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Project Instructions

The project for this class is the “Red Zuma Project,” discussed in the Larson and Gray textbook pg 621. Refer to your textbook for all instructions for this assignment. This project will be divided into 2 submissions:

  • Project Submission 1 will consist of Parts 1–2.
  • Project Submission 2 will consist of Parts 3–4.

 

You must submit a Microsoft Word file that contains properly labeled sections, (that includes appropriate screen shots from Microsoft Project), answers all the questions, AND contains all your completed Microsoft Project files.

 

It is very important that you label your work as you are answering the questions and preparing your various tables, charts, and diagrams. Credit will only be given to the work that is clearly marked and organized.

 

Project Submission 1 is due by 11:59 p.m. (ET) on Monday of Module/Week 3.

Project Submission 2 is due by 11:59 p.m. (ET) on Monday of Module/Week 7.

 

 

 

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Question 1: Other

 

For the loading and geometry given in the figure below, determine the maximum value of normal stress at both at the hole and the notch. [Hint: σ = Kt . σnom Be careful with the cross-sectional area selection.

 

Question 2: Other

 

Need help with an assignment due for Saturday must be at least 1500 words or more with 3 scholoarly sources withing the last past 5 years . Must include in text citation and be APA format.                                                                                                                                                                                                                        1. n a narrative format, discuss how white Americans who have not owned slaves nor practiced discrimination in employment, may have nonetheless benefitted from, and have been advantaged by, slavery and discrimination?

  1. What are the primary problems with the concept of race and what are the social and political implications of using race to define and study groups of people?
  2. Why is it so difficult to identify examples of institutional discrimination? If rules apply to everyone, shouldn’t that be enough to prevent unfair treatment? Give examples of real or perceived institutional discrimination to support your argument.

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Question 3:Computer Science

 

Programming Question:

 

In this program it is required to red and manipulate the scores of ICS 103 exams. The program should define a constant MAXSIZE for the array, declare necessary variables and arrays. Then the program displays the following menu and waits for the user choice (define and use a function getChoice):

  1. Read scores
  2. Convert scores to letter grades and display a table of scores and letter grades
  3. Show statistics (count, maximum, minimum, average, median, mode, standard deviation)
  4. Rank students (first, second, third, etc.)
  5. Show grade distribution
  6. Exit

 

Based on the user choice the program should use relevant functions to perform the required task. If the user input 6, the program asks the user to confirm if he wants to exit. If the user enters ‘y’ or ‘Y’, the program terminates. Otherwise, it should redisplay the menu and wait for his next choice.

 

Here is a list of functions that you should define and use:

int getChoice(void)  — this function is to show a menu and read a valid choice.

void readArray( double score[], int size) — this function to read the scores and save it in 1D array.

void showLetterGrades(double score[], int size) – this function is to show a table of scores and their corresponding letter grades. It should also use another function to compute letter grades.

void getLetterGrades(double score[], char grades[], int size)

void showStatistics(double score[], int size)   — this function is to show all relevant statistics: count, minimum, maximum, median, mode, average, standard deviation. It should also use another function to compute the statistics:

void getStats(double score[], int size, double *min, double *max, double *avg, double *stDev, double *mode, double *median)

void showRanks(double score[], int size) – this function is to show a table of scores and their corresponding ranks (i.e. the highest grade will be 1, the next will be 2, and so on). It should also use another function to compute ranks:

void getRanks(double score[], int ranks[], int size)

void showDistribution(double score[], int size) – this function is to show the distributions of letter grades (i.e. the percentage of students having A, the percentage of students having B, and  so on). It should also use void getLetterGrades(double score[], char grades[], int size) to convert scores to letter grades then it uses another function to compute the distributions of each letter grade

void getDistributions(char grades[],int size, double distribution[])

 

Question 4: Other

 

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need help with an assignment must be at least 250 words with apa format..Must include intext citationa and also have 3 scholary sources that are up to date. The questions is listed …………………………………….

Why is an understanding of cultural diversity necessary in all areas of the criminal justice system?

Give one example of where a lack of cultural understanding could cause for there to be tension between the community and law enforcement

Question 5: Finance

 

This essay assignment should focus on the important role of commercial banks in a modern economy and dynamic financial system. To do so, you will be required to conduct research on a local business that collaborates with a financial institution resulting in productive financial outcomes. In addition, you will look deeper into the common risks that exist for these financial institutions as a result of the collaboration.

Your essay should begin with an introduction, be well organized, and present a clear discussion of the topic. The steps for completing your assignment are listed below.

  1. Research a local business that collaborates with a financial institution in your area.
  2. Explain the details of the business (e.g., type, years in business, location).
  3. Explain how the business and the financial institution began to collaborate (e.g., loans, investments, marketing).
  4. Explain what risks exist among financial institutions when they choose to collaborate with a local business.
  5. Create a graphic, chart, or image that illustrates the collaboration between the local business and the financial institution. This will be added in as an appendix item at the end of the essay.

Submit your assignment in a Word document. You should have a minimum of four pages (three pages of content and one appendix page). Please include a title page and a reference page, which will not count toward meeting your total page count requirement.

Please use at least two academic sources or industry magazines (this may include the course textbook). At least one source must come from the CSU Online Library. Use APA style formatting for your paper.

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Question 6: English

 

Major Paper #1: The Point of View Essay

We will be working on this paper for the next three units.  The final draft of the paper–with all three sections described below–will be due at the end of Unit #4.

Purpose:  This paper assignment has several purposes.  As the first major paper for this class, the Point of View Essay is designed to re-engage you with the fundamentals of all good writing, including using lush sensory details to show the reader a particular place (rather than tell them about it), basic organization, clear focus, etc.  However, this unit does not function as a mere review.  The Point of View Essay will also introduce you to the concept of “thinking and seeing rhetorically, and analyzing writing rhetorically”–using the Writer’s Toolbox described in this unit to improve your writing and critical reading skills.  Finally, the Point of View Essay  allows you to reflect on this process.

The Assignment:

  1. Pleasant/Unpleasant Description of the Place:Choose a place you can observe for an extended period of time (at least 20-30 minutes). Use all of your senses (sight, hearing, touch, smell, even taste if possible) to experience the place, and record all of the sensations that you experience. As you record your data, you may wish to note which details naturally seem more positive, negative, or neutral, in terms of tone. (For instance, a stinky and overflowing trash barrel swarming with flies in a nearby alley might seem more inherently negative than a little white bunny rabbit hopping playfully across the lawn.)  Then, you will use this information to help your write descriptions of the place: one positive, one negative.  Both descriptions should be factually true (same real time and real place), but you will want one description to be positive in terms of tone and the other to be negative.  In addition to including the information and sensory details you’ve collected as the basis for these descriptions, you will also use the Writer’s Toolbox to create your two contrasting impressions for this assignment.  (The Writer’s Toolbox is explained in the Lecture Notes section of this unit.)  As you revise and refine your descriptions, please be sure you are “showing” your readers your place (really putting the readers “there” in the moment and in this scene), rather than simply “telling” them about it.  You will also want to try to eliminate unnecessary linking verbs as much as you can, incorporating verbs that show “action” whenever possible.
  2. Rhetorical Analysis:  Looking back at your descriptions, analyze how you created these two very different impressions of the place (one positive, one negative) without changing any of the facts.  How did you make your place seem so positive in one paragraph and yet so negative in the other paragraph, without changing the facts?  Discuss how you incorporated each of the tools from the Writer’s Toolbox, and cite examples of this from each of your descriptions.  (This analysis should be at least 400-500 words in length.)
  3. Reflection:  In one to two paragraphs, consider at least one of the following questions:   What have you learned about writing through this assignment?  How might you apply this knowledge?  Has this process of using the Writer’s Toolbox affected your vision of various information media–for instance, television and print news sources, magazines, etc.?  If so, how so?

Again, we will be working on the rhetorical analysis in Unit 3 and the Reflection in Unit 4.  For this unit, however, you will want to draft the first portion of this paper, the positive and negative descriptions of your place.

The first portion of this assignment is a three step process:

1.) Find your place.  This should be one single setting at one particular time.  Do not use multiple places.  For instance, if you want to write about your house, do not describe your entire house.  Choose one particular room, or one particular view.  Also, do not use different times.  If it’s morning in your positive paragraph, it can’t be evening in your negative paragraph.  If it’s completely sunny in your positive paragraph, it can’t be raining in your negative paragraph.

2.)  Make a sensory chart of your place, recording all of the sights, smells, sounds, sensations, and even tastes (if applicable).  Use your five senses to collect data, and be as specific as possible.

3.)  Use the data you have recorded to craft your two descriptions, incorporating the Writer’s Toolbox to shape each of your paragraphs and thus the impression of the place. Remember that in the first paragraph your place should seem positive, while in the second paragraph, your place should seem negative.

The following is a student example of the first portion of this assignment:

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“Nature’s Symphony at Pillsbury Crossing”

Nature’s beauty surrounds me.  On a calm, mostly sunny day, the leaves flutter as if they were applauding the breath of the land.  Green, yellow, and brown hues sparkle in the warm sunlight, offering a mosaic reflection on the water.  A short waterfall branches like a limb from the pond, whisking the water down into a misty creek.  The clear water rushes through the mossy rocks and falls, creating a soothing melody.

Delicate water birds chitter and trill, voicing their opinions and contributing to the symphony of nature.  Two children play at the water’s edge.  Their shoes are off, and they dip their toes in the creek’s relieving temperature with delight.  Meanwhile, I bathe in the sun like a flower in the springtime, absorbing all the comforting sun’s rays, while the gentle puffs of a relieving breeze soothe my skin and the back of my neck.  I sip some iced tea to quench my thirst and sigh.  What a perfect afternoon.

“Grim Times at Pillsbury Crossing”

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Death has had her way here.  On a partly cloudy day at the end of the tropical summer, the leaves look withered and dry, parched by days of scorching sun.  A blast of wind brings some of the foliage to its final resting place on the cracked ground.  A waterfall sits not far from this leaf cemetery, clogged by clumps of mossy overgrowth and mud.  Though this should be a place of relaxation, the noisiness of nature overwhelms me: water crashing violently again rocks, water fowl quacking and flapping in confrontation, bugs buzzing, and worst of all the screaming of a couple of unruly kids.  Though the signs clearly warn “stay off the rocks,” these two juvenile delinquents have left their shoes like litter on the shore and seem to be shoving each other in a game of chicken on the slick boulders. Loser gets a trip to the E.R.  Attempting to ignore them, I take a swig of my iced tea and sigh in disappointment. It’s warm.  Though I’ve been trying my best to attain solace here, all I’ve found is annoyance, three mosquito bites, and a reddening sunburn.

 

 

 

Question 7:        Business

 

*Unit 7 Course Project

Code of Ethics

Begin by preparing of Code of Ethics for a fictional company which should include at minimum ten elements. Once you have compiled the Code of Ethics, respond to the following questions:

  1. Why did you include each of the ten elements?
  2. Why is a Code of Ethics an important part of every business from an employer standpoint?
  3. Why is a Code of Ethics an important part of every business from an employee standpoint?
  4. Once you have written the Code of Ethics, how would you implement to ensure compliance?

Your completed assignment should be two double-spaced pages (one page for the Code of Ethics and one page for question responses). Please use a minimum of two credible sources from the CSU Online Library to support your reasoning. Referenced sources must have accompanying citations complying with APA guidelines.

Format your essay response in accordance with APA style

 

 

*Unit 7 DB

 

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Companies use a code of ethics to preserve a certain level of ethics within their organization. Identify a company that you believe constantly displays ethical behavior and explain why.

 

Question 8:        Business

 

How important is cash flow in a businesses

 

Question 9:        Accounting

 

Assume that you contribute an annual sum of money (your choice) to your company’s retirement plan for the next 40 years and contribute that same sum of money to an identical investment outside of your company’s retirement plan (non-tax deferred) for the same period of time, what would be the Future Value of each?

 

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Question 10:      English

 

you should write according to these websites and it should be 3-4 pages  https://www.smithsonianmag.com/smart-news/where-we-got-term-banana-republic-180961813/                                                                                                                                                                                                                                                                                                                   https://www.youtube.com/watch?v=WZFI6dvgOzU&feature=youtu.be

 

 

Question 11:      Other

 

  1. What is the leadership paradox? Give some reasons why a leader can encounter difficulty in newly formed teams or groups using a participative management system.
  2. Consider the different leadership styles outlined in this chapter. Some of the leadership styles presented in this chapter are commanding, coaching, pace setting, affiliate, democratic and visionary. What are some of the representative behaviors associated with each style of leadership? What are some of the benefits and drawbacks to each particular style?
  3. How does each of the five types of teams listed in this chapter manage their team boundaries manage their team boundaries? Insulating Teams, Broadcasting Teams, Marketing Teams, Surveying Teams and X-Teams.  What are the trade-offs between internal cohesion and external ties within each type of team?
  4.  Consider the list of common roles for team members in  The identified and outlined leadership styles in the chapter this week include: Task versus Person Leadership, Transactional versus Transformational Leadership and Autocratic versus Democratic Leadership. Which of these roles do you think you play in your own team or group? Why?

 

 

Question 12:      Business

 

Unit 6 DB

Think about a company you have worked for, either currently or in the past. Reflect upon the corporate culture with respect to the practice of ethics within the organization. What was leadership’s role in establishing this culture within the organization? How did power and motivation relate to the degree of ethical conduct?

 

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Question 14:      Other

 

climate change, the arctic thaw and climate change mitigation and adaptation

Assignment 3 is worth 60% toward your grade in this course. This assignment provides you with opportunity to investigate the concepts and theories associated with Earth’s energy budget and how positive radiative forcing leads to climate change in Part A (worth 20 marks); a case study of accelerated and most pronounced changes in the Arctic in Part B (worth 20 marks); and lastly Part C (worth 15 marks) in which you consider factors that must be taken into consideration and action that individuals and countries will need to adopt to address the adverse effects of climate change. You also consider how the federal government is responding to climate change and developing policies to reduce the risk factors for Canadians.

