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ECONOMICS 3400

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{This Quiz can be answered right in the file using WORD, even if there are graphs involved — then sent in via email, or you can place It on CANVAS in the Files section in the Folder named Quiz 6.  But be sure to identify the file with your name either entering in CANVAS or sending via Email.  There are 5 Problems}

1) The general monetary model of exchange rates for Swiss Franc (SFr) relative to Australian dollar (A$) is given by:

ESFr/A$ = PSFr/PA$ = [{MSFr/LSFr(rSFr)YSFr} / {MA$/LA$(rA$)YA$}]

For, ESFr/A$ = exchange rate; PSFr/PA$ = relative prices, MSFr = money supply;

LSFr (rSFr)YSFr = real money demand with LSFr(rSFr) = liquidity as a function of interest rate, rSFr, and YSFr = real income.  Similarly MA$ = money supply, with LA$(rA$)YA$ = real money demand with LA$(rA$) being liquidity as a function of interest rate and YA$ = real income.

Suppose an increase in the growth rate in Swiss money supply, MSFr. That is, the growth rate increases.  What happens to the a) rate of inflation; b) interest rates, rSFr; c) exchange rate, ESFr/A$; d) real money balances (i.e., MSFr/PSFr); and e) liquidity (or the amount of money needed for transactions), L( rSFr)?  Explain.

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abortion, marijuana legalization

For this research paper, you will need to follow these steps:
1)Find a topic. This is harder than it looks. Most of you are going to freak out at the prospect of writing a six-page essay, and will therefore try to pick the

broadest possible topic. This is a mistakeultimately, its easier to write about a focused and specific subject. To find a topic, start with something that interests

you. (It should go without saying that you cant choose any of the banned topicsabortion, marijuana legalization, etc.) Then try to narrow that topic until you have

something that you can discuss completely in eight pages. This will take a while. To find your topic, you may need to engage in the next step
2)The pre-research stage. Before you start collecting sources, you should spend some time familiarizing yourself with the shape of your subject. Go to the library, or

go online, and start reading. Dont take notes at this stage. Read until you get bored, then move on to another source. If youre looking at books, read the table of

contents and leaf through the index. This should take you two or three hours. The point of this exercise is to allow you to figure out what other people talk about

when they talk about your subject. That way, youll be able to narrow your topic to something specific. Once youve figured out your topic, move on to the next stage.
3)Develop a research question. This is a question that is meant to focus and guide your research. Specifically, you want to articulate what, precisely, youre trying to

figure out about your subject. Your research question should change and develop as you go through the research stage. DO NOT ask a research question that has a simple

answer (e.g., What is the chemical composition of water? Is genocide wrong? Is it unhealthy to drink bleach?). Instead, try to ask a question that will lead to a

complex and interesting answer. Then start step number four.
4)The research stage. Start looking for reputable, scholarly texts that address your research question directly. Think about where youll find the most useful sources.

Books? Peer-reviewed journals? Government statistics? DO NOT simply collect sources that you will never read, and which youve gathered simply to be able to insert

intelligent-sounding quotes into your essay. You need to READ these texts, learn from them, and then form your own conclusions about what youve learned, which brings

us to step number five.
5)Develop your thesis. Your essay needs to have an arguable thesisthat is, a proposition of some sort that requires the support of evidence. You cant hope to develop

an intelligent and meaningful thesis if you havent done your research first, since your thesis will be the answer to your research question.
6)Start writing. Remember that you should state your thesis in clear and precise terms. Remember to SUPPORT all of your assertions with evidence from the text.

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Creating, financing,and marketing a business

1. Identify the pros and cons of the partnership as a form of ownership
2. Discuss funding options for small businesses.
3. Determine and discuss how managerial accounting can help managers with product costing, incremental analysis, and budgeting.
4. Discuss the basic components of the marketing process using a product of your choice as an example.
5. Discuss the roles of social responsibility and technology in the marketing function.

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POST-REVOLUTIONARY DEMOCRATIZATION

POST-REVOLUTIONARY DEMOCRATIZATION

Joyce Appleby and Gordon Wood both argue that the first generation after the Revolution experienced rapid social and political change that involved a democratization

of society beyond what was accomplished by the Revolution to 1789. But, both historians are interpreting the notion of "democratization" very broadly, it is

as much social as political. From the perspective of these two historians how had American society become radically more "democratic" by about 1815 to 1820?

