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How different news sources covered Donald Trump’s second impechment trial argumentative essay help online: argumentative essay help onlineExample of post. This post is belong to someone its just example.
 
Its definitely interesting to take an event like Donald Trumps second impeachment trial, and look at how different news sources cover it. Obviously, neither coverage transcript is screaming out Hey! Im biased! But it is crystal clear from the wording that you can tell how each news source feels about Donald Trumps impeachment. In case you dont know where Fox News and CNN align politically, you need not worry, as their stances are clear as soon as you read the transcript titles. CNNs left slanted text chain is titled Trump survived his second impeachment trial today. Here’s what you need to know while Foxs pro-Trump version of the script is led by Trump’s defense team argued the former president didn’t incite the violence at the Capitol which to me, is a much more defensive tone. I first began with Foxs article, in which we can gain a better understanding of Foxs bias. One quote that caught my attention wasVan der Veen calls out Biden, Harris and other Democrats who he says “repeatedly refused to condemn the extremism as riots.” It isnt necessarily Van der Veens quote, but its Foxs use of the words calls out that makes it feel very pro-Trump. One more that was even more right, was Senator Whitehouse rocked back in his seat, surprised at Burrs vote – as if it gave him a momentary glimmer of hope that Trump could be convicted in the end. The rest of the time he nervously fidgeted with his mask. From the use of as if it gave him a momentary glimmer of hope and the snide comment about fidgeting with his mask, the whole thing just screams Trump 2024 to me. Moving onto CNNs article, There is definitely some pro-impeachment feelings to the wording they used. A good example is when they talk about how Chuck Schumer tore into the Senate’s decision to acquit former President Trump, calling the vote “un-American” and insulting to patriots who gave their lives for our republic over the centuries. The way they worded it with the tore into part, followed by the way it insulted patriots is definitely a left-slanted view of their distaste for Trump. Regardless of if they openly admit it, both news sources definitely voice their bias through their choice of words.
The two articles I chose were CNNs Trump acquitted despite new evidence about his failure to protect Pence and Foxs Trump acquitted in second impeachment trial on charge of inciting Jan. 6 Capitol riot the Fox article wasnt too much to write about. Considering it was written at a point where Donald Trump was running away with a victory, it was pretty much a recap of what happened during the trial. They discussed the failure to reach the number needed to convict Trump, and they even put the Republicans who voted against him on blast. Of course, being a Fox article, they also definitely made sure to paint Donald Trump in a more positive light, phrasing things like Trump praised the victory, thanked his supporters and promised he’d soon emerge with a “vision for a bright, radiant, and limitless American future.”The CNN one however, was a bit different. Being more left-oriented, they not only recapped the trial, but they definitely critiqued the outcome with some hostile wording. Quotes such as showing his [Trump] power over the Republican Party despite clear concern among members of his party that he stood by and did not send help at a time when his vice president, members of Congress and police were in danger. What I think the CNN article did much better than the Fox one, was describe all the evidence brought forward that was used in the attempt to convict. They also highlighted the Republicans who spoke against Trump, and even mentioned how Trump abandoned his vice president.
So, I decided to compare the two articles to other websites in an attempt to test out triangulation. I chose the left leaning CBS, and the more right New York Times. CBS is a fairly left leaning website (not to the extent of CNN, but still left) But I feel as if I actually was reading a fairly balanced article. It relayed the same information as CNN, but without the hostile tone. With the NY times, I felt a similar vibe to the CBS article rather than the Fox article. With both of these newer sites, I felt like I was getting a much more distanced and balanced story. So I think Triangulation is a good strategy, as it doesnt necessarily discredit the source, but enhances the capabilities of the reader. It shows that we can find factual information in a large pool of different sources.
TRANSCRIPTS USED:
CNN:
FOX NEWS:
Articles used:

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Teamwork and effective teams project essay help websites

Throughout this course, you have learned about teamwork and effective teams. Now it is time to put it all together and design your own team! This assignment allows you to bring together what you have learned and apply it through creating a group plan.
Imagineyou have been asked to create a team at work to meet a specific need within your company.
Createa 350- to 700-word proposal of a team to present to your manager. Include the following:

Describe what type of group/team this will be.
Describe the goals of the group/team and how many team members will be needed.
Outline a plan for how this group/team will be effective, including the following:
A proposed leadership style
The characteristics that you are looking for in team members
The roles that each team member will take on
Methods for enhancing group cohesion
Strategies for managing conflict
Strategies for decision making and problem solving
A proposed team agenda for the first meeting.