In completing the assignment, be sure to provide reference sources for your information to avoid plagiarism by using a standard citation system

Part A.  Greenhouse Gases and Earth’s Energy Budget (20 marks)

Environment and Climate Change Canada – https://www.canada.ca/en/services/environment/weather/climatechange.html

  1. List the greenhouse gases that influence climate on the planet. Describe how each of these influences Earth’s energy budget, including their global warming potential, sources, and contributions to positive radiative forcing. (10 marks)
  2. Why carbon dioxide is considered the most significant contributor to positive radiative forcing? (2 marks)
  3. Describe how humans have affected the biogeochemical reservoirs and pathways of carbon that have contributed to climate change. What evidence exists that supports your answer? (8 marks)

Part B.   The Cryosphere and Polar Amplification (20 marks)

  1. What is the meaning of polar amplification of climate change in the Arctic? What is the basis of this phenomenon? (5 marks)
  2. Describe the responses expected in each of the following to Arctic climate change. Be sure to describe how the activity is linked to other positive feedback responses and/or the atmospheric carbon reservoir changes where relevant: (15 marks)
  3. Warming permafrost soils
  4. Ocean conveyor belt/thermohaline gradient
  5. Sea ice and Greenland ice sheet loss
  6. Ocean pH
  7. Boreal Forests

 

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Part C.   Climate Change Mitigation and Adaptation (15 marks)

Check out the following websites to assist you in completing Part C of the assignment:

  1. Generally speaking, identify and describe 3 strategies that you feel Society needs to adopt to mitigate the effects of climate change. (10 marks)
  2. Governments around the world are now preparing for the impacts of climate change by developing adaptation policies in key areas – e.g., water resources, agriculture, and severe weather. Outline 2 Canadian policies addressing future threats of climate change and describe how each will minimize risk to Canadians. (5 marks)

 

 

 

Gender pay gap exists in almost all occupations. According to Nyhus and Pon’s (2012) study, although the recent increase in participation of women’s labor in the workplace and the implementation of anti-discrimination policies, women’s average income is still lower than men. Research shows that in recent decades if the development of narrowing the gender wage gap continued at the current pace, by 2058 women and men are unlikely to achieve equal pay (Costello, 2016). This paper illustrates the basic facts of the gender wage gap and summarizes data on the differences in income between men and women concerning race, ethnicity, education and occupation. Then it discusses the causes of the gender wage gap, the consequences for women and their families, and how policies can help to close it.

 

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Significant progress made at the end of the gender pay gap between the 1980s and 1990s, but no further improvements showed in the past ten years (Costello, 2016). In 2014, Costello illustrated that women who work full-time throughout the year earn only 79 percent of the income of all career what men earned. One of the reasons for the narrowing of the gender wage gap between the 1980s and 1990s was the substantial stagnation of male incomes, while women’s income continued to grow from a lower base. However, in the past ten years, women’s income has not increased (Nyhus & Pon 2012).

According to Nyhus and Pon’s (2012) research, Hispanic and black women earn much less than whites and Asian women. In 2014, Nyhus and Pon stated that the biggest difference in the average wage per week is Hispanic women, earning $548 a week, just Sixty-one percent of white men’s income (about $897). The authors continue to point that the salary gap for African American women is also considerable, with an average weekly income of $611, sixty-eight percent of white male earnings. Asian and white women and the male wage gap is smaller (ninety-four percent) (eighty-two percent) because of its high average weekly earnings of $841 (for Asian women) and $734 (white women; Hege Vecchi, Ellis, and Hartmann, 2015).

Differences in race and ethnic income partly reflect higher education levels of Asian and white women than African Americans and Hispanic women. However, higher education does not eliminate income differences between women. In 2013, the average weekly income of Asian women with a bachelor’s degree was $1157, compared with $980 for white women, $900 for African American women, and $865 for Hispanic women (Hege, Vecchi, Ellis, and Hartmann, 2015).

Female incomes were close to male counterparts at the beginning of their career, but wage differentials increased over time (Hege, Vecchi, Ellis, and Hartmann, 2015). From 25 to 34, women’s weekly income (full-time workers) is about ninety percent of male income (US Bureau of Labor Statistics, 2015). The gap substantially broadens as women age increase. From the U.S. Bureau of Labor Statistics showed that the age between 35 to 44 years old female’ income is the 81 percent of the wage of male; the ages between 45 and 54 years old female’s income accounted for about 77 percent of their male counterpart; 55-64 years old women’s income only 76.4 percent of the men (2015). The biggest responsibilities for this widening income gap are the family care childcare duty.

The United State Department of Labor has for many years been trying to close the wage gap that exists between the male and the female gender in their workplaces. The gender pay gap reflects the enduring prejudice and inequalities in the labor market that, in most cases, largely affect the women. Its causes are interrelated and complex. The constant gender wage gap between working men and women in the US Department of Labor presents an obstruction to the success of women. The underpaying and undervalue of women makes it harder for them to pay off their student loans, take care of their families and make savings for retirement.

Some ways may decrease the gender wage gap, establishing strengthen equal pay laws is an important way to reduce the gender pay gap. Also, organizations should provide more choice to women enter the high-income position. Moreover, raising the minimum wage is a useful method to closing the pay gap. Furthermore, the U.S. Bureau of Labor Statistics suggests that Unionization of working women would also help to narrow the pay gap. Setting up a strengthen work-family policies is also a significant method to closing the gender wage gap, including paid family and medical leave, earned sick days.

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There are abundant factors, which cause the gender wage gap. It involved discrimination, occupational segregation, and social responsibilities as caregivers. For example, woman underestimates their capabilities at work. It causes the women search small payment jobs or the low minimum wages. In the past few decades, the most population who work out is males. Just a few female jobs in the workplace are filled with men. On the average, those female occupations earn less money that the male occupation. However, some careers have less requirement to man.  For example, the most female who work in the workplaces, which dominate men, have to have at least bachelors’ degrees. Compared to the same position in a field, the requirement for the male to enter this area has less than the requirement for female. The other example is the wage of different salaries. For instance, the payment of school teachers whose majority population is a woman was lower than the civil engineer whose majority population is male.  Because of treatment inequality, it causes the gender wage gap.

In nowadays, female have more social responsibilities as caregivers than male have. Because of social responsibilities, mothers spend more twice the time on their offspring than the fathers do. Nyhus and Pon (2012) have the same opinion. They mention that one of the fifth caregivers is females. Some female’s participants claim that because they need to take care of children, parents and disability family members, they suffer financial losses. Some of them lost the opportunity on promotions. Some of them even lost their jobs. They even show the evidence. The evidence reveals that the more time does female take care of family, the more wage disparity between men and women the United States face.

The wage gap has a significant impact on the economic security of women and families. The pay gap can create problems in these areas, which are poverty, lost earnings over a lifetime, retirement income gap, impact on two-earner households, and single mother households (Hege, Vecchi, Ellis, and Hartmann, 2015).

The gender wage gap is the main reason that causes women’s poverty rate higher than men’s. There are 16% of women were living in poverty, but just 13% of people living in poverty (Costello 2016). Besides, women’s lifetime earnings were affected by the gender wage gap with a cumulative way.  On the one hand, because of the gender wage gap, women’s lifetime earnings are lower than men’s. On the contrary, because of many kinds of reasons, women couldn’t work full time like people, the gap between the lifetime earnings between women and men is expanded. Furthermore, the gender wage gap also causes gender retirement income gap, the retirement income women who are 65 or older is $10418, but men’s is $13234 (Costello 2016). Moreover, the gender wage gap has a severe impact on single mother households, because of the gender wage gap, making it even harder for single parents themselves and their families to provide economic security,and more single parent households were living in poverty.

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References:

Costello, B.C. (2016). The Gender Wage Gap and Public Policy. Briefing Paper, IWPR #C507. Washington DC: Institute for Women’s Policy Research.

Hegewisch, Ariane, Emily Ellis, and Heidi Hartmann. 2015. “The Gender Wage Gap: 2014; Earnings Differences by Race and Ethnicity.” Fact Sheet, IWPR #C430. Washington DC: Institute for Women’s Policy Research. <http://www.iwpr.org/publications/pubs/the-gender-wage-gap-2014-earnings- differences-by-race-and-ethnicity>

Nyhus, K. E., & Pons, E. (2012). Personality and the gender wage gap, Applied Economics, 44:1, 105-118.

Question 15:      Biology

 

What is biology

 

Question 16:      Philosophy

 

Which Value Theory do you find most convincing? Why?

We have covered three different theories of value: hedonism, desire satisfaction theory, the objective list theory. Please briefly explain and defend whichever theory of value you find most credible. You should approach this task by presenting arguments, evidence, and/or examples that support your chosen theory. You might also consider presenting arguments, evidence, and/or examples that, in your view, discredit alternative theories.

 

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Question 17:      Finance

 

Consider the case of the Cast Iron Company. On each nondelinquent sale, Cast Iron receives revenues with a present value of $1,300 and incurs costs with a present value of $1,000. Cast Iron’s costs have increased from $1,000 to $1,150. Assuming that there is no possibility of repeat orders and that the probability of successful collection from the customer is p = 0.96, answer the following.

 

a-1. What is the expected profit of granting credit? (Negative amount should be indicated by a minus sign. Do not round intermediate calculations. Round your answer to 2 decimal places.)

 

 

a-2. Should Cast Iron grant or refuse credit?

 

  • Grant
  • Refuse

 

 

  1. What is the break-even probability of collection? (Enter your answer as a percent rounded to 1 decimal place.)

 

 

Question 18:      Finance

 

Here is a forecast of sales by National Bromide for the first 4 months of 2017 (figures in thousands of dollars):

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Month: 1 2  3  4
Cash sales 22 31 25 21
Credit sales 135 155 125 105

 

On average, 60% of credit sales are paid for in the current month, 20% in the next month, and the remainder in the month after that. What are the expected cash collections in months 3 and 4? (Enter your answers in whole dollars not in thousands of dollars.)

(The months arent lined up correctly, they should be on top of each column)

 

Question 19:      Finance

 

Chapter 19:Managerial Finance

 

Complete the statement of sources and uses of cash from the following entries:

Net income $ 2,700
Dividends 600
Additions to inventory 240
Additions to receivables 270
Depreciation 210
Reduction in payables 670
Net issuance of long-term debt 420
Sale of fixed assets 180

 

 

Sources
Issued long-term debt
Sale of fixed assets
Cash from operations:
Net income
Depreciation
Total sources
Uses
Additions to inventory
Increase in accounts receivable
Decrease in accounts payable
Payment of dividends
Total uses

 

Question 20:      English

 

Major Paper #2: The Personal Narrative Essay

We will be working on the Personal Narrative essay for the next three units.  The Personal Narrative will be due at the end of Unit #7.

A narrative is simply a story.  A personal narrative is a true story, focusing largely on the writer’s own life.

For Essay #2, the Personal Narrative, you will be writing a short essay, at least 3-4 pages (roughly 750-1000 words) in length, about a significant event in your own life.  This event need not—and probably should not—be inherently, overly dramatic.  Sometimes the most influential moments in our lives are smaller moments, events that we may not recognize as influential until years after the experience.  In the personal narrative essay, you will want to tell the story as accurately as you can—search your deep memory—and tell the story from your own perspective.  You will also want to exercise your selectivity as a writer, choosing to summarize background information/exposition, and really dramatize important scenes for the reader.

During the course of this unit, you will want to read the examples of the Personal Narrative in Chapter 2.  You will want to start brainstorming ideas for your own personal narrative, and–by the end of Unit 5–you will want to have selected a significant event that you wish to focus on in this essay.

Here is one sample personal narrative:

Kyle Terry

“Cops”

Even as a law breaking mischievous youth I had always looked up to Police Officers in my neighborhood. I even looked up to them when they would chase my friends and I when we snuck out at night and kicked sprinkler heads off, or got caught drinking underage. I loved to watch the show “Cops” and always pictured myself in the situations being portrayed on television. In my youth I did a lot of things that most people would look down on and police departments may shun you for, but that didn’t stop me from aspiring to join their ranks.

After serving in the military for over five years and attaining the rank of SGT (P), I was sent orders for recruiting. This was not the path I wanted my career to go down, so I opted to decline the orders. Once I had done this I was faced with a decision, what should I do now? I decided I would try to get hired at a local police department. At the time I was stationed in Manhattan, KS and had to choose between Manhattan, Salina, and Topeka. Topeka and Manhattan were testing on the same days and as fate would have it I decided to give Manhattan a try.

 

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Having no navigational skills in the city I was first challenged in finding the testing sight for the physical agility test. The site was located at the RCPD range, which was off of Pillsbury Drive , near Pillsbury Crossing. When I arrived I was shocked to see that I would be up against forty some odd people fighting for five or six slots. Once I got out of my truck and started talking to other hopeful applicants I became worried. What was I going to do if I didn’t get hired I asked myself. I felt as though I was under qualified after finding out that 60%- 70% of the applicants had degrees in Criminal Justice. I thought for sure that college would be a major hiring point. I had come this far though and had no reason to doubt my ability to prove myself on an obstacle course.

The air was thin and cold on this particular day, making just breathing a chore. Gazing out at the course the towers were tall and a long climb, the walls were high with steep drops to the other side. Tires lined the courses isles to test your agility running through them, and at the end of the obstacle course there was a 170 pound dummy that you had to drag to a safe zone.  I felt confident since I was still in the Army and was in the best cardiovascular condition in my life. The lieutenant introduced himself to the crowd and began explaining the course, at the end of his explanation and demonstration he asked for volunteers to go first. In my mind I thought it would be good to volunteer, but I had learned early on in the Army not to volunteer for anything. I held my ground and stayed back to gauge the motivated people stepping to the front. I felt as if watching them would give me an edge. I watched several individuals run through the course until it was finally my turn.

Once I stepped up to the starting line my adrenaline was pumping full blast, I felt unstoppable at that point. I had heard the fastest time was 2:09 through the course on this day and I was determined to beat it. I took off up the steep flight of stairs and down the other side simulating a chase. I felt like a wild animal closing on my prey as I hopped the fence and dropped to the other side. Next I ran through a make shift neighborhood setting and to a high wall I had to climb. Once at the top I ran down the steps and around the turnaround point. It was then that I realized how fast I was moving, I was flying through the course and hurting badly inside. I told myself that it was mind over matter and to suck it up for another 30 seconds. I ran to the shooting simulation and picked the bad guy out of the stand up targets, ran to the dummy drag and drug the 170 pounds 20 yards like a dog carries a flea on a daily basis.

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Once I was at the end of the line I heard the scorer yell “2:03.” I had done it. At that point I felt as if the job were in the bag. My score got beat by a fraction of a second later in the day, but I was still proud that I was able to overcome the pain to get to the finish line. After several vocabulary tests, spelling tests, writing tests, and a few oral review boards I was hired. I lived my childhood dream of becoming a Police Officer for three years. It was a thankless job in many ways, but it was also gratifying at times. I have since moved to San Antonio and changed professions, but often reflect on some of the experiences I had.  I know I wouldn’t have changed it for the world.