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Ethical Case Analysis

Ethical Case Analysis

1.    Learn how to conduct an ethical analysis of a socio-technical scenario (a computing-related issue that affects people)
2.    To use the ethical theories and professional codes of ethics we have learned to analyze a socio-technical scenario.   This will help you better understand the theories and codes, as well as gain practice in using them.
Assignment Analysis
Part 1:  Each individual will first do the full analysis (all 8 parts)
Analysis Sections
Each analysis (individual and group) contained in the deliverable will include the following 8 sections.  Each section should be separate, and marked with its own section title.
1.    Identify the moral agents (agency)
2.    What is at stake? Who/what are the stakeholders?
3.    Possible courses of action (identify at least 2).  For each state “A possible course of action is XXX”.
4.    Consequences associated with each course of action.  For each state “A(nother) consequence of the action XXX is YYY”.
5.    Analyze the case using two of the objective ethical theories (Act Utilitarianism, Rule Utilitarianism, Kantianism, Social Contract Theory/Rawls Principles of Justice).
6.    Identify any clauses in both the ACM Code of Ethics and the Software Engineering Code of Ethics that would apply to this situation.  Give the clause number and the actual clause and then state how and why each would apply.  The clauses in the codes are generic enough that several can apply.

(Warning: Do not say they are software related and the case is not about software.  They are broader principles and do apply because the cases concern computing and/or the design of systems with socio-technical aspects.)
7.    Concrete action that you would recommend (supported by your analysis).  Justify your recommendation by clearly explaining why.
8.    Bibliography:  If you used any materials besides the textbook and codes of ethics you should reference them in your bibliography.  (The bibliography is not part of your page count.)
Deliverables What to Submit
Your analysis deliverable should be kept to 5-6 pages per group plus 5-6 pages per individual (not counting the bibliography).  Format this double-spaced with one inch margins all around, 12 point font, Times New Roman.

*Pick any one case. Not both
Case 1 “Fingerprint Scans Create Unease For Poor Parents”

Case 2:
(link to the article, copy the link and search on web)

https://arstechnica.com/tech-policy/2014/05/photos-of-an-nsa-upgrade-factory-show-cisco-router-getting-implant/

1.    Read the summary.
2.    Listen to the audio or read the transcript, which are linked at the top of the summary.

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The Quest for Social Harmony

The Quest for Social Harmony

Order Description

The societies of the Classical world were larger and more complex than their predecessors. States such as Achaemenid Persia, Mauryan India, and Han China covered thousands of square miles. Their rulers governed over

diverse populations with unique dialects and customs. These states also witnessed increased economic stratification and social complexity. Societal growth and complexity challenged the abilities of rulers to keep the peace and

curb violence. And, in this rapidly changing world, the rather simplistic agricultural or nature gods of an earlier age no longer seemed to suffice.

Thus, it is no coincidence that simultaneously, people across the Classical world began to seek answers to questions such as: What is the purpose of life? What is the proper relationship of man to the gods? to the state? to each

other? What is a moral and ethical life? How do we govern mens behavior in order to create a harmonious and just society?

Zarathustra, Confucius, and the authors of the Bhagadvad Gita developed similar but unique perspectives on morality and ethics.

Read the Sources from the Past on pages 144, 152, and 185. Compare and contrast the moral and ethical teachings in each source. How do Zarathustra, Confucius and Krishna seek to achieve social harmony?

An effective response should be the equivalent of two typed pages, double-spaced.

Your submission may be cut and pasted into the Submission Box or submitted as an attachment MS Word please.

the book should be the only resource

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Topic antimicrobial and chemotherapy

Topic: antimicrobial and chemotherapy

Order Description

The sources must be updated at least from 2005-2014 . From credible sources books and journals. For each answers I need at least 1 reference with the Page No. And in

the answers you should use these sources as much you can .
Answer the questions separately (not in essay style).
Please do not re-write the questions in the paper.
Please reference by using Vancouver in text style and list.
Any further instructions will be uploaded later.
( You must include 5 sources including the recommended 3 sources below):-

1- Antibiotic and Chemotherapy: Anti-infective Agents and Their Use in Therapy, Eighth Edition

2- Residual moisture determines the level of touch-contact-associated bacterial transfer following hand washing. Patrick DR1, Findon G, Miller TE.