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Math problem paper college admission essay help: college admission essay helpAnswer following questions
 
7.31
7.32
7.33
SHOW ALL WORK FOR PROBLEMS
1. 7-31Consider the following LP problem:
Maximizeprofit=5X+6Ysubjectto2X+Y1202X+3Y240X,Y0Maximizeprofit=5X+6Ysubjectto2X+Y1202X+3Y240X,Y0
a. What is the optimal solution to this problem? Solve it graphically.
b. If a technical breakthrough occurred that raised the profit per unit ofXto $8, would this affect the optimal solution?
c. Instead of an increase in the profit coefficientXto $8, suppose that profit was overestimated and should only have been $3. Does this change the optimal solution?
2. 7-32Consider the LP formulation given in Problem 7-31. If the second constraint is changed from2X+3Y2402X+3Y240to2X+4Y240,2X+4Y240,what effect will this have on the optimal solution?
3. 7-33The computer output given below is for Problem 7-31. Use this to answer the following questions.

 

a. How much could the profit onXincrease or decrease without changing the values ofXandYin the optimal solution?
b. If the right-hand side of constraint 1 were increased by 1 unit, how much would the profit increase?
c. If the right-hand side of constraint 1 were increased by 10 units, how much would the profit increase?

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8 business Ethics disussions assignment admission college essay helpI would attach pics separately of each case in order to complete each discussions for the 8 business Ethics disussions assignment. It is very important that each assignment are done on time. about 250 words per discussions please and will check for plagarism. Due date until 8:00pm eastern Time