***

Here is another sample personal narrative:

Spc Shannon Thomas

Fort Riley, Kansas

“My Dancing Roots”

Like rain showers breaking the silence of midnight, the thunderous applause poured over that final sustained-for-emphasis A-flat and me.  My friends were whistling and hooting like they just heard their favorite song by their idolized music artist at a sold-out concert.  I was all smiles.  Although it was only my first vocal music recital at my new high school, my new friends truly made me feel celebrated.  We were all artists, born and made from the same peculiar passion that drives us to dedicate ourselves daily to the perfecting of whatever it is we do.  Family oriented by choice, there was a nurturing and supportiveness that was contagious among the students and faculty.  This school required a rigorous two auditions and an interview with the principal and a senior faculty member from the students intended major.  The end result, I shared the hallway with only 200+ students from grades eight through twelve.  I have experience singing in Italian, Latin, French, German, Hebrew, and Spanish.  Being a vocal music major with a minor in performance piano is what I have always done and was always perfectly content doing.  Imagine the awkwardness when I found out that this small performing arts high-school was so exclusively “artsy” that for Physical Education credits, students are required to take Ballet Technique Level I to fulfill the requirement!  I distinctly remember thinking, “This is going to be the biggest, longest, stupidest waste of time.”

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Most non-dancers shared this depressing requiem.  Over lunch the 16-year-old prodigy trumpet player laments how a dance teacher tried to make him stretch his legs open, “This wide!” with his arms outstretched like the crucified Man Of Sorrows.  The Sophomore painter shows a doodle of the dizzying stars she saw when they tried to teach her to just spin and spin from one end of the dance studio to the other.  A Communications student described his tragedy at Ballet I, as an event so calamitous it “should have been televised.”  Clumsily dodging the other beginners as he fumbled through each combination looked less like dancing and more like these beginners had synchronized the ants in there pants.  “Anti-graceful” was the agreed upon description for all non-dancers.  I was definitely not looking forward to my “first class” experience.

The dressing room was a mixed territory of veteran ballerinas and the tenderfoot wannabe’s that would dare hold a class within a mile of their talent.  The distinctions in dress between the two groups were strikingly obvious to me.  We all hold to the same basic standard of black tights, leotard, and hair in a neat bun or chignon out of the face and off the neck.  Still, there were details in the clothing itself that separated the novice from the seasoned.  The  experts wore hundred-times-washed, simple leotards, tights that used to be footed but now had lost fights with a scissor along the way up their bulging calf muscles, some had leg-warmers borrowed from the 1980’s, with functional-looking shoes that looked danced to death.  They were quite unashamed of their neat-pauper kind of look.  The aspirants were like seventh-graders on the first day of school, all fixated on making a good first impression with every shred of dance apparel brand new.  I noted that the vets looked prepared to break a sweat and the wannabe’s were, of course, clueless.

We filed in slowly like wallflowers, utterly afraid of the open space with a tell-all-your-secrets mirror that spanned one entire wall.  The instructor pranced in motivated to embarrass a fresh group of victims assembled for his viewing entertainment.  He instead graciously encouraged this group of painters, musicians, and playwrights, with words of affirmation and empathy.  He began as a graphic artist himself and got wooed into the dance world.  A community of racing pulses instantly slowed to a shared sigh of relief as his speech ended with his humble admission of familiarity to our scary and new world. “Now class, approach the barres.”  It was time to begin.

Though he moved like molasses through the first combinations it was surprisingly tough to mimic.  Contorting into strange twists and bends was taking a toll on my body after the first week.  I finally decided to try to embrace and maybe even think about enjoying being a dance student though I truly would have been happy to simply learn the classical piano music we were wasting on the Dance Department. Over the passing weeks the class, as a whole, improved steadily and we began to respect and admire the craft as well as take on new challenges.  One morning my teacher required of us an impossible task .  In our first lessons we would do each combo with our beloved instructor in front of us as we all faced the mirror for reinforcement.  Now we are being required to dance with him out of our sight for cues.  Without him front and center  to guide our intended outcome, it was much harder to remember what to make your leg and arm do simultaneously, plus when to do it!  Not only did my muscles ache, my brain was now a cardholding member of the, “Organs and Muscle Groups Who Hate Shannon Association”.  After painful attempts with some few victories, we eventually got used to not being bottle-fed our choreography.  A few of us even acquired a hole here and there in our tights and shoes.  Yes!!

When women cry, I have heard it said from men that they can never really tell which emotion has surfaced, so either way a well-meaning hug is usually appropriate.  The following year and several thousand dance steps later, I signed up for the next level in dance instruction.  My request was denied.  A knot got stuck in my throat then found it’s way all the way down to my heart and I said to my self, maybe next semester.  I cried.  Disappointed, I began wrapping my mind around the fact that I was probably destined to just be a singer who played piano.  I showed the transcript to a good friend who pointed out that a certain code did not denote a denial, but a skip to the next level higher than I originally requested.  My dance teachers had decided I was progressing rapidly enough to skip all intermediate dance courses and proceed to Advanced level 1.  I cried, again  Then somewhere in between, this happiness made me jump up and down in the hallway clapping.

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I remember the day I entered that same locker room with a new attitude.  The newbie’s were still dressed as newbies, and the experts were still identifiable as experts.  Where do I fit in?  I looked in a small mirror to see that I resembled an expert on the outside, but felt like a newbie that secretly acquired a backstage pass to an expert class. The weeks went by and there were a lot of times I felt like I was a kitten breathlessly struggling to run among cheetahs.  The combinations were more precise, and the transitions from one combo to the next were quicker, almost seamless.  I was beginning to accept my place in the rankings as the least experienced expert.  You know the one who, as a peer, you never really go to with a question, but usually approach with your own good advice and tips.  Whenever a new dance move is taught, we all attempt the choreography one by one in a sort of conga line across the floor.  The student who performs it the most accurate is called out to express it alone so the rest of the class can learn a bit more about how to correctly execute.  One day, we were all taught a brand new type of leap and after demonstrating our attempts one by one, I was called out!  I thought I had done something so wrong, I would be told that I represent what NOT to do.  Turns out I was the only dancer who demonstrated an understanding of what the leap should look like.  I did the combination solo and received smiles, pats on the back, and a reassurance that I was in the right place.  I leaped the highest I had ever leaped, right into the stride of a cheetah.

My report back at the lunch table that first day of a new school year was one animated with surprise and excitement as I learned that I was maybe multi-talented!  My story began like theirs once did, but I discovered the lesson in my experience was in blooming where I was planted.  When I perceived I was plopped into a rocky place unfit for the kind of growth I was interested in, I had to uncomfortably tunnel deeper to find that there was good soil beneath. My dancing roots can now be traced to that famous school of the arts where I had begun dancing and have yet to stop to this day.

 

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Question 21:      Computer Science

 

ITEC 1620 Assignment #2

  • Due: July 16, 11 PM; Late submissions rejected.
  • Submission upload must be in plain text file; all others will be rejected.
  • Name your file with your full name, e.g., peggy_carter.txt.
  • Programs/codes must compile to receive credit.
  • Include appropriate comments describing significant parts of the program.
  1. Write a program called RollingDice2 that uses the Die class (Ch. 4) to play an interactive game as specified below:
  • The program creates two instances of the Die class where one is the computer’s die, and the other is the user’s die.
  • The program should have a loop that iterates 10 times rolling both dice.
  • In each iteration the die with the higher value wins. If a tie, there is no winner.
  • The program should keep count of the number of times the computer and the user wins.
  • When the loop ends, the program displays the number of each wins, ties and the overall winner

as per example below:

e.g. Computer Wins: 3 User Wins: 5

Ties: 2
The User wins overall!

  1. Write a class named DaysOfMonth. The class’s constructor should accept two integer arguments for the month (1 to 12) and the year.

The class includes a method named getNumOfDays that returns the number of days in the specified month.

  • A year is a leap year if divisible by 100 and if and only if also divisible by 400; otherwise, if and only if divisible by 4.
  1. Write a driver program named DaysOfMonthDriver that asks the user to enter the month (1 -12) and the year. The program should then display the number of days in that month as per the example below.

e.g. Enter a month (1-12): 2 Enter a year: 2019

There are 28 days in that month.

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Question 22:      Business

 

For this assignment, you will be the head of a department within a larger organization. Your department has its own highly effective organizational culture. Write to the company leadership to describe your department’s culture, why it’s effective, and what strategies you think the company as a whole might adopt in order to foster your organizational culture company wide.

Include the following:

  1. The type of culture your department exhibits, and why it encourages employee effectiveness
  2. Examples of artifacts, values, and assumptions that support your department’s culture
  3. A suggested plan for creating culture change in the company as a whole

Your paper should be 2-3 pages long, have a title page, and include a minimum of 3 references formatted in APA style.

 

 

Question 23:      Other

  1. What are the key differences between relationship and task conflict? Why is task conflict more productive in groups than relationship conflict, and what are some of the ways to turn relationship conflict into task conflict for the greater good of the group?
  2. Think of a conflict that occurred in a team you were a part of and analyze it according to the Managerial Grid model.
  3. What are some of the arguments for the ineffectiveness of group brainstorming? What can be done to restructure the design of brainstorming groups to increase productivity and improve performance?

 

Question 24:      Communications

 

BSCOM 260 Week 1 Technical Communication Review

 

BSCOM 260 Week 1 Understanding Technical Communication

 

BSCOM 260 Week 2 Ethics and Audience in Technical Writing and Communication

 

BSCOM 260 Week 2 Intercultural Considerations in Technical Communication

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BSCOM 260 Week 3 Final Project Research Summary

 

BSCOM 260 Week 3 Application Letter

 

BSCOM 260 Week 4 Final Project Organizing for Readers

 

BSCOM 260 Week 5 Online Student Guide

 

BSCOM 260 Week 5 Final Project Training Instructions

 

 

Questions 25:              Communications

 

Write a 350- to 1,050-word list of definitions that responds to the following scenario:

You are working for a university with international online students and need to contribute to a guide written for the new online student. Your task is to come up with a list of commonly used terms and define them.

Write definitions that can be easily understood by someone who is new to the online environment. If you are a ground student, write a list of terms that relate to the ground student’s experience. Draw from your experience depending on your learning modality.

Submit your assignmentas a Microsoft® Word document to your instructor.

 

Question 26:                Communications

 

BSCOM 260 Weeks 5 Final Project Training Instructions|Complete solution

 

Write one objective for your training. The objective should be written as a complete sentence and begin with an action verb, such as in the following example:

  • Apply the format painter to select document headings.

You may have more than one objective. If this is the case, write out your additional objective or objectives.

Submit your complete training on your selected topic in one of the following formats:

  • A Microsoft® Word document consisting of 2 to 3 pages
  • A 5- to 7-slide Microsoft® PowerPoint® presentation
  • Another format with the approval of your instructor

 

 

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Question 27:      Communications

 

BSCOM 260 WEEK 3 Final Project Research Summary|Complete Solution

 

Submit a 350- to 700-word research summary on your chosen topic for your training due in Week 5. You must review three or four resources for this assignment. Include responses to the following:

  • What resources have you reviewed?
  • How did you determine the validity of these resources?
  • Are they primary or secondary resources?
  • What are the best practices involved in research for technical writing and communication?
  • What research best practices are the most important to apply? Why do you think so?

Submit your assignment to the Assignment Files tab.

 

 

Question 28:      General Question

 

MHA 516 Consumer And Provider Cost

 

Question 29:      General Question

 

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Penn Nutrition Basics lesson 3 700124RR

Penn Nutrition Basics lesson 3 700124RR

Penn Nutrition Basics lesson 3 700124RR

 

Question 30:      Business

 

Before approaching this assignment, be sure that you have watched the following video.

Budgetary Planning featuring Babycakes *FULL VIDEO*. (2016). YouTube.

Babycakes, a specialty bakery, is the company that will be considered for all parts of your budget planning and control report. For this assignment, you will develop a three to four (3 – 4) page paper in which you address the following.

  • Briefly discuss the ways a realistic budget will benefit the owner of Babycakes versus having no budget at all. Be sure to use Babycakes as the company and any specific product details in your explanation.
  • Prepare a sales budget for the LA Babycakes store for the 4th quarter of 2016. Present the number of units, sales price, and total sales for each month; include October, November, and December, and a total for the quarter. Use one-half of the Valentine’s Day sales as the basis for a usual day in the new quarter. Use 30 days for each month. Calculate the total sales for each month for October, November, and December.
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  • Create three (3) new products, one (1) for each of the three (3) holiday seasons in the 4th quarter. Estimate the sales units, sales price, and total sales for each month. Describe the assumptions used to make these estimates. Include an overview of the budget in the report, presenting the actual budget as an appendix with all data and calculations. Add these amounts to your sales budget.
  • The owner of Babycakes is interested in preparing a flexible budget rather than the static budget she currently uses. She does not understand why, when sales increase, her static budget often shows an unfavorable variance. Explain how a flexible budget will overcome this problem. Use the details of your newly prepared budget for the 4th quarter of 2016 to address her concern.
  • Imagine that Babycakes is facing a financial challenge that is causing the actual amount of money that it spends to become significantly more than its budgeted amount. Include a discussion of your own unique cause of the overspending. Explain the corrective actions needed to address these challenges.
  • Integrate relevant information from at least three (3) quality academic resources in this assignment.  Note: Please do not use your textbook as an academic resource. Also, Wikipedia and other Websites that are unreliable do not qualify as academic resources.
    Your assignment must follow these formatting requirements.
  • Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
  • Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
  • An abstract is not required.

The specific course learning outcomes associated with this assignment are:

  • Evaluate management control systems and examine their relationship with accounting and planning, including feedback and non-financial performance measurements.
  • Evaluate decision-making tools for capital investments, budgeting, and budgeting controls.
  • Analyze financial accounting tools and techniques that convert financial accounting data into information for decision making.
  • Use technology and information resources to research issues in financial accounting for managers.
  • Write clearly and concisely about financial accounting using proper writing mechanics.

 

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Question   1:      Education

 

Instruction

Discussion: Carly’s Cafe- Analysis of Individual Differences Watch the video: Carly’s Cafe-Experience Autism Through Carly’s Eyes https://www.youtube.com/watch?v=KmDGvquzn2k After watching the video, comment on Carly’s perception of the world, or Individual Differences. Discuss and analyze the Individual Differences observed in the clip. This may include any/all of the following (as applicable): Sensory differences Motor planning challenges Difficulties with appropriate social Interactions Communication differences Thoughts related to overall intelligence/ cognition Special Interests Personality Learning Style Please respond to any of the applicable areas listed above (if not applicable, please respond N/A). For each identified area, be sure to note what is observed, what is happening/ why/ what this tells us about the individual as it relates to autism, and how you would help if present. You will comment on the post of 2 classmates.

