud. la cama. (hacer)
2.
______________ Uds. la mesa. (poner)
3.
______________
Ud. a tiempo. (salir)
4.
_____________
Uds. a la fiesta. (venir)
5.
_____________ Ud. la verdad. (decir)
6.
______________ Uds. a la fiesta. (ir)
7.
______________Ud. bueno. (ser)
8.
______________ Uds. la información. (saber)
9.
______________ Ud. en la clase a tiempo.
(estar)
10.
______________ Uds. respecto a sus profesores.
(dar)
11.
______________ Ud. a clase. (ir)
12.
______________ Uds. buenos. (ser)
13.
______________
Ud. el libro en la mochila. (poner)
14.
______________ Uds. de la casa a las ocho.
(salir)
15.
______________
Ud. a mi casa. (venir)
Bottom of Form
.
Abraham Lincoln is considered by many historians to be the greatest .docxmehek4
Abraham Lincoln is considered by many historians to be the greatest American President. His drive to end slavery and to unify the nation was at great personal cost. For this assignment, you will access two important primary sources authored by Abraham Lincoln.
Using the Internet, review the following primary source document:
[Lincoln, A.?]. [ca. 1863].
The Emancipation Proclamation
. Archived document, U.S. National Archives & Records Administration. Retrieved from
http://www.archives.gov/exhibits/featured_documents/
emancipation_proclamation/transcript.html
In addition, research the Internet for
The Gettysburg Address.
The
Webliography
for this module contains a link to this resource.
Based on your analysis of all the readings for this module, respond to the following:
What is Lincoln’s perception of liberty and equality?
Why did he place so much importance on the destruction of slavery and the continuation of one nation?
What examples from both documents demonstrate both civil liberties and rights?
Support your statements with appropriate scholarly references.
Write your initial response in a minimum of 300 words. Apply APA standards to citation of sources.
.
About half of the paid lobbyists in Washington are former government.docxmehek4
About half of the paid lobbyists in Washington are former government staff members or former members of Congress. Why would interest groups employ such people? Why might some reformers want to limit the ability of interest groups to employ them? On what basis might an interest group argue that such limits are unconstitutional?
.
ABC sells 400 shares of its $23 par common stock for $27. The entry .docxmehek4
ABC sells 400 shares of its $23 par common stock for $27. The entry would entail credit(s. to __________.
A. Cash for $9,200
B. Paid-in Capital in Excess of Par-Common for $800; Common Stock for $10,800
C. Paid-in Capital in Excess of Par-Common for $1,600; Common Stock for $9,200
D. Common Stock for $10,800
.
ABC company is increasing its equity by selling additional shares to.docxmehek4
ABC company is increasing its equity by selling additional shares to the public and also by converting its retained earnings. The total amount to be raised is $1,000. Given that the size of retained earnings is $300, how much should be raised externally (by issuing new shares)?
a) $700 b) $705 c) $1,000 d) $1,005 e) $300
.
A.The unification of previously fractious and divided Arab tribes.docxmehek4
A.
The unification of previously fractious and divided Arab tribes
B.
The capitulation of Jewish and Christian leaders
C.
Direct military assistance from the Sasanid state
D.
The exhaustion of the Byzantine Empire after Pyrrhic victories over the Ostrogoths and Vandals
.
A.Escribe la forma correcta del verbo en españolNosotros siem.docxmehek4
A. Escribe la forma correcta del verbo en español
Nosotros siempre_____________coca cola con la pizza. (drink)
Tú ________________________________ en Buenos Aires. (live)
Ellos ______________________________el pastel. (divide)
Yo _________________________la comida mexicana. (eat)
Paco ________________________el dinero en la caja. (hides)
Vosotros __________________________estudiar. (should)
Ramón y Carlos _______________________en el parque. (run)
La maestra __________________________ la puerta. (opens)
Yo _______________________el cuatro de Pedro. (describe)
Él _________________________el carro. (sells)
Tú ___________________un regalo para tu cumpleaños. (receive)
Los estudiantes______________________el libro. (read)
Vosotros ________________________a la clase de arte. (attend)
Ella ___________________________hacer la tarea. (promises)
Alejandra y yo ___________________a hablar español. (learn)
El hombre ____________________descubre el tesoro. (discovers)
Uds. ________________________las escaleras. (go up, climb)
Ud. ________________________el examen. (cover)
El niño _________________________la ventana. (breaks)
Las mujeres_________________________en Dios. (believe)
Escribe en español
We drink milk. _________________________________________
He breaks the window.____________________________________
They open the door.______________________________________
You (pl. Spain) promise to write.____________________________
I learn to speak Spanish.___________________________________
Contesta las preguntas
¿Dónde vives?____________________________________________
¿Lees muchos libros?______________________________________
¿Comes mucha comida mexicana?____________________________
¿Debes estudiar todos los días?_______________________________
¿Recibes buenas notas en todas tus clases?______________________
.