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Finance Problemsassignmnet cheap mba definition essay helpYou invest $1,000 in an account that pays interest at 12 percent annual rate. How much would your investment grow to in 5 years?
a. 1,806
b. 1,762
c. 1,600
d. 1,272
You invest $1,000 in an account that pays interest at 12 percent annual rate, compounded quarterly. How much would your investment
grow to in 5 years?
a. 1,762
b. 1,272
c. 1,806
d. 1,600
You invest $1,000 in an investment that grew to $60,000 in 35 years. What annual rate of interest did you earn?
a. 5.25%
b. 12.41%
c. 10.17%
d. 8.24%
You plan to purchase a BMW M5 sedan in six years for $85,000. You have saved $30,000 for the car and plan to invest this money to purchase the car. What rate of interest would you have to earn to be able to purchase the car after six years?
a. 17%
b. 13%
c. 15%
d. 19%
You plan to purchase a BMW M5 sedan for $85,000. You have saved $30,000 for the car and plan to invest this money to purchase the car. How many years would you have to wait if you can earn 12 percent annual rate, compounded quarterly?
a. 8.81
b. 35.23
c. 6.53
d. 19.54
How long would it take to quadruple your money at an annual rate of 8 percent?
a. 19 years
b. 18 years
c. 17 years
d. 16 years
You purchased a rare baseball card for $6,000 as an investment. Three years later you accidentally spilled coffee on it while working on your finance homework, and were forced to sell it for $4,500. What rate of return did you earn? (Hint: It is negative!)
a. 8.86%
b. 14.22
c. 9.14%
d. 11.1%
Your rich uncle has promised to pay you $20,000 as a gift upon graduation in 2 years. You plan to invest it for 5 more years at 8.5 percent compounded monthly and use the money you have after 7 years as a down payment to purchase a house. What will be the amount of the down payment?
a. 36,180
b. 28,500
c. 30,540
d. 40,400
Shady Investment Company offers an investment that promises to double your money in 15 months. This investment promises to credits interest to your account every quarter. What quarterly rate must the investment earn to meet the promised return?
a. 22.59
b. 14.87
c. 59.48
d. 36.99
Loan Shark Company provides short term loans. They will loan you $4 today and expect $5 back in one week! What is the APR for this loan?
a. 25%
b. 1,300%
c. 1,125%
d. 125%
Loan Shark Company provides short term loans. They will loan you $4 today and expect $5 back in one week! What is the EAR for this loan?
a. 1,300,000.00%
b. 67,600.00%
c. 10,947,544.25%
d. 875,287.42%
Recently, the Islanders signed Rick DiPietro to a 15 year contract. The contract is for equal payments of $4.5 million each year for the next 15 years. If you assume a 10 percent discount rate, what is the true value (i.e. PV) of this contract?
a. $85 million
b. $34 million
c. $67.5 million
d. $143 million
Recently, the Islanders signed Rick DiPietro to a 15 year contract. The contract is for equal payments of $4.5 million each year for thenext 15 years. If you assume a 10 percent discount rate, what is the future value of this contract?
a. $67.5 million
b. $34 million
c. $143 million
d. $85 million
You plan to retire with $500,000 savings. You can make a deposit of $150 per month into a retirement saving account that pays 12 percent annual interest compounded monthly. How many years will you have to wait to retire?
a. 98 years
b. 30 years
c. 18 years
d. 277 years
You plan to retire with $500,000 savings. How much should you deposit annually into a retirement saving account that pays 10 percent annual interest if you plan to retire in 15 years?
a. $47,258
b. $15,737
c. $33,333
d. $18,415
You buy a house worth $350,000 with 20% down payment and a 30-year mortgage on the remaining value. If your monthly payment is $1,500, what is the annual percentage rate (APR) for the mortgage?
a. 2.82%
b. 4.98%
c. 6.12%
d. 5.10%
You buy a house worth $350,000 with 20% down payment and a 30-year mortgage on the remaining value. If your monthly payment is $1,500, what is the effective annual rate (EAR) for the mortgage?
a. 6.12%
b. 5.10%
c. 4.98%
d. 2.82%
You borrow $350,000 at 8 percent compounded monthly. How many years will it take to pay back the loan if the monthly payment is $2,960?
a. 10
b. 19.5
c. 156
d. 233.6
Note: Use this information for next two questions.
Ms. Patricia Sullivan plans to create a fund from her lottery winnings to meet three objectives. First, she wants to create a fund so that her mother can withdraw $20,000 per month for the remainder of her expected life of 20 years. Second, she wants to pay the down payment for her brother to buy a house upon graduation from college four years from now. She expects that he will need $100,000 for down
payment at that time. Finally, she wants to retire after 15 years and be able to withdraw $30,000 per month starting a month from her retirement. She expects to live for 30 years after retirement. All monies earn 8 percent compounded monthly and all cash flows occur at the end of the relevant period.
How much money does she need to invest today to meet her first objective?
a. $3.7 million
b. $2.4 million
c. $4.5 million
d. $3.2 million
How much money does she need to invest today to meet all three objectives?
a. $2.4 million
b. $3.2 million
c. $4.5 million
d. $3.7 million
You plan to purchase a car. The dealer is offering special financing at an annual percentage rate (APR) of 8 percent for 100 percent of the car value. The inflation premium is 3.5 percent. If the pure rate in the market is 3 percent, what is the risk premium using the multiplicative form?
a. 4.72%
b. 2.69%
c. 7.48%
d. 1.31%
e. 6.24%
The real rate is 4.2 percent and the nominal APR is 7 percent. What is the expected inflation premium? Use exact formulation.
a. 7.48%
b. 6.24%
c. 2.69%
d. 1.31%
e. 4.72%
The pure rate of interest is 2.5 percent and the inflation premium is 5 percent. If you require a risk premium of 3.5 percent, what is the nominal APR rate? Use exact formulation.
a. 11.00%
b. 8.75%
c. 11.39%
d. 6.09%
e. 6.00%
The pure rate of interest is 2.5 percent and the inflation premium is 5 percent. If you require a risk premium of 3.5 percent, what is the real rate? Use exact formulation.
a. 8.75%
b. 11.00%
c. 6.09%
d. 6.00%
e. 11.39%
The pure rate of interest is 2.5 percent and the inflation premium is 5 percent. If you require a risk premium of 3.5 percent, what is the risk-free rate? Use exact formulation. (Hint: Set risk premium equal to zero!)
a. 6.09%
b. 7.50%
c. 8.75%
d. 7.62%
e. 6.00%
The APR on a financial security is 12 percent. If the inflation premium is 4 percent and the pure rate is 3 percent, what risk premium is required by the market?
a. 4.74%
b. 3.81%
c. 5.00%
d. 5.37%
e. 4.56%
Use the following information for this and the following three questions.
A bank wishes to earn a pure rate of 2 percent, and the inflation premium is 1.6%. The bank uses the Fair Issac Corporation (FICO) score to determine car loan rate for its customers. Based on an automobile loan applicants FICO score, it uses the following risk premium adjustment to the rate it quotes.
FICO Score Risk Premium %
>740 1.00%
720-739 1.10%
700-719 1.30%
680-699 1.60%
660-679 1.90%
640-659 2.20%
620-639 2.50%
<620 7.50%
What annual percentage rate will it quote to John Smith who has a FICO score of 645?
a. 6.22%
b. 5.60%
c. 11.40%
d. 5.91%
e. 5.29%
If John Smiths FICO score drops to 615, what will be the percent change in the APR?
a. 29.43%
b. 92.91%
c. 11.40%
d. 29.43%
e. 92.91%
Jane Smith applies for a car loan to the bank and the bank quotes her an APR of 4.98 percent. In which range does Jane Smiths FICO score fall?
a. 660-679
b. 720-739
c. 680-699
d. >740
e. 700-719
The average FICO score in the United States is about 692. What is the APR rate offered by the bank to the average customer?
a. 5.29%
b. 5.91%
c. 6.22%
d. 11.40%
 