3- Kucers
The use of antibiotics sixth edition

SESSION 6: PROPERTIES OF ANTIMICROBIAL SUBSTANCES
MODE OF ACTION OF BENZYLPENICILLIN ON E. coll W.
INTRODUCTION
The synthesis of the rigid cell wall components in both gram-positive and gram-
negative bacteria can be effected by the presence of antibiotics. The beta-lactam
groups of antibiotics (e.g. penicillins and cephalosporins) interfere with wall synthesis
by actions on the various transpeptidases found in bacteria. The interference can be
monitored morphologically using phase-contrast or bright-field microscopy and the
concentration dependent effects will be demonstrated in this practical. The absorbance
will be monitored to determine the time taken for the full lysis to become evident.

A. SETTING-UP AND SAMPLING

Thls part of the experimental work will he carrlecl out by the Technical Staff and the

samples provlcled for the lnvestlgallons.

1. inoculate about 6 mL of an overnight culture of E. collW into 10-12 mL of TSB in
a sterile 50 mL conical flask and incubate in the shaking water bath at 37° for
one hour. This produces the bacterial suspension referred to in the table below.
This suspension will be provided by the staff.

2. Prepare the following experimental systems (A, B, C, D, E and F) in 50 mL
sterile conical flasks. All the solutions are provided sterile and are to be handled
with ASEPTIC technique. The quantities are in mL.

A B C D E F

TSB* 12 0 12 0 12 0

TSB and stabiliser** 0 12 0 12 0 12

Benzylpenicillin (10,000 UlmL) 0 0 2 2 0 0

Benzylpenicillin ( 1,000 UlmL) – – 0.5 0.5

Millipore Pure Water (MPWJ 2 2 0 0 1.5 1.5

E. collsuspension (to be added last) 6 6 6 6 6 6

TSB is Trypticase Soy Broth or SCDM Soy Casein Digest Medium.

Stabiliser consists of 0.45M sucrose plus 0.011lv1 magnesium sulphate (or as

specified).

3. Immediately on completion of setting up the flasks by adding the bacterial
suspension take a zero time sample by removing 2 mL of the culture system and
transferring to a Bijou bottle containing 0.1 mL formalin. Rinse the pipette in
boiling distilled water and rinse in saline between sampling of the various
systems. Keep the same pipette and saline for each sampling.
4. Incubate the flasks fer 100 minutee, with cnly gentle ahal-rlng, at 37°C. At each
successive 25 minutes remeve 2 mL frcm each culture evetem and transfer tc
eeparate bettlee ccntaining 0.1 mL fermalin. Examine macreeccpically after the
laet eampling time and reccrd.

B. INVESTIGATIONS {Seeeicn 6]

1. Prepare an agar-film meunt frem each eample tc be inveetigated and examine
theee ueing a phaee-cc-ntraet micreecepe and the eil-immereicn et:-jective.
Initially examine the ccntrel eeriee B at (5 minutes and than the teat eeriee D
and F at 50 minutes. Once veu have identified the aberrant fc-rme, mcve
ferward and back in the time eeriee tc identify earlier and later effecte in the
eveteme. If time permits examine the later time eamplee ef eeriee E. [The data
will ehared within the class]

Twe phaee-ccnlrael rnlcreecc-pee wlll be available.

2. The abeerbance ie determined using the Ivlatertek SF-830 Spectrephetemeter at
550 nm. Dilute the eamplee te be checked with TSB + etabilieer (1.5mL + 1.5mL)
and uee TSB + etabilieer (9 mL + 1.0 mL water} ae a blank. Te eccnemiee en
dilutien ccntainere dc ene experimental evetem at a time, then rinee and drain
the centainere befere re-uee.

(mine)
22

mi

RESULTS

1. Sketch the appearance ef repreeentative eamplee as viewed, ueing the
micrcecepe. Preeent a eeguential erdering ef the merphelegical changee
evident, ueing the ccllated material frem the whitebcard. Label the figuree.

2. On a eingle graph, plet the aheerbance ef each evetem against time.

AGAR-FlLlvl MOUNT

{a) Drcp abcut 0.5 mL ef melten agar {1-1.5%) en the eurface cf a level micreecepe
elide and allcw te eet.

{I3} With the edge cf a elide trim the agar film te an apprex. 1 cm equare in the
middle ef the elide.

{cl Place a lecpful cf the euepeneicn tc be examined in the middle cf the agar
equare. Carefully cever with a ceverelip.