 

Question   2:      General

 

Instruction

Pick a Topic related to Parenting (for example, Attachment, Juvenile Delinquency, Identity, or Divorce) and summarize a longitudinal, cross-sectional, or sequential research study article from a peer-reviewed Psychology Journal. Papers must be 700 to 900 words, Times New Roman, 11-point font, with information properly referenced, paraphrased, and/or in quotations. Reference the Journal article using APA style, use 1-inch margins and double-spacing. You will need a cover page, a running head, page numbers, a reference page, etc. No papers sent by e-mail will be accepted. Late papers will have one letter grade deducted for every week late. Please contact me with proper documentation to be considered for any leniency regarding these policies. It is highly recommended that you follow the word count (points will be deducted for word counts substantially under or over), interpret and report the findings in your own words as much as possible, and if necessary visit the University Learning Center for writing assistance. In addition, it is very important that this is an original paper for this class; papers written for previous classes will not be accepted. Turnitin.com will designate which papers have been submitted before and rate them with a high unoriginality index

 

 

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Question   3:      General

 

Instruction

Tell the class about the public hearing or meeting you observed, summarize the proceedings, and share your personal impressions. What do you think about the meeting and how it was conducted? For the citation credit, be sure to provide the organization/government website, date, time and location of the meeting. One (1) original post and one (1) response post are required per assigned discussion (The system requires you post an original post prior to a response, it will not allow a response without an original post!) The approximate length of an original post is 250 words, 25 lines The approximate length of the response post is 100 words, 10 lines

 

 

 

Question   4       :        General

 

Instruction

Attend in-person any approved public meeting (e.g. city or county commission, planning and zoning meeting, community development association, etc.) directly related to the public sector. Write a 2-3 page reflective summary of the proceedings, and be sure to include the date, time, location and purpose of the meeting. Include a picture of yourself at the meeting or holding up the agenda as proof of attendance. If absolutely necessary, students may watch a televised or online meeting, but will be subject to a 1.5 point reduction to their assignment grade. Please include the website and bios of any officials you spoke to .

 

 

 

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Question 5          :        Psychology

 

In 2-3 pages, respond to the following:

  1. Identify the four causes and effects you have selected to incorporate into an integrated critical analysis narrative.
  2. Write an integrated critical analysis narrative that incorporates the four causes and effects you identified.
  3. Explain your reaction to the results of your critical analysis. Could these causes have been prevented? Which one do you think was most important in leading to the problem?

 

 

Question   6:      English

 

Student Name: _____________________________ Date: ________________________

 

Class: ________________________  Teacher: _________________________________

 

Macbeth Worksheet

Read the statement. Provide a detailed response in complete sentences with supporting evidence from act 5 of Macbeth.

 

  1. What does the doctor see in the sleepwalking scene, and what does he speculate about the causes for what he sees?

 

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

 

  1. What does Macbeth say when he hears of Lady Macbeth’s death? What does his reaction to her death reveal about what he thinks about the Lady Macbeth’s state of mind?

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

  1. What does Macbeth say about the witches when he learns that Birnam Wood is apparently moving and that Macduff “was from his mother’s womb / untimely ripped”? What growing realization do these statements about the witches seem to reflect?

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

 

 

  1. What happens in the final scene in act 5?

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

  1. Do you think a tragedy could be written about an ordinary person? Why or why not?

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

___________________________________________________________________________

 

 

 

Student Name: _____________________________ Date: ________________________

 

Class: ________________________  Teacher: _________________________________

 

Shakespeare Treasure Hunt Worksheet

Read the statement. Research the answer. Answer true or false and state the source of the answer, such as an Internet address. If the answer is false, explain why it is false.

 

 

  1. The exact date of William Shakespeare’s death is unknown.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. Shakespeare wrote in Old English.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. Shakespeare’s oldest sister Joan died at the age of 77.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. William Shakespeare married Anne Hathaway.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. The Earl of Southampton was Shakespeare’s patron.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. In the 1600s, during the performance of Shakespeare’s play Henry VIII, the Globe Theatre burned down due to cannon fire that ignited the roof, which was made of straw.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

 

 

 

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  1. During Shakespeare’s time, boys played the roles of women in the theater.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. Shakespeare’s wife was eight years younger than he was.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. “To be, or not to be, that is the question” is a quote from the play Hamlet.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

  1. Shakespeare’s parents’ names were William and Anne.

 

Answer: _________________________________________________________________

 

Source: __________________________________________________________________

 

 

Question   7:      Computer Science

 

Instruction

Please refer to attachments and summary.

 

Network Design Proposal. The writer should be very knowledgeable in network design (preferably Network+ certified) The paper will consist of three separate parts including Network Design, Net Addressing and Security, and Network Customization and Optimization. The writer will have a template to use only for that very reason. All parts should be completed in full and not reiterated from the template. Each part should include 5 references using IEEE-style citations. Please submit each part separately (3 files). The paper needs to be done by the deadline no exceptions. Paper will be turned into Turnitin so please reframe from plagiarism. Attached is the overview and template. Thank you very much and I look forward to working with the assigned writer.

 

 

Overview

 

 

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Use the template as a guide while creating your Network Design Proposal (Parts 1-3). Include at least five scholarly references in each of the three submissions. Thus a total of fifteen scholarly references will be included.  Use IEEE-style citations. We do not use APA or MLA-style citations. The use of figures and diagrams is encouraged. Students will properly cite the figures and diagrams according to the IEEE-style citation.

Network Design Part 1

 

In this section, address each of the following.

 

  1. Define the network topology that will be used and justify the decision.

 

  1. Select the appropriate cables and connectors and justify the decision. Describe where wired connections will be used within or across the two new academic buildings and justify the decision. Students must use both wired and wireless technologies.

 

 

  1. Select the appropriate networking and internetworking hardware for each building, and justify the decision.

 

 

  1. Select the appropriate Wide Area Network (WAN) design and wireless configuration, and justify the decision. Students must use both wired and wireless technologies.

 

 

  1. Select the appropriate computer systems hardware to use to support the faculty, students, and overall network design; and justify the decision(s).

 

 

Net Addressing and Security (Part 2)

 

In this section, address each of the following.

 

IP Addressing:

 

  1. Watch How to Subnet a Network Video provided in Content -> Project Instructions

 

Security

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  1. Select each of the firewall types to implement, describe network or host-based placement, and configuration details; and justify each of the decisions.

 

  • Students should be specific when discussing the models, types, and costs.

 

  1. Select an IDS, IPS, or both for the network and justify your decision.

 

  • Students should be specific when discussing the models, types, and costs.

 

  1. Define a DMZ implementation and justify the decision.

 

  1. Select physical security measures for each of the new academic buildings and justify the decision.
  • Students should be specific when discussing the models, types, and costs.

 

  1. Select additional network security measures to be implemented and justify the decision. They should include:

 

  • How you will protect against social engineering attacks, and justify your decision?
  • How you will protect against faculty or students willingly, or unwillingly introducing malware onto the network, and justify your decision?
  • What secure protocols you will require for faculty and students to use while accessing resources internal, or external to the network, and justify your decision?

 

Network Customization and Optimization (Part 3)

 

In this section, address each of the following.

 

  1. Identify network storage and cloud based services that will be available for faculty and students

 

  • Students should be specific when discussing the configuration and implementation.

 

  1. Identify the proper data protection and backup method and implementation, and justify your decision.

 

  • Students should consider the needs of the administration, faculty, and students.

 

  1. Identify a network monitoring solution and describe how this will enable the optimization of the network, and justify your decision.
  • Students should be specific when describing protocol analyzers, network monitoring tools, and packet sniffers

 

  1. Identify how logs will be stored, managed, and how long the university will keep them, and justify your answer

 

  • Students should consider this in the context of the network or cloud based storage selected.

 

 

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UMUC has not decided how they will use all of the physical space within the newly leased building. However, they have decided to use some of the space. The overall plan is to use the building as provided in the above diagram. However, initially, the building will house five classrooms, one student computer lab, library, and an office.

 

In the above building diagrams, we will use Office 5 (Admissions) on the first floor. The classrooms are labeled Classroom #1, Classroom #2, and Classroom #4 on the first floor and Classroom #1 and Classroom #5 on the second floor; each computer lab will have a closet. Each classroom will have 25 devices: 23 student computers, 1 instructor computer, and 1 server in the closet for instructional use. Students should consider high traffic areas for Wi-Fi, such as the sitting areas and not the classrooms. The Wi-Fi network should be segregated from the wired network, and implemented on a separate Class C network. What will the network address, range, and broadcast address for this separate Class C wireless address be?

 

In addition, there will be a student computer lab that will provide computer access to students to do their homework. There will be 24 computers in this lab and 1 server in the closet. To allow students access to library resources, the library will also have 10 computers for the general public to use and 5 computers for library staff, for a total of 15 devices in the library. Finally, the office (Admissions) will have 25 devices. Each of these offices will have one computer for staff use, with the exception of the admissions office, which will have five computers. There will be two server rooms, one on the first floor and one on the second floor.

 

 

 

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Network Design Proposal Template

Network Design Proposal

 

 

 

 

 

Prepared for:

University of Maryland University College

 

 

Prepared by:

Student Name

 

 

 

  1. Network Design

 

  1. Network Topology

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements. Use the information provided in the scenario to analyze the need for network topology, cables and connectors, networking and internetworking devices, wide area networking design, and computer systems. If you need more information, feel free to ask your instructor or make some assumptions. If you make assumptions, be sure to list them. This section should be used to describe the technical requirements of the task at hand.  That is, you will be making explicit the requirements as you understand them, which will lead to the next section (your proposed solution).

 

Example (Note: The paragraph that follows is an example.  It is expected that students will use this as a reference only.  Remember to include references and cite your work according to IEEE-style format.)

 

 

Secure Network Contractors believes that students and faculty health, well­being, and morale have a significant impact on the learning experience and productivity of the academic institution.  Secure Network Contractors understands the following technical requirements.  The university has invested in a new building that will bestow an academic ambience while providing students and faculty a world class research and learning environment. The university has hundreds of Faculty that teach and perform research within the new academic building.  Faculty should be able to seamlessly transition between the newly leased building, and other buildings on the UMUC campus.  Students will be required to have a similar experience as classes take place in multiple buildings across campus each day.  Faculty and students will be required to print regardless of location, and therefore needs shared printing resources.  All computers should be able to communicate, but the human resources department should operate on a separate network due to the sensitive and personally identifiable information they handle. We understand that the newly leased building will need to wirelessly communicate with other buildings on campus, and we will address this in the Wide Area Network (WAN) section that follows.  Etc. (students should continue to explain the technical requirements).

 

 

Proposed Topology

 

Select one or more topologies to use for this design (i.e., star, bus, mesh, ring, and please note that the star topology is the most commonly used). This section should be used to provide the details of your proposed solution. Be specific and include the model, manufacturer, features, and cost of devices where appropriate. Students should include a visual representation of the topology selected. Topologies can be created using Microsoft Visio, or you can create a free account at draw.io (https://www.draw.io) and create diagrams. Be sure to review the types of topologies and highlight the benefits and drawbacks for each.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Example (Note: The paragraph that follows is an example.  It is expected that students will use this as a reference only.  Furthermore, you must include a chart comparing and contrasting the different options available to meet the requirement.  An example is provided below and should be used as a reference only.  Remember to include references and cite your work according to IEEE-style format.)

 

Secure Network Contractors believes that from a comparison of all the types available a ring topology is the best solution based on the requirements described by the University of Maryland University College (UMUC).  We believe a ring topology satisfies the requirements of forming a single, continuous pathway for data to be transmitted through each node.  A ring network topology in where each node connects to exactly two other nodes.  A node on a network can be considered a computer, laptop, printer, or mobile device.  Each node has a unique network address, which is referred to as the Media Access Control (MAC) address.  The MAC address provides… Etc. (students should continue to explain their proposal).

 

The following business case analysis show the three potential hardware solutions to the requirement provided.  This is an example of a chart that could be included in the Proposal aspect of each section.  The visual presents the ability for the reader to understand the variables considered during the analysis of the three potential hardware solutions.

 

 

[The requirements are on the top row. The green in the table shows options that meet requirements, red does not, and blue exceeds requirements.  As you can see in the above table, not all requirements can be met. You will need to explain in your Justification why the selection you made gives the school the best available option for the cost. The options that meet or exceed the requirements may cost too much. Your job is to decide what the best option is and present it to management.  So, based on the requirements, which phone would you select for meeting those requirements at the least cost?]

 

Justification

 

This section should be used to justify your proposed solution based on the requirement(s).  That is, you are explaining why you proposed the solution in the aforementioned paragraph, based on the technical requirement you made explicit in aforementioned paragraph.

 

Example (Note: The paragraph that follows is an example.  It is expected that students will use this as a reference only.  Remember to include references and cite your work according to IEEE-style format.)

 

 

Secure Network Contractors believes that a ring topology is the best solution based on the requirements described by the University of Maryland University College (UMUC).  Specifically, the requirement that data flows in one direction, reducing the chance of packet collisions.  The ring topology reduce the need for network servers because they are not needed to control network connectivity between each workstation.  Etc. (students should continue to explain their proposal).

 

 

 

 

 

 

  1. Cables and Connectors

 

Note: (Students should consider the needs for both a wired and wireless implementation as your proposal should include both.)

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to cables and connectors.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Cables and Connectors

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions., The justification should explain why you chose what you did and how it meets the UMUC’s goals for training and presentation to students

 

 

  1. Networking and Internetworking Hardware

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to networking and internetworking hardware.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Networking and Internetworking Devices

 

This section should be used to provide the details of your proposed LAN solution, based on the technical requirements and assumptions.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

  1. Wide Area Network (WAN) Design

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the Wide Area Network (WAN) design.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Wide Area Network (WAN) Design

 

This section should be used to provide the details of your proposed Internet Service Provider (ISP) solution. Be sure to cover what options are available through leased lines, metro Ethernet, and dedicated connections are based on the technical requirements and assumptions.  Students should connect to the ISP with two different technologies.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

  1. Computer Systems Hardware

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the computer systems hardware for both classroom end points and servers as well as what would be needed for dedicated IT use.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Computer Systems Hardware

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

II. Network Addressing and Security

 

  1. Subnetting

 

Overview

 

Subnetting is a process of breaking a large network into small networks known as subnets. Subnetting happens when we extend the default boundary of the subnet mask. Basically, we borrow host bits to create networks (i.e., subnets).

 

We have been assigned the network address 192.168.13.0.  Based on the chart below, we know this is a Class C address.  This is determined by observing the first octet of the IP address, which is 192.  This octet falls in between 192 and 223.

 

Class Octet Decimal Range
A 1 – 126
B 128 – 191
C 192 – 223

 

Each class has a predefined default subnet mask that tells us the octets, which are already part of the network portion, as well as how many bits we have available to work with.