A.Both countries fought for independence from Great Britain, b.docxmehek4
A
.
Both countries fought for independence from Great Britain, but the United States won, and China did not.
B
.
Both countries were colonized, but the United States went on to become a major imperial power, and China did not.
C
.
Both countries established colonies in India, but the United States established commercial control, and China did not.
D
.
Both countries established colonies in the Caribbean, but the United States’ colonies rebelled, and China’s did not.
.
a.A patent purchased from J. Miller on January 1, 2010, for a ca.docxmehek4
a.
A patent purchased from J. Miller on January 1, 2010, for a cash cost of $5,640. When purchased, the patent had an estimated life of fifteen years.
b.
A trademark was registered with the federal government for $10,000. Management estimated that the trademark could be worth as much as $200,000 because it has an indefinite life.
c.
Computer licensing rights were purchased on January 1, 2010, for $60,000. The rights are expected to have a four-year useful life to the company.
Compute the acquisition cost of each intangible asset.
patent
trademark
licensing rights
.
A.) Imagine that astronomers have discovered intelligent life in a n.docxmehek4
A.) Imagine that astronomers have discovered intelligent life in a nearby star system. Imagine you are part of a group submitting a proposal for who on Earth should speak for the planet and what 50-word message should be conveyed. Be sure to answer all three questions below, if you choose this option.
(A) Who should speak for Earth and why?
(B) What should this person say in 50 words?
(C) Why is this message the most important compared to other things that could be said?
Instructions: should be at least 200 words.
B.) Observing Jupiter’s Moons
Big Idea: Sky objects have properties, locations, and predictable patterns of movements that can be observed and described.
Goal: Students will conduct a series of inquiries about the position and motion of Jupiter’s moons using prescribed Internet simulations.
Computer Setup:
Access http://space.jpl.nasa.gov/ and
a) Select THE MOON in the “Show me _______ “ drop down menu
b) Select THE SUN in the “as seen from _______ “ drop down menu
c) Select the radio button “I want a field of view of ____ degrees” and set the drop down menu to 0.5
d) Select the check box for EXTRA BRIGHTNESS and then Select “Run Simulator”
Phase I: Exploration
1) The resulting image shows what one would see looking through a special telescope. In this picture, where is the observer with the special telescope located?
2) How does the image change if you INCREASE the field of view?
3) What is the exact date of the image?
4) Astronomers typically mark images based on the time it currently is in Greenwich, England, called UTC. What is the precise time of the image?
5) Using a ruler to measure the distance on the screen between the middle of Earth and the middle of the Moon, what is the measured distance? You do NOT need to know the exact number of kilometers, but simply a ruler-measurement you can compare other measurements you make later. Alternately, you can use the edge of a blank piece of paper held in the landscape orientation and mark the positions of Earth and Moon or the Squidgit ruler found on the last page.
6) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 1 hour and determine the new distance between the Earth and Moon.
7) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by one day from when you started and determine the new distance between the Earth and Moon.
8) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by three days from when you started and determine the new distance between the Earth and Moon.
9) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by five days from when you started and determine the new distance between the Earth and Moon.
10) Use the browser’s BACK button to return to the Solar System Simulator homepage. Now, advance the time by 10 days from when you s.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
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Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The advocates of Black Power reject the old slogans and meanin.docx
1. The advocates of Black Power reject the old slogans and
meaningless rhetoric of previous years in the civil rights
struggle.