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The effects of mental illness on family members

The effects of mental illness on family members

 

Paper instructions:
Research Paper Assignment and Grading Rubric
At the end of Week 6, you will submit a research paper—not an opinion essay—on a topic relevant to the American Family and which is covered in the course textbook. A detailed listing of the guidelines and requirements for the paper follow.

A minimum of 5 scholarly, peer-reviewed journal articles must be incorporated and properly cited in your paper (you may need to use more than 5 scholarly articles to properly cover the topic which you want to present in your paper). Choose articles based on original research that come from scholarly journals.

Popular media such as Psychology Today, U.S. News and World Report, websites, blogs, dictionaries, encyclopedias such as Encarta and Wikipedia, About.com, or other such sites ARE NOT permitted, and must NOT BE CITED or referenced in your paper.

Acceptable articles can be found in the APUS Online Library. However, the Online Library also houses popular publications, which cannot be used for this assignment, so you will need to select your articles carefully from only peer-reviewed, academic journals.

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Religion and Theology Vision Statement

Religion and Theology Vision Statement
Project description
vision statement from the church of your preference. The vision statement, or as some church render it mission(s) statement, must be taken from their website and cannot be the church you currently attend. The essay should be no more than three pages in length, no less than two. The content of the essay will analyze the vision statement by answering the following questions.

+ Explain the vision of the church.

+ What does this vision tell you about the church?

+ Is the vision clear or confusing?

+ Is the vision memorable or forgettable?

+ What types of needs would this vision address?

+ If you were a consultant working on helping this church implement some of the concepts from their vision statement, what recommendations would you make?

Writing a Vision Statement

Write a vision statement based on an imaginary ministry you will be leading. The vision statement should involve the following paragraphs:

+ A paragraph describing the type of ministry you are leading (Where is it located, how many people are a part of it, what type of position are you serving, etc.)

+ A vision statement.

+ A paragraph highlighting how you will celebrate and communicate this vision to those you lead.
I would like the Holy Bible(NIV)used as a reference

Please complete this assignment as an APA format Microsoft Word document and submit to the dropbox below.

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Employment Tribunal and write a court report about your visit and what you witnessed

Question Attend an Employment Tribunal and write a court report about your visit and what you witnessed.

•    You are tasked with writing a court report for your first assignment on this module.
•    You need to attend an employment tribunal and spend a day or at least part of a day witnessing a case in dispute in open court.
•    You should then make notes about what you have witnessed and use these as a basis to produce a report.

Some Points to Note
•    You will not be permitted to make notes in the court room.  You are there to observe justice being carried out and are there to make your observations.  Make any notes that you need to in order to jog your memory when the court adjourns (takes a break).
•    Only report on what takes place in open court.  This is vital as it is only the matters which take place in open court that are legally in the public domain and are therefore not deemed to be of a confidential nature.
•    Any discussions that take place outside of the court room between lawyers and their clients are confidential and to breach this confidentiality is an offence.  You must make sure that you do not pester or bother the lawyers and parties to the dispute.
•    You must sit in the public gallery (in modern buildings this is usually at the back of the court room where there are a few rows of chairs).
•    Courts operate on the basis that they are open to the public.  However, the judge has the right to remove individuals from his court and he has the right to close the public gallery.  These are usually restricted to criminal cases or to certain evidential disputes where the two legal teams are arguing about whether a piece of evidence can be presented in court and therefore due to the nature of this the proceedings will have to remain secret and the public be excluded.
•    If you are involved in any case where there is a jury present then you must not talk to the jury at all.  The public are usually kept well away from the jury and jurors are told never to discuss their deliberations ever not during or after the trial.  To do so is a very serious criminal offence.
•    The same caution should be taken with witnesses.  Do not discuss anything with witnesses.  You can write about what they said as evidence in the court when they were in the witness stand as this is information that is in the public domain as it was said in open court.  However, should you accidentally meet a witness in the toilets, canteen or having a cigarette outside the entrance to the building do not discuss their case with them and do not discuss and gossip about these things to anyone else.  Only write about what you have learned in open court.
Some Suggestions
•    Do not write about the people and become absorbed in their characters, keep to the law.
•    Try to avoid making assumptions and instead report the facts.
•    Try to link what you witness in court to the law that you have learned or will learn during the course.
•    Do research the area of law that is applicable to the proceedings that you have witnessed.
•    Do write about the legal tests and the statute or rules that are applied.
•    Do write about the facts in so much as they are relevant to the proceedings and what you are reporting.