 

Class Subnet Mask Format
A 255.0.0.0 Network.Host.Host.Host
B 255.255.0.0 Network.Network.Host.Host
C 255.255.255.0 Network.Network.Network.Host

 

CIDR (Classless Inter Domain Routing)

 

CIDR is a slash notation of the subnet mask.  CIDR tells us the number of on bits in a network address.

 

  • Class A has default subnet mask 255.0.0.0. that means first octet of the subnet mask has all on bits. In slash notation, it would be written as /8, means address has 8 bits on.

 

  • Class B has default subnet mask 255.255.0.0. that means first two octets of the subnet mask have all on bits. In slash notation, it would be written as /16, means address has 16 bits on.

 

  • Class C has default subnet mask 255.255.255.0. that means first three octets of the subnet mask have all on bits. In slash notation, it would be written as /24, means address has 24 bits on.

 

Technical Requirements

 

UMUC has not decided how they will use all of the physical space within the newly leased building, but the diagrams below convey the proposed end state.  However, they have decided to use some of the space in the short term.  In doing so, we will proceed with the proposed plan.   Initially, the building will house 5 classrooms, 1 student computer lab, 1 library, and 1 office.

 

  • In the below building diagrams, we will use Office 5 (Admissions) on the first floor. This office will have 25 devices to start. Based on the subnetting performed above, we may be able to add more devices in the future.

 

  • The classrooms are labeled Classroom #1, Classroom #2, and Classroom #4 on the first floor and Classroom #1 and Classroom #5 on the second floor; each classroom will have a closet. Each classroom will have 25 devices: 23 student computers, 1 instructor computer, and 1 server in the closet, for instructional use.

 

  • Students should consider high traffic areas for Wi-Fi, such as the sitting areas and not the classrooms. The Wi-Fi network should be segregated from the wired network and implemented on a separate Class C network. What will the network address, range, and broadcast address for this separate Class C wireless address be?

 

  • In addition, there will be a student computer lab that will provide computer access to students to do their homework. The student computer lab is located on the second floor. There will be 24 computers in this lab and 1 server in the closet.

 

  • To allow students access to library resources, the library will also have 10 computers for the general public to use and 5 computers for library staff.

 

 

 

 

 

 

To be clear, the diagram below conveys the proposed end state.

 

 

 

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Given the aforementioned scenario, we are going to use the 192.168.13.0 network and create a total of 8 subnets, with 25 potential hosts on each subnet.  The chart below conveys the scenario to include each subnet and required hosts.

 

Subnet Description Required Hosts
Classroom 1 (First Floor) 25 Computers
Classroom 2 (First Floor) 25 Computers
Classroom 4 (First Floor) 25 Computers
Classroom 1 (Second Floor) 25 Computers
Classroom 5 (Second Floor) 25 Computers
Office 5 – Admissions (Second Floor) 25 Computers
Student Computer Lab 25 Computers
Library 15 Computers

Note: Using the How to Subnet a Network Video provided in CMIT 265 LEO – Content – UMUC Network Design Proposal, complete the following chart.

 

Proposed Subnet

Subnet Network Address Host Address Range Broadcast Address
Subnet Mask: 255.255.255. ___
Classroom 1 (First Floor) 192.168.13.0 192.168.13.1 – 192.168.13.30 192.168.13.31
Classroom 2 (First Floor) 192.168.13. _ 192.168.13. _ – 192.168.13. _ 192.168.13. _
Classroom 4 (First Floor) 192.168.13. _ 192.168.13. _ – 192.168.13. _ 192.168.13. _
Classroom 1 (Second Floor) 192.168.13.96 192.168.13.97 – 192.168.13.126 192.168.13.127
Classroom 5 (Second Floor) 192.168.13.128 192.168.13.129 – 192.168.13.158 192.168.13.159
Office 5 – Admissions (Second Floor) 192.168.13. _ 192.168.13. _ – 192.168.13. _ 192.168.13. _
Student Computer Lab 192.168.13. _ 192.168.13. _ – 192.168.13. _ 192.168.13. _
Library 192.168.13. _ 192.168.13. _ – 192.168.13. _ 192.168.13. _
Wi-Fi Network 192.__. __.__ 192._._. _ – 192._._. _ 192._._. _

 

  1. Firewall Implementation

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the firewall implementation.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Firewall Implementation

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Be sure to review different types of firewalls available, what the firewall will be doing, and the benefits and drawbacks of some models are.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

  1. Intrusion Detection System / Intrusion Protection System

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the intrusion detection system (IDS) and Intrusion Prevention System (IPS).  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Intrusion Detection System / Intrusion Protection System

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Describe how IDS and IPS operates and how will or won’t IDS and or IPS be used in your solution? Student should be specific when discussing the models, types, and costs.

 

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

 

  1. DMZ Implementation

 

Technical Requirements

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In this section, you will assess UMUC’s technical requirements related to the DMZ implementation.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed DMZ Implementation

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  What uses would UMUC need for a DMZ?  What equipment should be placed into the DMZ?  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

  1. Physical Security Measures

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the physical security measures.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Physical Security Measures

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Be practical, as the classrooms and library are open for students to use.  Be sure to address physical access of the computers in the classroom, remember law 3 of the 10 immutable laws of information security.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

  1. Additional Network Security Measures

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the additional security measures.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Network Security Measures

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  You should consider the carbon units utilizing the computers, what additional measures are needed when dealing with people? Student should be specific when discussing policy, training, and awareness.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

 

 

 

 

 

 

 

 

 

 

III. Network Customization and Optimization

 

  1. Network and Cloud Based Storage

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the network and cloud based storage.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Network and Cloud Based Storage

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.  Is it worthwhile to consider outsourcing some or all of the classrooms?  Have all the costs been considered?

 

  1. Data Protection and Backup

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the data protection and backup.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Data Protection and Backup

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Consider disaster recovery and options available for conducting classes, but also day to day operations of the offices.  Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

  1. Network Monitoring

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to network monitoring.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Network Monitoring

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  What monitoring systems are available and of them which would be the most advantageous for the UMUC to implement? Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

  1. Log Storage and Management

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the log storage and management.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Log Storage and Management

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  What aggregating and analysis solutions are there and which one is best to choose from for UMUC? Student should be specific when discussing the models, types, and costs.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

  1. Troubleshooting Methodology

 

Technical Requirements

 

In this section, you will assess UMUC’s technical requirements related to the troubleshooting methodology.  You will need to make assumptions where appropriate.  When making assumptions, list each and make sure to justify the solution in the Justification section.

 

Proposed Troubleshooting Methodology

 

This section should be used to provide the details of your proposed solution, based on the technical requirements and assumptions.  Present the isolation method for equipment and how you could find one bad end point or a cable that is bad between classroom 1 and the IT server closet.  Student should be specific when discussing the methods, test equipment, and results.

 

Justification

 

This section should be used to justify your proposed solution based on the technical requirements and assumptions.

 

 

 

 

 

 

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Question   8:      General

 

Instruction

See attached case study enclosed

 

  • Explain how the case study offered support for or against the: (a) the rational model; (b) the political model; and (c) the policy process model.
  • Which elements of the three-stage Cobb and Elder model on agenda setting could you identify in the case study?
  • Explain how Kingdon’s “three streams” model of the policy process sheds light on how human service policy developed in Allegheny County.
  • Your paper must be written at the graduate level and cited properly according to APA style guidelines Must Be at least 1200 words.

 

 

 

Case Study: The Expansion of Human Services in Allegheny County, 1968–95, Section I*

Preface and Introduction

This case study examines the policymaking process behind the change in the quantity and quality of services that took place in the human service arena in Allegheny County during the nearly three decades Thomas Foerster served as commissioner. It thus can serve effectively as a vehicle for evaluating the ideas presented earlier in the chapter (as well as ideas presented in the first four chapters). Allegheny County, with a population of 1.3 million people, covers 731 square miles, including Pittsburgh—second largest city in Pennsylvania. Allegheny County does not have Home Rule and therefore has no inherent right to self-govern beyond what the state constitution and the General Assembly grant. Three county commissioners serve as the executive and legislative officers of the county, which has 130 municipalities, each with its own government structure. The Second Class County Code adopted by the state legislature in 1933 and modified in 1955 guides Allegheny County government. The functions delegated to the county under this code include: “the management of county finances and property; maintenance of care for dependent children, indigent aged and prisoners; and construction and maintenance of county buildings, roads and bridges.” Additionally, numerous legislative acts passed in the 1960s and beyond have either granted permission, or mandated, that county government perform services “in the fields of public protection, land protection, land and air transportation, higher education, health, recreation and public welfare.”1 Simultaneously, the explanation of the policy process that preceded this case study serves as a framework from which to analyze how and why the growth in human services took place from 1968 to 1995. Also to be analyzed is the role that one individual, Commissioner Tom Foerster, played. Although he is often credited as a catalyst for the increase in human services offered, the commissioner is the first to say he is not the one who deserves the credit.2 This case study is based on interviews with the commissioner and individuals who worked within his administration, as well as program administrators from outside the administration who solicited and received support from Commissioner Foerster. In addition to interviews, documents and newspaper articles were utilized to gather information. The examination of human services during Commissioner Foerster’s tenure should result in increasing students’ understanding of the complex, ambiguous, messy, never-ending process of public policy, and demonstrate that, as Deborah Stone aptly states, “the making of public policy is strategically crafted argument.”3 Laura Lewis, the author of this case study, did not intend to provide all sides of the story, or a complete story; she provides one perspective and questions designed to help students examine the policymaking process. Despite attempts to remain a neutral outsider in the writing of this case, the author has made her biases evident. One cannot ever remain totally neutral. Section I discusses who Thomas Foerster is and what subsequently led to his philosophy on the proper role of county government and to his leadership style. Included will be an exploration of the commissioner’s early life experiences, his heroes, and their impact on his philosophy. As the key player focused on, Commissioner Foerster provides an opportunity to evaluate the ability of an individual to make a difference in the policy process. Did he affect human service policy and if so how? The stage is then set for a brief examination of how and why policy developed and evolved in the human service arena from 1968 to 1995. The role of the commissioner and other key players is an integral part of understanding this evolution. At the end of the Section I conclusion, several discussion questions are presented. A Case Appendix offers a brief postscript. Case Assignment First, if you are not 100 percent clear on any of the nine

 

 

 

 