The language of yesterday is indeed irrelevant: progress, non-
violence, integration, fear of “white backlash,” coalition. . . .
One of the tragedies of the struggle against racism is that up to
this point there has been no national organization
which could speak to the growing militancy of young black
people in the urban ghettos and the black-belt South. There has
been only a “civil rights” movement, whose tone of voice was
adapted to an audience of middle-class whites. It served as
a sort of buffer zone between that audience and angry young
blacks. It claimed to speak for the needs of a community, but
it did not speak in the tone of that community. None of its so-
called leaders could go into a rioting community and be lis-
tened to. In a sense, the blame must be shared-along with the
mass media-by those leaders for what happened in Watts,
Harlem, Chicago, Cleveland, and other places. Each time the
black people in those cities saw Dr. Martin Luther King get
slapped they became angry. When they saw little black girls
bombed to death in a church and civil rights workers ambushed
and murdered, they were angrier; and when nothing happened,
they were steaming mad. We had nothing to offer that they
could see, except to go out and be beaten again. We helped to
build their frustration.
We had only the old language of love and suffering. And in
most places-that is, from the liberals and middle
class-we got back the old language of patience and progress. . .
.
2. Such language, along with admonitions to remain non-violent
and fear the white backlash, convinced some that
that course was the only course to follow. It misled some into
believing that a black minority could bow its head and get
whipped into a meaningful position of power. The very notion is
absurd. . . .
There are many who still sincerely believe in that approach.
From our viewpoint, rampaging white mobs and
white night-riders must be made to understand that their days of
free head-whipping are over. Black people should and must
fight back. Nothing more quickly repels someone bent on
destroying you than the unequivocal message: “O.K., fool, make
your move, and run the same risk I run-of dying.”
Next we deal with the term “integration.” According to its
advocates, social justice will be accomplished by “inte-
grating the Negro into the mainstream institutions of the society
from which he has been traditionally excluded.” This con-
cept is based on the assumption that there is nothing of value in
the black community and that little of value could be
created among black people. The thing to do is to siphon off the
“acceptable” black people into the surrounding middle-
class white community.
The goals of integrationists are middle-class goals, articulated
primarily by a small group of Negroes with middle-
class aspirations or status. . . .
Secondly, while color blindness may be a sound goal ultimately,
we must realize that race is an overwhelming fact
of life in this historical period. There is no black man in the
country who can live “simply as a man.” His blackness is an
ever-
present fact of this racist society, whether he recognizes it or
not. It is unlikely that this or the next generation will witness
3. the
time when race will no longer be relevant in the conduct of
public affairs and in public policy decision-making. . . .
“Integration” as a goal today speaks to the problem of blackness
not only in an unrealistic way but also in a
despicable way. It is based on complete acceptance of the fact
that in order to have a decent house or education, black
people must move into a white neighborhood or send their
children to a white school. This reinforces, among both black
and white, the idea that “white” is automatically superior and
“black” is by definition inferior. For this reason, “integration”
is a subterfuge for the maintenance of white supremacy.
The Albany we found in October when we came down as SNCC
field workers was quite different from the Albany we now
know. Naturally, though, many things remain the same. The
swift flowing, cool waters of the Flint River still cut off the
east side of the city from the west. The paved streets remind
visitors that civilization may be thought to exist in the area
while the many dusty, sandy roadways in residential areas cause
one to wonder where tax money goes. Beautiful homes
against green backgrounds with lawns rolling up and down hills
and around corners held up by the deep roots of palm and
pine trees untouched by years of nature’s movement, sunny days
with moonlit nights-this was the Albany we had been
introduced to in October. But this was not the real Albany; the
real Albany was seen much later.
Albany is known by its people to be “liberal.” Located in the
center of such infamous counties as “Terrible Ter-
rell,” “Dogging Douglas,” “Unmitigated Mitchell,” “Lamentable
Lee,” “Unbearable Baker,” and the “Unworthy Worth
4. County.” It stands out as the only metropolitan area of any
prominence in Southwest Georgia. It is the crossroads of rural
people in villages and towns within a radius of ninety miles. It
was principally because of its location that Albany was
chosen as the beachhead for Democracy in .