Some Examples
•    Bad examples would be to write about the people as if it were a storyline in a soap opera.
•    In the case of Smith v. Slimebucket, Ms. Smith brought a claim for sex discrimination.  Mr. Slimebucket looked sleazy and while he was giving evidence he was eyeing up every female lawyer he could see and he made my skin crawl.  He was shifty in appearance and he was not nice when he was asked questions by the good looking male barrister.  I think he was envious of the nice young barrister because he would have no trouble in chatting up any woman he liked the look of unlike Mr. Slimebucket.
•    Other bad examples would include;
•    I was at the tribunal and there was some dispute where a woman claimed she had been paid less than her male colleagues.  The judge looked old and the case was dull.  I do not know what they were talking about but it went on for a long time.  There were several witnesses called and they did not want to be there.  One of the witnesses was complaining to me that she had only recently given up smoking but because of this case and all the stress she had started to smoke again.  She was most unhappy and hated having to be there.
•    Good examples would be more like the following;
•    In the case of Goode v. Blotton NHS a young nurse Ms. Goode claimed that she had been unfairly dismissed.  The facts of the case were… During evidence given by the head of the NHS Trust personnel department it became apparent that they had not followed their own in house good practice procedures.  The NHS Trust had broken their own guidelines and this was taken seriously by the judge.  The tribunal then seemed to go more favourably for the claimant.  The lawyer for the claimant argued that the law …. should be applied and he said that the judge should follow the line of reasoning adopted  in the case of ….  In light of this and of the above evidence presented in court the case was decided in favour of the claimant.
•    Hussain v. Wiggy.  In this case the claimant a Miss Hussain was claiming that she was the victim of discrimination under the Equality Act 2006.  She had seen a job advertised for a sales assistant at Wiggy a store that sold wigs and false hair pieces.  Miss Hussain had retail experience and had worked in the fashion industry for 15 years.  She had experience of being a sales assistant in a major department store and had been trained in sales assistant courses and customer services.  The job advertised at Wiggys was for a sales assistant and Miss Hussain seemed to think that she was suitable for the post and applied.  The job specification was for a person who was used to serving female customers in particular and in the person specification it was noted that the applicant must have retail experience and have proven experience and skills with customers who were sensitive.  Miss Hussain claims that she was discriminated against as she is a devout Muslim and wears a headscarf.  Mr. Garnet who owns Wiggys said that she was unsuitable for the job as they sell a lot of wigs to women who are undergoing cancer treatment and need to buy a wig because their hair has fallen out.  In evidence he said that Miss Hussain was unsuitable for the job as she wears a headscarf and that “How could she sell someone a wig when she wears a scarf!”  He became quite agitated under cross-examination and admitted that it was the fact that she wore a headscarf that made him think she was unsuitable for the job.  As the case continued it became apparent that Miss Hussain was used to serving women who had undergone cancer treatment as in her last role she had been a sales assistant in the underwear department of a major store and she had specialised in measuring and fitting women for bras who had undergone mastectomies.  Miss Hussain said it was pure discrimination on the part of Mr. Alf Garnet who had made it clear at interview that he did not want her because of her faith.
Work of Good Quality
Virtually all of the relevant information/skills accurately deployed. Excellent and exceptional grasp of theoretical, conceptual, analytical and practical elements. Very effective integration of theory, practice and information in relation to the objectives of the assessment. Substantial evidence of originality and creativity as appropriate to the subject.

Learning Outcomes and Assessment Criteria
Learning Outcomes
when you have successfully completed this module you will:     Assessment Criteria
to demonstrate that you have achieved the learning outcome you will:
1.    Be able to demonstrate a critical knowledge and understanding of the main concepts, principles and rules of employment law.    Critically analyse true to life problems and scenarios and identify the rules of statute and case law, which applies to them. Evaluate areas of contention within a given framework of employment law.
2.    Be able to evaluate employment law in relation to the needs of Human Resource Management.    Explain the historical context of employment law and its relationship to human resource management and appraise areas of successful application of employment law. Identify areas of contention. Identify and evaluate suggestions for reform.
3.    Be able to evaluate how employment law functions in relation to real life issues.    Be able to critically appraise relevant legal principles in relation to real life cases.
4.    Be able to demonstrate research and communication skills appropriate to the level of study.    Be able to produce documents, which draw on and critically appraise valid research.

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