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following topics, then you need to review them thoroughly. For maximum learning they need to be kept in mind as you read the case study. They also serve as guides to the case’s discussion questions. Those discussion questions, listed at the end of the case, may be utilized as a case assignment. Your professor may assign some or all of them to you as individuals, or as work teams. Obviously, she or he may also choose to add questions that relate to other materials covered in your course. Overall, the focus should be on what the case says about the critiques of the rational model, the description of the essence of the public policy process as being political, and the policy process model. 1Kingdon’s Multiple Streams model of the policy process: a. the problem stream b. the policy proposal stream c. the politics stream. 2 Problem identification and gaining agenda status: a. How do initiatives gain agenda status? b. What are the criteria presented by Lester and Stewart? c. The three stages of the Cobb and Elder model on agenda setting: Stage I—initiators, trigger devices, and issue creation; Stage II—issue definition, symbol utilization, issue dimension, mass media emphasis, expansion to a larger public, systemic agenda; and Stage III—patterns of access, institutional agenda, action, or allocation. 3. Policy formulation, adoption, and funding. (Review why issues “make it” and the impact of funding on policy implementation.) 4. Funding, legitimization, administrative support. (Review how the values of the implementers and ongoing political battles affect implementation.) 5. Policy evaluation, adjustment, and, sometimes, termination. 6. Words and (causal) stories used to define, identify, and persuade. 7. Role of individuals in the policy process. 8. The use of biography in policy analysis. 9. Large role of politics in policy decisions (as seen in the prison siting case). Section I. Thomas Foerster: Influences on, and of, an Influential Public Servant Individuals who worked in the human service arena during Commissioner Foerster’s tenure refer to him as having a relentless resolve, a deep commitment to creating a level playing field for all, an ability to make things happen, humility, compassion, and wisdom. He is said to put people first and wants to assure that opportunity is available to all.1 This glowing rhetoric becomes meaningful when we look at the substantive policy initiatives he supported and promoted for the aged, for children, for families, for people with disabilities, and for veterans. The initiatives demonstrate the definitional meaning the commissioner has given to the goals of equality, liberty, efficiency, and equity.2 His understanding of what these goals mean, and the role of government in promoting them, began to be determined early in his life. Commissioner Foerster’s Youth and His Beginnings in Politics Thomas Foerster was born in 1928 to the late J. Edward Foerster and Eleanor (Heyl) Foerster. He spent 12 years attending Catholic schools and recalls vividly the message he heard each school day: “We were put on earth to help one another.” He asks, “How can this message not influence anyone who hears it over and over for twelve years?” The message seemed to influence the commissioner, as it undergirds his philosophy on the role of government. That is, he believes all levels of government should attempt to create opportunity for all and assure that the needs of vulnerable populations are met. A significant childhood recollection that imprinted the importance of government intervention was a public works program during the Great Depression. He recalls his mother and other women in his neighborhood serving sandwiches they had prepared to Work Progress Administration (WPA) workers who were laying Belgian blocks on their street. The WPA was able to provide jobs for some “and took some of that desperateness away,” but others not so lucky would go door to door asking for work in order to get a meal. “People were not just asking for a free handout, they were willing, and preferred to work for it.” His mother always provided food for those who asked. At mealtime during the warm months she would make sandwiches and set them on the porch where she knew they would quickly be consumed by those unable to secure employment. The compassion his mother and others showed had a lasting effect on him, as did his observation of the great benefits of public works jobs. He speaks of the “picnic shelters, the buildings, the underground structure that was built with water lines, dams, all things built by WPA workers that we are enjoying today.” He saw that the opportunity to work was all that these men wanted and if the private sector could not provide the jobs, the public sector must. “You have to preserve people’s dignity and willingness to work.” The WPA also had a profound effect on Foerster’s father. It was one of the factors that led his father to change his political views. His father was a conservative Republican who originally was “not enthralled with President Roosevelt and his programs.” Foerster recalls that his father did not hold back from preaching about his anti-Roosevelt views, but after watching the WPA workers pave his street he “really bought into the program.” Although his father was not without work himself during the Depression, he was forced to retire on a small pension, leading to financial worries and a recognition of the need for government assistance with things such as health care. Sports have been a big part of Commissioner Foerster’s life since childhood. He had coaches who supported him, who he could talk to, not just about sports but about life. He played that same role for many young athletes during the 23 years that he spent coaching different football, baseball, and basketball teams. Through his coaching efforts he carried out his philosophy that we are here to help each other. Football is his most loved sport and he coached numerous teams over the years. He started coaching grade school football as a hobby while a high school student. After his own practice was over he would go help the younger players. He recalls his first years in the Pennsylvania General Assembly, when during the middle of the week he would hurry home at night to his coaching job. He had to give up his coaching position when he was appointed chair of the Clean Streams Committee. Coaching taught Foerster lessons about the low-income African Americans who lived in his community and played on his football teams. He recalls the “great nobility” of the parents of these kids who would put cardboard in their sneakers because the soles were worn out. “It makes you realize how difficult some people have it. The parents just couldn’t find jobs. I got to know the parents, as they would come down and help with the chores at the field. They would never complain but willingly volunteered their time. They were well motivated and loved their kids.” Foerster recalls the “determination and hard work these young athletes exhibited.” He saw their great potential. Opportunity is all he believed they needed, and they would do the rest. Another significant part of Foerster’s childhood was the many days his family spent at Conneaut Lake, where today the commissioner still spends many hours when possible. The natural outgrowth of his love of the outdoors led to his emergence as a conservationist, which in turn sparked his political career in his early twenties. A family friend, Bill Guckert, who was secretary of the area Sportsman’s League, educated Foerster about the damage to the environment caused by strip mining, and Foerster says he became determined to do something about it. He took up the cause of fighting pollution long before it was popular to do so. In 1954, encouraged by Guckert, he ran for a legislative position to put someone in the General Assembly who would speak in support of environmental causes. The backing of the Sportsman’s League, and fish and game wardens was not sufficient for this young, unendorsed Democratic candidate to win the primary. These “groups” were the main supporters of environmental issues in the early fifties. They were upset and wanted something done about strip mining but did not have money, or the power of numbers, behind them. The loss in 1954 did not dampen Foerster’s spirit, and he ran again in 1956 as the endorsed Democratic candidate. Again, he lost. In 1958, he was victorious, winning by a narrow margin of 342 votes out of the 19,000 cast in his legislative district. He attributes the win largely to two factors. There were a number of women and one in particular, Anna May Wagner, who organized coffee klatches for him as a means to “drum up” support. Also, the sons of many of these women, who were athletes whom he was coaching, worked at the polls for Foerster. It was a Republican district at the time, and Tom Foerster ran on a single issue—to protect the environment—so these grassroots efforts were vital. “Those women got me elected.” The focus of Representative Foerster’s efforts in his early days in the General Assembly was to make good on two promises; which he did. With Leonard Staisey, who was a state senator at the time, he advocated and promoted the passage of the Clean Streams Act and the Strip Mining Act. Staisey and Foerster later ran together for county commissioner, where Staisey served with Foerster for eight years, and was Chair of the Board. During Foerster’s tenure as a state legislator, he also sponsored the initial legislation that led to the Community College Act, and he was a strong advocate of the Public Defender Act, the Mental Health/Mental Retardation Act of 1963, and the Child Welfare Act of 1963. As commissioner, he then put this legislation into action. The Commissioner’s Heroes Commissioner Foerster’s heroes, those people who he has great admiration and respect for, share many positive characteristics, but the one that stands out is that he saw them all as “putting people first.” They include his father and mother, mentioned earlier, and local, state, and national politicians. On the national level the commissioner points to Senator Hubert H. Humphrey (D–Minnesota) as being “the real hero in my book.” “Hubert Humphrey really lived and breathed what he preached. He really cared about people and expressed that in many, many different ways.” The commissioner’s belief in a job for everyone was espoused by Humphrey. “We don’t have people who enunciate that philosophy that he (Humphrey) enunciated and Kennedy enunciated and even Lyndon Johnson.” The commissioner got to know Humphrey personally. He worked to get Humphrey elected President in 1968 and recalls the large crowd he was able to get at the Boat House in North Park after being told it was too isolated out there and nobody would show. He recalls how Humphrey just loved everybody in Pittsburgh and in Allegheny County. He expressed admiration for the way Humphrey could “make a speech at the drop of a hat and be consistent and say what he had to say, full employment, jobs for everybody, education for all. He had the philosophy; it was the Vietnam War that ruined him.” Like many others, the commissioner thinks that if the 1968 election had been a week later, or if Humphrey had taken a stronger stance against the war once he became a presidential candidate, he would have defeated Richard Nixon. In addition, Presidents Truman and Kennedy are named by the commissioner as political leaders who “put people first.” He refers to Kennedy as a great speech-maker. “He had the same philosophy as Humphrey but could express it better than anyone else and in shorter period of time.” Moving to the state and local level, David Lawrence, powerful boss mayor of Pittsburgh, is another person the commissioner holds in high esteem. He got to know Lawrence through football. When Foerster was in high school, Lawrence came to meet the players in the dressing room after a game. A few years later Foerster was coaching a team of 14- to 17-year-old boys and sent Lawrence, then the mayor of Pittsburgh, a letter inviting him to help in the dedication of lights for the football field. Lawrence started coming to the annual football banquets, a practice he continued even after being elected governor. Foerster observed Lawrence in this and other settings and admired how well he related to everyone. The ability to relate to people so well is what enabled Lawrence to leave behind many accomplishments, according to Foerster. “He was a great community person, and people in the communities loved him.” As a mayor and governor, “he was one of the most skilled persons I ever met.” As governor he had a great knack for bringing together the Democratic House and Republican Senate, noted Foerster. In Foerster’s eyes he was someone who could gain support from the corporate establishment, business establishment, and colleges and universities by getting past party

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affiliation. For example, he enlisted “friendly cooperation” from industrialists in order to combat the air pollution in Pittsburgh caused by the smoke. “Lawrence led the way to get the first smoke ordinance passed. He also led the way to cleaning up the rivers. Raw sewage as well as industrial waste was being dumped into the rivers until 1960.” The commissioner goes on to point out that “it was under Lawrence that money was made available for the first time for local libraries like the Carnegie. It may not seem like a big thing but that was a big step forward for state government to move in that field. It was also under Lawrence that the Pittsburgh public schools received a special subsidy as part of a new formula giving the public schools more state money.” Commissioner Foerster credits Lawrence with starting the whole concept of private/public partnership in Allegheny County. He states that “for those of us who grew up in the Lawrence era, it became natural to work with our universities, to work with the corporate establishment, the Allegheny Conference, and the Chamber of Commerce. That was inbred in us. You cannot get much done unless you have that kind of partnership with the community.” While the commissioner stresses the good that Lawrence accomplished with the aforementioned examples, and mentions “his whole Renaissance Program,” Tom does not overlook what he calls the “big failure in those days.” He is referring to the people hurt when housing in areas where low-income people lived was demolished and those people displaced. Leonard Staisey was not only a good friend, he was also one of Foerster’s heroes. Staisey was on the conservation team with Foerster and toured a strip mine with him in preparation for passage of a Strip Mine Bill and a Clean Streams Bill. Staisey was badly sight-impaired and could see only shadows. Foerster recalls how Staisey “would keep hold of my elbow as we’d walk up and down these strip pits; some of them were 100 feet, 150 feet down a hill. When the strip mine patrol was over, Leonard could really describe what he had seen. He was a remarkable person. When we finally passed the second piece of legislation, it was amended in the Senate and sent out for reprinting. The printer left out some crucial, vital language. As Leonard described it, it was like leaving the ‘Our Father’ out of the Lord’s prayer; it made it meaningless. Now here he is, a blind Senator; he had somebody read bills to him; he was the only one who caught the error in the bill. Leonard was so sharp and had a photographic memory.” It was much more than Staisey’s razor-sharp memory, ability to learn voices, and remarkable ability to compensate for his vision loss that impressed the commissioner. “Leonard Staisey left his footprints behind all over the county in many different ways,” states the commissioner. “I think Leonard Staisey can really be attributed with being the father of the whole Mental Health/Mental Retardation system (MH/MR) in the county. He took that under his wing. Leonard saw to it that the MH/MR programs were not centralized under one big bureaucracy that was too far removed from those it served.” The county was divided up into nine catchment areas with a base center unit run by the nonprofit and hospital sectors located in each area. Each base-service unit works autonomously and obtains input from its own citizens advisory board. The intent was to ensure that relying on the expertise of the private sector agencies and citizen participation would help to ensure that the program responds effectively. Each base-service unit must submit an annual plan to the county and receives a yearly appropriation from the county. The commissioner says that Leonard Staisey taught him a lot about human services and people with disabilities. “More people with disabilities had a job opportunity because of Leonard Staisey. Leonard devised a job bank program that was given to the Veterans Administration to run. It was a relatively small program in which people who had some type of disability because of the Vietnam War were provided with jobs where they acquired a skill.” Such influential people and experiences led the commissioner to become an individual with a strong sense of what he takes for granted as being “right.” He believes that “what is right is that people use government as an avenue to create a society with jobs for everybody; to create a society where vulnerable populations, not able to provide adequately for themselves, are provided with services that allow them to live with dignity; to create a society where everyone has the opportunity to an education and job training; to create a society where we show that we value families by focusing on preventative measures rather than reacting to situations that arise when families are not given the support they need; and to create a society where the environment is protected and future generations will have clean air and water.” Tom Foerster was a public servant who started with a single cause, the environment, but who greatly expanded the issues he advocated, making human services a key priority. Lessons he learned by observing the WPA, community people reaching out to feed hungry, desperate people, and political leaders ardently striving to create a level playing field and provide for the elderly, children, and persons with disabilities, all impacted the development of Thomas Foerster and his philosophy regarding the role of government. Commissioner Foerster’s Philosophy on the Role of County Government Politics is an art where players use strategically crafted argument to persuade others to adopt their policy ideas as the best solution for the distribution and redistribution of goods. Agreement is difficult because of the conflicting ideas people have as to the meaning of basic democratic goals such as liberty, equity, efficiency, and equality.3 One’s interpretation of these goals and beliefs as to how best to attain these goals determine one’s philosophy as to the role government should play in “who gets what, when, and how.”4 As a key political player, how Commissioner Foerster defined these goals and subsequently the policy he supported to arrive at the goals were driven by his worldview. The ambiguity of these goals and the difficulty of achieving all goals simultaneously gave rise to the dilemmas he faced in the political arena. For example, let us assume that to create a level playing field, and promote a degree of equality, government-funded job training or some formal post-secondary education is necessary. Can this be provided without any cost to the liberty of the individuals who will be taxed in order to provide this service? Deborah A. Stone adequately summarizes the dilemmas faced by policymakers with the statement, that “most policy issues can be seen as a question of whether and how the ‘haves’ should give to the ‘have nots.’” The policy issues Stone refers to are redistributive policies which account for most policies in the human service arena. Stone goes on to say that “where one stands on issues of distribution is determined not so much by the specifics of any particular issue as by a more general world view.”5 The worldview held by the commissioner closely parallels that of liberalism. Liberalism holds that the use of government intervention to promote equality and equity is necessary and just. Liberalism views liberty as freedom from dire necessity, which means that there must be a degree of equity, a basic minimal amount of money and/or goods that each person is assured. Thus redistribution is necessary to assure fair shares of basic resources such as food and shelter. By assuring basic resources to those who fall through the cracks and by opening up opportunity for all, the entire society benefits. For the liberal, community interests supersede a pure focus on individuals’ interests.6 The conservative view holds that liberty is freedom to dispose of one’s resources as one wishes and that government intervention infringes on this liberty. Thus redistribution policy interferes with liberty and takes away individualism. Government becomes a menace and misuses its power. The private sector, not the public sector, is the realm in which social welfare needs must be addressed, especially since most public programs simply cost money but do not solve problems.7 The commissioner is not comfortable with being labeled as a liberal. “Trying to categorize someone is all wrong. I don’t think it’s liberal or conservative to try to create a level playing field; it just makes common sense.” (He emphasizes that if you can prove to a conservative that a program is cost-effective, she or he will buy it.) There are

 

 

 

 

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“positive progress” that took place in human services during his tenure. His leadership style conveyed not only support and a belief in his staff but also a great appreciation for hard work well done. When discussing initiatives he states, “It is they, not I, who should get the credit for the growth and accomplishments in their respective departments.” He credits not only the directors but the staff and citizens who worked on the initiatives. “Anyone can cut ribbons or hold a shovel for a ground breaking,” is the commissioner’s view. While comfortable giving credit to others, he is hesitant to take credit for himself. He believes that “If you don’t worry about who takes credit for things, you get more done.” Yet, those who worked with him either directly or indirectly in the human services division are quick to point out the imperative role that the commissioner played in so many key initiatives that took place not just during his time as commissioner but also during his time in the legislature. Tellingly, they speak of Foerster’s accomplishments as he speaks of his hero’s accomplishments. For example, Charles Stowell, past Director of the Department of Aging, states that Kane is a public institution today because people like Tom Foerster cared too much to turn his back on the elderly poor.10 Vic Papale, the commissioner’s executive assistant from 1980–1984, considers Foerster as being essential for the implementation of the Kane Regional Centers. Papale says Foerster said a way to fund the building of the centers would be found and would not take no for an answer.11 Both Laurie Mulvey and Kate Garvey, who work with the Family Support Centers, indicate that the commissioner’s active support has been critical.12 Charlotte Arnold, director of The Program—Alternatives to Incarceration, says it would not be where it is today except for Foerster. She specifically points to how the commissioner personally helped to obtain space to locate its facilities.13 In describing the positive changes that occurred in the Mental Health/Mental Retardation field, Chuck Peters, the long-time director of MH/MR, refers to the free rein the commissioner gave him. Along with the free rein were expectations and strong backing not just in word but in deed. “Commissioner Foerster did not hesitate to go face to face with the governor and others to obtain funding for human services.” Whether it was marches or other dramatic strategies, the commissioner was behind Peters.14 Therefore, while not a micromanager, Commissioner Foerster understood the details and was very involved in the life of the initiatives in the human service arena.15 Leo Koeberlein, former executive editor of the Pittsburgh Press, said of Foerster, “He is not a demagogue, but he is dynamic in the sense that he succeeds by using the available tools. Tom’s working on the principle that politics is the art of the possible. He’s the personification of it.” Koeberlein described the commissioner as “a politician who does not routinely throw his weight around and is not one to rant and rave. He just uses a quiet intellectual approach.”16 Vic Papale recalls how articulate and convincing an argument the commissioner could always make to advance an issue.17 Foerster himself states while discussing issues such as a public works program that he can sell the idea to the private sector if given the opportunity to sit down and talk with those in the business world. The importance of listening to others was not underestimated by the commissioner. Listening to the ideas of others was one means the commissioner used to determine community needs, which he thought must be continually assessed. “I wanted people to tell me what they thought.” He wanted to hear from the opposition as well as supporters. In addition to actively listening, the commissioner “did not hesitate to seek advice.”18 His staff and others from outside county government were continually presenting ideas. Before acting on an idea, the commissioner said he would almost always seek input from the Allegheny Conference on Community Development. He would also seek input from others outside of government, and although he would listen, he did not always heed the advice given. One example is the Allegheny Works Program, a public works program, modeled after WPA. “Despite being told you can’t do it, it is impossible, we had to try.” It was just a “gut reaction” that told Foerster to go ahead with it. “You may not succeed but you have to try.” It is not stories told by others of the destitution of people out of work that motivated Foerster. It is the stories he himself tells not only of his hardships during the Depression but also stories of his friends. The closing of the steel mills in the late 1970s and 1980s resulted in friends waiting on his porch steps for him to come home. “They would beg, and that was really discouraging to hear somebody you have known all your life breaking down. The hardest part of the job is that you can’t put everyone to work for the county even though you would like to when they can’t find other work.” Although politically astute, as is evidenced in his ability to win re-election as county commissioner six times, his style and decision making were driven by ideals. Charles Kolling, who served as the lobbyist for the county from April 1977 to March 1996, speaks of Tom Foerster as “a politician willing to take a stand for goals in which he believed regardless of whether they were politically popular, and an obvious vote getter.” Kolling refers specifically to Foerster’s decision and subsequent battles to keep the Kane Regional Centers public. Kolling believes this decision, as well as the battles he fought for funding for MH/MR, was not politically driven. “Foerster based these decisions and others on what he felt was morally right, not what he thought was politically advantageous. The vast majority of his constituency are unaware of the struggles encountered trying to get state funding for human service initiatives.”19 In fact, it can be argued that county government did not market itself to the degree it could have during Commissioner Foerster’s tenure. There are things that the board of commissioners could have done to “toot their own horn.” Kolling mentions as one idea that a positive public relations move would have been for the county to have a half-hour television show to let people know what is available through the county. It can also be argued that the media was more interested in bad news than positive happenings and did not

 

 

 

 

 

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Question   9:     History

 

Civil Rights and Civil Liberties. Thoroughly describes the evolution of civil liberties in the United States. PLEASE USE DETAILS, CITE YOUR SOURCES AND GIVE EXAMPLES. I am attaching the rubric which explains how it should be written and the essay instructions itself. If you feel like you cannot write this well and on time, please do not waste my time.