Initially, we met with every obstacle possible. We had come
down with the idea of setting up office in Albany and
moving on shortly to Terrell County. This idea was short-lived.
We found that it would take more time than we thought to
present this city of 23,000 Negroes with the idea that freedom is
worth sacrifice. . . .
The first obstacle to remove . . . was the mental block in the
minds of those who wanted to move but were unable
for fear that we were not who we said we were. But when
people began to hear us in churches, social meetings, on the
streets, in the poolhalls, lunchrooms, nightclubs, and other
places where people gather, they began to open up a bit. We
would tell them of how it feels to be in prison, what it means to
be behind bars, in jail for the cause. We explained to them
that we had stopped school because we felt compelled to do so
since so many of us were in chains. We explained further
that there were worse chains than jail and prison. We referred to
the system that imprisons men’s minds and robs them of
creativity. We mocked the systems that teaches men to be good
Negroes instead of good men. We gave an account of the
many resistances of injustice in the courts, in employment,
registration, and voting. The people knew that such evils existed
but when we pointed them out time and time again and
emphasized the need for concerted action against them, the
people
began to think. At this point, we started to illustrate what had
happened in Montgomery, Macon, Nashville, Charlotte,
Atlanta, Savannah, Richmond, Petersburg, and many other cities
where people came together and protested against an
5. evil system. . . .
From the beginning we had, as Student Nonviolent Coordinating
Committee field people, visited the NAACP
Youth Chapter, introduced ourselves and outlined our project
for Voter-Registration. We pointed out differences between
the two organizations and advanced the hope that we could work
together.
From this point we initiated meetings in the churches of the
city. We had introduced ourselves to the Baptist
Ministerial Alliance and the Interdenominational Alliance. We
were given their support as groups and many churches
opened their doors to us; others were afraid for one reason or
another.
To these churches we drew the young people from the College,
Trade and General High schools, and on the
street. They were searching for a meaning in life. Nine
committees were formed-Typists, Clubs, Writing, Telephone,
Campus, communication, Sunday School communication,
Ministerial communication, Boy and Girl Scouts, and a central
committee of eighteen persons. Some of those were members of
the NAACP Youth Chapter. They kept coming to the work-
shops we were holding every night at different churches. . . .
That same morning, five or six of us got together at the home of
a local citizen and planned again to go to the bus
terminal. At three o’clock, nine students approached the bus
station, which is located only one block away from the pre-
dominantly “Negro” business area. Upon seeing the neatly
dressed students walk toward the station, a large number came
from the poolrooms, lunchrooms, liquor stores, and other
places. . . .
6. The stories of faraway cities and their protests turned over in
their minds. Was this a dream or was it really hap-
pening here in Albany? The students symbolized in the eyes of
them who looked on, the expression of years of resentment-
for police brutality, for poor housing, for dis[e]nfranchisement,
for inferior education, for the whole damnable system.
The fruit of years of prayer and sacrifice stood the ageless
hatched-men of the South, the policeman, but the children of
the new day stood tall, fearless before the legal executioners of
the blacks in the DEEP south.
The bus station was full of men in blue but up through the mass
of people past the men with guns and billies
ready, into the terminal, they marched, quiet and quite clean.
They were allowed to buy tickets to Florida but after sitting
in the waiting room, they were asked to leave under the threat
of arrest. They left as planned and later filed affidavits with
the Interstate Commerce Commission. The idea had been
delivered. In the hearts of the young and of the old, from that
moment on, Segregation was dead-the funeral was to come later.
There was a meeting of minds which came about as a result of
this action. It was a momentous occasion! The gath-
ering was scheduled for one Friday evening, at a citizen’s home.
The proposed number of five had grown to a total of
twenty interested persons who had been invited by the initial
five. No one imagined the importance of this meeting. Its objec-
tive was to organize and thereby discipline a group to negotiate
with the city officials. It was generally understood that the
entire group would go before the officials but later three men
were chosen to represent the group (THE ALBANY MOVE-
MENT). This committee presented to the Mayor the displeasure
of the community with Segregation as connected with the
following: Train station, Bus terminal, Library, Parks,
Hospitals, City Buses, Juries, Jobs and other public facilities.
7. There
was no reasonable consequence of the meeting with the Mayor;
it was as if there had never been communication.