 

Instruction

ESSAY INSTRUCTIONS: – Essay should be carefully written and demonstrates knowledge and understanding of the topic. – Essay must be at least 800 words but no more than 1000 words excluding citations (Maximum two pages). – Essay content must be typed or copied and pasted into the submission box. Do not attach a file! – A rubric is posted to help you understand the expectations for this assignment, I strongly recommend you read the details of the rubric, here is the link that explains how to access the rubric: https://www.screencast.com/t/uuJeqDpb – You must discuss and include examples from at least two (2) references from the literature (published articles or news articles from renowned sources) to support your arguments and include a works cited section. An essay without citations is incomplete and will result in a low grade. – Essay will be checked for similarity using Turnitin.com, plagiarism will not be tolerated. – Essay will be initially graded by the system, however, it will be reviewed by the instructor and grade may be updated. RUBRIC IS ATTATCHED

 

 

Introduction to Theatre: Research Project (100 points) DRAM 1310

  • 50 POINT OUTLINE
  • 15 POINT WORKS CITED PAGE
  • 35 POINT PRESENTATION OF RESEARCH

~~~~~~~~

Outline 50 points:

I will be looking for both depth and breadth in your outline and presentation. You will want to include such items as:

  • BRIEF Biography: Who are they? Give some background information about the person. What was/is going on in the world in which the person lives and works? What is the person to? Against? Commenting on?
  • Major works: What have they done? What are the unique characteristics that define their work?
  • Working process and philosophy
  • Importance to the world of theatre: Why is this person important to the world?
  • Be sure to cover WHO, WHAT, WHERE, WHEN, WHY!

More details on outline:

o Length: at least 2 full pages, typed, single-spaced and spell checked—be sure to

use excellent structure to support the integrity of the content.

o Be sure to include specific details from your research in your outline and use parenthetical documentation to give credit to your sources.

o IMPORTANT NOTE: It is crucial that you use parenthetical documentation throughout your outline, to give credit to the sources you utilized and learned from (whether you are using a direct quote as well as if you are paraphrasing an idea that you have read). Please see MLA Handbook for how to use Parenthetical Documentation throughout. Failure to do so will be considered plagiarism and you will receive a 0 on your outline and be reported to the Dean of Students for scholastic dishonesty and disciplinary action.

o You can use other kinds of structures, like bullets, just be sure to be consistent.

Works Cited Page 15 points:

Please use five legitimate scholarly sources for your project.

  • You are required to use ALL scholarly sources. Books, scholarly articles, interviews (TV

interviews may be used depending on your aspect of this project).

  • When in doubt, find book sources FIRST (these may come in the form of eBooks).
  • If you are looking for articles on the Internet, carefully consider which ones are valid, scholarly sources.
  • Spark Notes, IMDB, Brainy Quotes (any kind of quotes pages) and Wikipedia CANNOT BE used as sources. Look for legitimate sources.
  • Be sure to use the databases in the library on Cougar Web. JStor, Gale, Drama for Students and other databases are free to you and you can access them from your computer. Go to the “Library” tab in Cougar Web!
  • MLA Handbook form required. Pay especially close attention to citing Internet sources. This is often the most challenging source to cite. The databases in the Collin Library on Cougar Web will also give you the correct citation for the articles you are using. Another great reason to check them out!

PowerPoint Presentation 35 points:

  • Using the information from your research, create a PowerPoint presentation of 15-20 slides for the class. You will upload this to the Discussion Forum for the class to view.
  • Slides should address all 4 major content areas of your outline.
  • Slides should be primarily visual and express your creativity.
  • Slides should be organized (introduction, body and conclusion).
  • Adding voice over commentary is strongly encouraged!

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Question   10:    General

 

Examine the Influence of Packaging, Branding and Price on Sachet Water Sales in Developing Countries. What are the Constraints and Opportunities. 3 pages apa

 

Question   11:    Health Care

 

Instruction

You are working as the manager of a multispecialty clinic. You have been notified that a patient has filed a lawsuit against one of your physicians that has terminated a relationship with a patient. Executive management has asked you to prepare a memo to describe whether a patient can make a successful claim for a breach of contract in this case. In this 2–3-page memo, discuss whether the physician-patient relationship is a contract and what needs to be shown for a breach of contract to have occurred.

 

 

Question   12:   History

 

Instruction

The rise and fall of the Roman Empire are pivotal events in human history. 1) Identify three factors that led to Rome’s rise 2) Identify three factors that led to its fall. Paper should be 2-3 pages in length in proper APA format while citing a minimum of 3 sources. Ensure you properly organize your essay including an introduction with thesis statement and a conclusion. Thesis needed.

 

Question   13:    Other

 

Instruction

Instructions For this assignment, you will take each of the elements addressed earlier in the class and develop a strategic plan for a publicly-traded company of your choice, which was researched using the annual stock report website, company website, and other financial reporting websites. Be sure your plan includes the following: Share the mission statement. Include the vision statement. Identify any stated strategic goals. Produce a SWOT and PEST analysis. Assess the company’s competitive advantages. Provide a corporate strategic plan for sustained innovation in a global marketplace. Close the paper by addressing recommended solutions for sustained innovation, in light of any potential disruptive innovation. Length: The paper should be 10-15 pages, not including a cover page or references. Please consider adding an appendix for any figures or tables. References: Include at least 8 scholarly resources. Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in the course and provide new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards.

 

 

Question   14:    Statistics

Hypothesis Testing and Inference

This assignment focuses on estimation and hypothesis testing with one-sample and two-sample inferences.

The essence of parametric testing is the use of standard normal distribution tables of probabilities. For each exercise, there will be a sample problem that shows how the calculations are done and at least one problem for you to work out.

For the first assignment, you will not need any statistical software. However, you will use a standardized normal distribution table (a z-score table) provided in the course textbook (Table 3—The normal distribution—in the Tables section in APPENDIX) to obtain your responses.

Click here to access the standardized normal distribution table from your course textbook.

Problem 1: Probability Using Standard Variable z and Normal Distribution Tables

Variables are the things we measure. A hypothesis is a prediction about the relationship between variables. Variables make up the words in a hypothesis.

In the attention-deficit/hyperactivity disorder’s (ADHD’s) hypothetical example provided in the tables below, the research question was: What is the most effective therapy for ADHD? One of the variables is type of therapy. Another variable is change in ADHD-related behavior, given exposure to therapy. You might measure change in the mean seconds of concentration time when children read. This experiment is designed to obtain children’s concentration times while they read a science textbook and to find out whether the therapy used worked on any of the children.

Use the stated µ and σ to calculate probabilities of the standard variable z to get the value of p (up to three decimal places). In addition, respond to the following questions for each pair of parameters:

  • Which child or children, if any, appeared to come from a significantly different population than the one used in the null hypothesis?
  • What happens to the “significance” of each child’s data as the data are progressively more dispersed?

In addition to the above, write a formal statement of conclusion for each child in APA style. A report template is provided for submission of your work.

Note: Tables 1 and 2 are practice tables with answers. Tables 3 and 4 are the assignment tables for you to work on.

Table 1 (µ = 100 seconds and σ = 10)

Child Mean seconds of concentration in an experiment of reading z-score
(z = [X – µ]/σ)
p-value
1 75 -2.50 0.0
2 81 -1.90 0.0
3 89 -1.10 0.1
4 99 -0.10 0.4
5 115 1.50 0.0
6 127 2.70 0.0
7 138 3.80 <0.0
8 139 3.90 <0.0
9 142 4.20 <0.0
10 148 4.80 <0.0

 

Table 2 (µ = 100 seconds and σ = 20)

Child Mean seconds of concentration in an experiment of reading z-score
(z = [X – µ]/σ)
p-value
1 75 -1.25 0.1
2 81 -0.95 0.1
3 89 -0.55 0.2
4 99 -0.05 0.4
5 115 0.75 0.2
6 127 1.35 0.0
7 138 1.90 0.0
8 139 1.95 0.0
9 142 2.10 0.0
10 148 2.40 0.0

 

Table 3 (µ = 100 seconds and σ = 30)

Child Mean seconds of concentration in an experiment of reading z-score p-value
1 75 -0.83
2 81 -0.63
3 89 -0.37
4 99 -0.03
5 115 0.50
6 127 0.09
7 138 1.27
8 139 1.30
9 142 1.40
10 148 1.60

 

Table 4 (µ = 100 seconds and σ = 40)

Child Mean seconds of concentration in an experiment of reading z-score p-value
1 75 -0.63
2 81 -0.48
3 89 -0.28
4 99 -0.03
5 115 0.38
6 127 0.68
7 138 0.95
8 139 0.98
9 142 1.05
10 148 1.20

 

 

 

Click here for a template to provide your answers and submit the assignment.

Refer to the Assignment Resources on this page for Two Independent Samples of t-Test to view an example of probability using standard variable and normal distribution tables. The same resource is also available under lecture Estimation and Hypothesis Testing.

Submission Details:

  • Name your document SU_PHE5020_W1_A3a_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Areaby the due date assigned.

Problem 2: Two-Sample Inferences

A two-sample inference deals with dependent and independent inferences. In a two-sample hypothesis testing problem, underlying parameters of two different populations are compared. In a longitudinal (or follow-up) study, the same group of people is followed over time. Two samples are said to be paired when each data point in the first sample is matched and related to a unique data point in the second sample.

This problem demonstrates inference from two dependent (follow-up) samples using the data from the hypothetical study of new cases of tuberculosis (TB) before and after the vaccination was done in several geographical areas in a country in sub-Saharan Africa. Conclusion about the null hypothesis is to note the difference between samples.

The problem that demonstrates inference from two dependent samples uses hypothetical data from the TB vaccinations and the number of new cases before and after vaccination.

Table 5: Cases of TB in Different Geographical Regions

Geographical regions Before vaccination After vaccination
1 85 11
2 77 5
3 110 14
4 65 12
5 81 10
6 70 7
7 74 8
8 84 11
9 90 9
10 95 8

 

Using the Minitab statistical analysis program to enter the data and perform the analysis, complete the following:

  • Construct a one-sided 95% confidence interval for the true difference in population means.
  • Test the null hypothesis that the population means are identical at the 0.05 level of significance.

Click here to install Minitab Software.

In addition, in a Microsoft Word document, provide a written interpretation of your results in APA format.

Submission Details:

  • Name your Minitab output file SU_PHE5020_W1_A3b_LastName_FirstInitial.mtw.
  • Name your document SU_PHE5020_W1_A3c_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Areaby the due date assigned.

Problem 3: Cross-Sectional Study
In a cross-sectional study, the participants are seen at only one point of time. Two samples are said to be independent when the data points in one sample are unrelated to the data points in the second sample.

The problem that demonstrates inference from two independent samples will use hypothetical data from the American Association of Poison Control Centers.

There are two groups of independent data collected in different regions, which also calls for a t-test. The numbers represent the number of recorded cases of poisoning with chemicals in the homes of 100,000 people in two regions.

Table 6: Cases of Poisoning With Chemicals

Year Region 1 Region 2
1 150 11
2 160 10
3 132 14
4 110 12
5 85 10
6 45 11
7 123 9
8 180 11
9 143 10
10 150 14

 

Using the Minitab statistical analysis program to enter the data and perform the analysis, complete the following:

  • Formulate a null and an alternative hypothesis for a two-sided test.
  • Conduct the test at the 0.05 level of significance.

In addition, in a Microsoft Word document, provide a written interpretation of your results in APA format.

Submission Details:

  • Name your Minitab output file SU_PHE5020_W1_A3d_LastName_FirstInitial.mtw.
  • Name your document SU_PHE5020_W1_A3e_LastName_FirstInitial.doc.
  • Submit your document to the Submissions Areaby the due date assigned.

 

Additional Materials

View a pdf Transcript of One-Tailed and Two-Tailed Test

View a pdf Transcript of Minitab Example of Two Independent Samples of t-Test

View a pdf Transcript of Minitab Express

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Question   15:    Business

 

Write a 150 word response/add to the below discussion…

This week we read a Harvard Business Review article (March 2017) by Donald and Charles Sull and Rebecca Homkes that provided five myths businesses make when it comes to strategy execution. The two myths that I think best fits with my case study Tesla are: Communication equals understanding (Myth #3) and execution should be driven from the top (Myth #5).

When it comes to communication, Tesla CEO Elon Musk is highly direct, strict and honest with customers, donors and employees. In an article by the Business Insider titled “These are eight strict workplace rules Elon Musk makes his Tesla employees follow,” the details of Musk’s harsh, yet necessary, rules were shared, many to increase efficiency and employees’ time management:

  1. Large-format meetings wastes people’s time.“Excessive meetings are the blight of big companies and almost always get worse over time. Please get [rid] of all large meetings, unless you’re certain they are providing value to the whole audience, in which case keep them very short,” Musk said in an email to employees. 2. Meetings should be infrequent, unless it’s urgent. 3. If you don’t need to be in a meeting, leave. 4. Avoid confusing jargon. 5. Don’t let hierarchical structures make things less efficient. “Communication should travel via the shortest path necessary to get the job done, not through the ‘chain of command’. Any manager who attempts to enforce chain of command communication will soon find themselves working elsewhere,” Musk said in his internal letter. 6. If you need to get in touch with someone, do so directly. 7. Don’t waste time following silly rules. “In general, always pick common sense as your guide. If following a ‘company rule’ is obviously ridiculous in a particular situation, such that it would make for a great Dilbert cartoon, then the rule should change.” 8. Don’t leak to the press under any circumstances.

Musk stresses the use of common sense, which sometimes can still get lost at some businesses. Large-format meetings are a waste of people’s time to actually execute the work. The truth for Tesla is just that; I feel like if Musk can be honest with his employees about his expectations that he deserves the same in return from employees, even if it means that Tesla isn’t the workplace environment for them.

For Myth #5 even Musk finds that to be false according to rules #5 and #6 above. I think influence should come from the top; not execution. But Musk brings up a good point about directly communicating with someone as it can help prevent miscommunication. It’s like the telephone-line game: You pass the message on from one person to the next, and by the time it gets to that last person, it’s a totally different message. A business cannot successfully run this way.