But the importance of this meeting of the representatives of the
Albany community at the home of a citizen lies
in its structure. The real issue immediately took the floor in the
form of a question: Would the organizations involved be
willing to lose their identity as separate groups and cooperate
under the name of “THE ALBANY MOVEMENT”? All of
the organizations had to caucus-Baptist Ministerial Alliance,
Interdenominational Alliance, Criterion Club, Lincoln Heights
Improvement Association, Federated Women Clubs of Albany,
National Association for the Advance of Colored People and
its coordinate groups-Youth Council-Albany Voters League, and
the Student Nonviolent Coordinating Committee. There
were other interested persons who were members of such groups
as the American Legion, Masons, Elks, etc., but not
there as official representatives. These groups later gave their
support. After a short period of deliberation the groups were
ready to give their opinions. All of the groups were willing to
lose their identit[ies] in the local organization except the
NAACP, whose delegates requested time to receive directives
from the national office.
The Albany Movement soon grew to the statue of “Spokesman”
for the “Negro” community; a representative
social unit with extraordinary powers of negotiations had been
born. . . .
[T]he first mass meeting was called at one of the larger
churches in the city-Mount Zion. A week before the
meeting, enthusiasm had already been developing. There was a
men’s day exercise at which the Reverend Ralph Abernathy,
Treasurer of the Southern Christian Leadership Conference, was
the main speaker. He had been invited by the local church,
8. but his soul-searching message touched the hearts of many,
mounting enthusiastic anticipation for the mass meeting.
The night of the first Mass Meeting came! The church was
packed before eight o’clock. People were everywhere,
in the aisles, sitting and standing in the choir stands, hanging
over the railing of the balcony upstairs, sitting in trees out-
side near windows, and about twenty or thirty ministers sat on
the pulpit in chairs and on the floor side by side. There was
no bickering. Soon a young doctor of the community took
charge of the gathering, leading in the freedom songs which
have
grown out of the student movement during the last two years.
Petitions were laid before Almighty God by one of the min-
isters and a challenge was directed to the assembly by the young
doctor. Then arose a tall, silver-haired, outspoken veteran
of the struggle. He spoke [in a] slow and determined [manner].
He referred to attempts last year to unify the community
in protest against literary abuse of black men in the local paper
and filled in with vivid detail the developments to the date
of the Mass Meeting. Appearing also on the program was the
indefatigable, only, local Negro lawyer, C. B. King. He
stood flatfooted and thundered with his explosively deep voice,
striking at both the inaction of the church and its hypocrisy.
He also condemned local leadership in other areas for
procrastination. At times he sounded like the prophet of doom
but
before he had finished, in his highly polished speech, he
declared that our only hope was unity. This had been the real
reason for the Mass Meeting-to weld the community into one
bond of reason and emotion. The force to do this was gen-
erated by accounts of the released who individually described
the physical situation and mental state of each, in jail.
9. When the last speaker among the students, Bertha Gober, had
finished, there was nothing left to say. Tears filled
the eyes of hard, grown men who had known personally and
seen with their own eyes merciless atrocities committed by
small men without conscience. As Bertha, with her small frame
and baby voice told of spending Thanksgiving in jail
along with other physical inconveniences, there was not a dry
eye to be found. And when we rose to sing “We Shall Over-
come,” nobody could imagine what kept the top of the church
on four corners. It was as if everyone had been lifted up on
high and had been granted voices to sing with the celestial
chorus in another time and in another place.
I threw my head back and closed my eyes as I sang with my
whole body. I remembered walking dusty roads for
weeks without food. I remembered staying up all night for two
and three nights in succession writing and cutting stencils
and memeographing and wondering-How Long? I remembered
thinking about home, a thousand miles away and fun,
games, dancing, movies, boatrides, tennis, chess, swimming,-
LIFE; this was history.
But when I momentarily opened my eyes something good
happened to me. I saw standing beside a dentist of the
city, a man of the streets singing and smiling with joyful tears
in his eyes and beside him a mailman with whom I had
become acquainted along with people from all walks of life. It
was then that I felt deep down within where it really counts,
a warm feeling and all I could do was laugh out loud in the
swelling of the singing.