As stated before, the influence should come from the top. Musk communicates his simple business strategy, and it is the duty of his employees to execute his plan outlined in a Mission.org article from April 2017:

  1. Build sports car 2. Use that money to build an affordable car 3. Use that money to build an even more affordable car 4. While doing above, also provide zero emission electric power generation options 5. Don’t tell anyone.

Can it be that easy? A simple plan matched with common sense and some of the most advanced technology in the world = SUCCESS

 

Question   16:    Health Care

 

Analyze “The Case of Janet K. and Epilepsy” (see attached) using the Three-Step Ethics Model listed below.

  1. Is it legal
  2. Is it balanced?

For example, does one person or group benefit or suffer more than another as a result of your actions?

  1. How does it make me feel? (i.e., embarrassed, proud)

This case is important because it requires attention to accuracy, confidentiality, and proper filing. Proper management is critical because the records may be subpoenaed during a malpractice case. Read the case carefully and then apply your critical thinking skills and problem-solving ability. Please fully explain your responses with each step of the ethics model being answered with a minimum of 350 words and follow the attach rubric for an excellent scoring. if there are any questions, please let me know.

 

 

Case Study #2: “The Case of Janet K. and Epilepsy” Key
Instructions: Analyze “The Case of Janet K. and Epilepsy” using the Three-Step Ethics Model by

Blanchard and Peale found in Chapter 1.

THE CASE OF JANET K. AND EPILEPSY

Janet K. had suffered from epilepsy since she was an infant. Her condition was well controlled as she entered adulthood, and she was able to complete a nursing program in good health. She particularly enjoyed working as a scrub nurse in the operating room. Upon graduation she applied at the large university teaching hospital where she had performed her clinical work during her nursing program. The hospital knew of her epilepsy history and offered her a job in their medical records department. Janet petitioned to be able to work in surgery, but the hospital administrators felt that it was too dangerous for Janet and the surgical patients if she should have a seizure there.

While working in medical records, Janet’s seizures began to return. She would have a seizure at least every month, even though her medications had been changed. Janet noticed that some of her fellow medical records technicians would stay away from her for fear of having to help her during a seizure. One afternoon a physician was dictating his case records in a cubicle next to Janet’s when she had a seizure. He helped her and then went to the hospital administrator and told her that Janet should not be allowed to work in a hospital since it gave the hospital, with its image of healing, a bad reputation.

Janet was terminated at the age of 27 due to health issues. She died of a brain tumor five years later.

 

Case Study Grading Rubric

Purpose: Discussion Cases are based on real-life occurrences and offer practical application of information discussed within chapters. These cases are used to stimulate and draw upon the student’s critical-thinking skills and problem-solving ability.

Five Criteria for each question Focus Specificity Support Throughtfulness Use of Language
Excellent
(40 – 50 points)
Responses may vividly clear and accurate references to each specific question. Majority of responses include specific details. Response are well- supported. Responses are articulate and show a high-level of thought. Writing is well- organized, unified, and error-free.
Good
(31 – 39 points)
Responses make some references to questions but do not address each of them in a clear and accurate manner. Some responses include specific details. Responses are somewhat well- supported. Responses show some thought. Writing is somewhat organized and unified, with some errors.
Fails to meet expectations (0 – 30 points) Responses make very few clear and accurate references to questions posed. No responses include specific details. Responses are not supported. Comments show no thought. Writing is not organized or unified; errors impair communication.

 

 

 

Question   17:   English

 

Topic is:    Enhancing Confidence in Nigeria for Nation Building: Towards Economic Success and Improved Quality of Life for Nigerians.

 

 

Question   18:    Computer Science

 

Homework #2

  1. Translate the following positive base 10 integers into binary, octal and hexadecimal. (Show your work)
  1. 89 b. 135 c. 1001
  2. 17
  1. Use the algorithm for computing binary values for base 10 fractions for the following fractional values. Use 6 bits.
  1. 0.410 b. 0.386
  1. Compute the decimal equivalents of the binary numbers computed in 3 and find the round off error.
  2. Perform the following binary arithmetic (all numbers are positive):

10110101

+ 1110111

———

1101110

– 10111

——-

11100

x 1001 ——

11110

÷1010 —–

  1. Convert the following base 10 SIGNED integers into binary (8bits). a.-102

b.-17 c.106 d.-39

  1. Give the base 10 values of the following 6-bit SIGNED binary numbers: a. 100111
  1. 010010
  2. 101010
  3. 110101
  4. Give the 32-bit floating point number (single precision) for the base ten number -1245.2.
  5. Consider the Hamming Code for four bit numbers using odd parity. What is the 7-bit word (including parity bits) that should be used to describe the following integers:
  6. 6 b. -7
  7. For your answer to 2a. above, change the bit in position 3. Show how the Hamming Code is used to correct that bit.
  8. For your answer to 8a. above, change the bits in position 3 and 7. a) Is the Hamming Code able to detect an error? Explain
    b) Is the Hamming Code able to correct the error? Explain

 

Question   19:    Others

 

  1. How can a merger or reorganization negatively affect a group or team? How does the behavior of the team leader(s) affect or define the relationship between merging groups?
  2. What serious biases or misassumptions do groups that are involved in interteam conflict sometimes experience? How do these biases and prejudices affect the ability of teams to accomplish their goals?

Chapter 13

  1. Brainstorm some ways to “redesign” your office space (or an office space you have previously worked in) on paper using virtual or flexible space, or flexible furniture. How would this redesign enhance successful teamwork?
  2. What are some of the ways that cross-cultural teams are distinguished from other types of teams? What are some of the benefits and difficulties of building a cross-cultural team?

 

 

 

 

 

 

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Question   20:    Computer Science

 

C++ Questions

 

 

Programming Question:

In this program it is required to red and manipulate the scores of ICS 103 exams. The program should define a constant MAXSIZE for the array, declare necessary variables and arrays. Then the program displays the following menu and waits for the user choice (define and use a function getChoice):

  1. Read scores
  2. Convert scores to letter grades and display a table of scores and letter grades
  3. Show statistics (count, maximum, minimum, average, median, mode, standard deviation)
  4. Rank students (first, second, third, etc.)
  5. Show grade distribution
  6. Exit

 

Based on the user choice the program should use relevant functions to perform the required task. If the user input 6, the program asks the user to confirm if he wants to exit. If the user enters ‘y’ or ‘Y’, the program terminates. Otherwise, it should redisplay the menu and wait for his next choice.

 

Here is a list of functions that you should define and use:

int getChoice(void)  — this function is to show a menu and read a valid choice.

void readArray( double score[], int size) — this function to read the scores and save it in 1D array.

void showLetterGrades(double score[], int size) – this function is to show a table of scores and their corresponding letter grades. It should also use another function to compute letter grades.

void getLetterGrades(double score[], char grades[], int size)

void showStatistics(double score[], int size)   — this function is to show all relevant statistics: count, minimum, maximum, median, mode, average, standard deviation. It should also use another function to compute the statistics:

void getStats(double score[], int size, double *min, double *max, double *avg, double *stDev, double *mode, double *median)

void showRanks(double score[], int size) – this function is to show a table of scores and their corresponding ranks (i.e. the highest grade will be 1, the next will be 2, and so on). It should also use another function to compute ranks:

void getRanks(double score[], int ranks[], int size)

void showDistribution(double score[], int size) – this function is to show the distributions of letter grades (i.e. the percentage of students having A, the percentage of students having B, and  so on). It should also use void getLetterGrades(double score[], char grades[], int size) to convert scores to letter grades then it uses another function to compute the distributions of each letter grade

void getDistributions(char grades[],int size, double distribution[])

 

 

Question   21:    Other

 

Need help with an assignment due for Saturday must be at least 1500 words or more with 3 scholoarly sources withing the last past 5 years . Must include in text citation and be APA format.                                                                                                                                                                                                                        1. n a narrative format, discuss how white Americans who have not owned slaves nor practiced discrimination in employment, may have nonetheless benefitted from, and have been advantaged by, slavery and discrimination?

  1. What are the primary problems with the concept of race and what are the social and political implications of using race to define and study groups of people?
  2. Why is it so difficult to identify examples of institutional discrimination? If rules apply to everyone, shouldn’t that be enough to prevent unfair treatment? Give examples of real or perceived institutional discrimination to support your argument.

 

Question   22:    Other

 

For the loading and geometry given in the figure below, determine the maximum value of normal stress at both at the hole and the notch. [Hint: σ = Kt . σnom Be careful with the cross-sectional area selection.]

 

 

Question   23:    Computer Science

 

 

Programming Question:

In this program it is required to red and manipulate the scores of ICS 103 exams. The program should define a constant MAXSIZE for the array, declare necessary variables and arrays. Then the program displays the following menu and waits for the user choice (define and use a function getChoice):

  1. Read scores
  2. Convert scores to letter grades and display a table of scores and letter grades
  3. Show statistics (count, maximum, minimum, average, median, mode, standard deviation)
  4. Rank students (first, second, third, etc.)
  5. Show grade distribution
  6. Exit

 

Based on the user choice the program should use relevant functions to perform the required task. If the user input 6, the program asks the user to confirm if he wants to exit. If the user enters ‘y’ or ‘Y’, the program terminates. Otherwise, it should redisplay the menu and wait for his next choice.

 

Here is a list of functions that you should define and use:

int getChoice(void)  — this function is to show a menu and read a valid choice.

void readArray( double score[], int size) — this function to read the scores and save it in 1D array.

void showLetterGrades(double score[], int size) – this function is to show a table of scores and their corresponding letter grades. It should also use another function to compute letter grades.

void getLetterGrades(double score[], char grades[], int size)

void showStatistics(double score[], int size)   — this function is to show all relevant statistics: count, minimum, maximum, median, mode, average, standard deviation. It should also use another function to compute the statistics:

void getStats(double score[], int size, double *min, double *max, double *avg, double *stDev, double *mode, double *median)

void showRanks(double score[], int size) – this function is to show a table of scores and their corresponding ranks (i.e. the highest grade will be 1, the next will be 2, and so on). It should also use another function to compute ranks:

void getRanks(double score[], int ranks[], int size)

void showDistribution(double score[], int size) – this function is to show the distributions of letter grades (i.e. the percentage of students having A, the percentage of students having B, and  so on). It should also use void getLetterGrades(double score[], char grades[], int size) to convert scores to letter grades then it uses another function to compute the distributions of each letter grade

void getDistributions(char grades[],int size, double distribution[])

 

 

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Question   24:    Others

 

need help with an assignment must be at least 250 words with apa format..Must include intext citationa and also have 3 scholarly sources that are up to date. The questions is listed …………………………………….

Why is an understanding of cultural diversity necessary in all areas of the criminal justice system?

Give one example of where a lack of cultural understanding could cause for there to be tension between the community and law enforcement.

 

 

Question   25     Finance

 

This essay assignment should focus on the important role of commercial banks in a modern economy and dynamic financial system. To do so, you will be required to conduct research on a local business that collaborates with a financial institution resulting in productive financial outcomes. In addition, you will look deeper into the common risks that exist for these financial institutions as a result of the collaboration.

Your essay should begin with an introduction, be well organized, and present a clear discussion of the topic. The steps for completing your assignment are listed below.

  1. Research a local business that collaborates with a financial institution in your area.
  2. Explain the details of the business (e.g., type, years in business, location).
  3. Explain how the business and the financial institution began to collaborate (e.g., loans, investments, marketing).
  4. Explain what risks exist among financial institutions when they choose to collaborate with a local business.
  5. Create a graphic, chart, or image that illustrates the collaboration between the local business and the financial institution. This will be added in as an appendix item at the end of the essay.

Submit your assignment in a Word document. You should have a minimum of four pages (three pages of content and one appendix page). Please include a title page and a reference page, which will not count toward meeting your total page count requirement.

Please use at least two academic sources or industry magazines (this may include the course textbook). At least one source must come from the CSU Online Library. Use APA style formatting for your paper.

 

 

Question   26:    Business

 

Financial Accounting APPLE Inc. & Google Inc.(USE AS A GUIDE ONLY)

 

Question   27:    Sociology

 

SOC 100 Week 9 Assignment 3 Obesity in America(4 pages word paper)

 

Question   28:    Health Care

 

HSA 510 Week 4 Assignment 1 Implications of Health Economic Concepts for Healthcare

 

Question   29:    Law

 

ETH 321 Week 5 Individual Assignment Discrimination and Employment Laws

 

Question   30:    Philosophy

 

PHI 210 Assignment 2 Problem Solving(6 pages word paper)

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Project Instructions

The project for this class is the “Red Zuma Project,” discussed in the Larson and Gray textbook pg 621. Refer to your textbook for all instructions for this assignment. This project will be divided into 2 submissions:

  • Project Submission 1 will consist of Parts 1–2.
  • Project Submission 2 will consist of Parts 3–4.

 

You must submit a Microsoft Word file that contains properly labeled sections, (that includes appropriate screen shots from Microsoft Project), answers all the questions, AND contains all your completed Microsoft Project files.

 

It is very important that you label your work as you are answering the questions and preparing your various tables, charts, and diagrams. Credit will only be given to the work that is clearly marked and organized.

 

Project Submission 1 is due by 11:59 p.m. (ET) on Monday of Module/Week 3.

Project Submission 2 is due by 11:59 p.m. (ET) on Monday of Module/Week 7.

 

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