e. 5.60%

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Finance Essentials Post Assessment MCQs research essay help: research essay helpPost-Assessment1.Which one of the following statements about accrual accounting is incorrect?a.It is appropriate for the not-for-profit sectorb.Revenues are not deferredc.Expenses can be deferredd.It is not appropriate for larger companies2.Skywire telecommunications equipment company has invested heavily in the past fiscal year to upgrade its manufacturing equipment so that the company can take advantage of newer and more efficient technology. In Skywires year-end income statement, the upgrade expenditure is presented as:a.Cost of goods soldb.Operating Expensec.Depreciation Expensed.Interest Expense3.Which one of the following would be recorded as a liability on your companys balance sheet?a.Wages paid to the staff at the distribution plantb.Purchase price of the plants forklist trucksc.The inventory at the plantd.The companys working capital4.Gerry is chief financial officer of Worldwide Semiconductor. In reviewing World wides latest cash flow projections, he learns that cash is going to be tight. In seeking ways to revamp operations to improve future cash flow, Gerry asks a senior manager to assemble relevant financial reports and statements. Later, he notices that one of the documents sent to him is not appropriate for his requirements. Which item is not useful to him?a.Information on a divisions inventoryb.Information on all equipment purchasesc.Profit-and-loss statementd.Information on stock issues and dividends5.Geordie is head of operations for a bulk-food and consumer-goods retail company. When he returns to work from a vacation, he wants to acquaint himself with the companys current financial; position. Which financial statement should Geordie look at?a.Income Statementb.Cash flow statementc.Balance Sheetd.SWOT analysis6.James is North American sales director for a warehpuse-style clothing and office-supply retailer. James relies on the fast sales of his limited number of products to maintain his low prices and sustain a healthy cash flow. Which of the following operating ratios is most useful to James?a.Asset turnoverb.Days inventoryc.Days Payablesd.Quick ratio7.A retreat of departmental managers to sort out conflicts that arise from competition over limited resources could occur as part ofa.Bottom-up budgetingb.SWOT analysisc.Top-down budgetingd.Valuation8.Which of the following scenarios illustrates a best practice for preparing a budget?a.Derek is research manager for Global Discoveries. In preparing his departments budget, Derek finds it useful to work in the evening, free of distracting interactions with colleagues.b.Bonnie has a filed entitles Budget Diary. Where she stores paperwork pertaining to her budget deliberations and assumptionsc.Ira plans to boost sales by reducing the retail price to its lowest level ever. Beacause the new price is substantially lower than last years, Ira decides not to base his budgetary assumptions and scenarios on last years sales results.d.In order to develop sound budgetary assumptions and projections, Wolfgang, a senior production manager at Mississauga Advertising, relies on his own extensive industry knowledge rather than depending on input from less experienced workers and subordinates.9.The facility manager of Grand Auto Manufacturing is considering re-equipping the New Jersey assembly plant. The $90 million cost will produce an annual savings of $15 million over the eight-year expected lifetime of the machines. What is the payback period?a.Two yearsb.Three yearsc.Six yearsd.Nine years10.When you evaluate a potential investment you need to get a more realistic picture of the anticipated benefits. Which of the following would you use to calculate the time value of money?a.Payback periodb.Net present valuec.Return on investmentd.Cost/benefit analysis11.As chief executive officer of Giant Chemical Corp., Manfred is contemplating acquiring a company that manufactures artificial he art valves and hip joints. To reach his decision, Manfred undertakes a breakeven analysis. Which of the following determinations represents the contribution portion of his analysis?a.Money that can be used to pay the fixed costs.b.Costs that are in dependent of product salesc.Opportunity Costd.Variable costs12.As a financial officer with an aircraft manufacturer, Rob begins tracking the financial performance of a new model of business jet. He notes an increase in equipment failure on the new assembly line in March. When the situation has not improved by June, Rob redirects funds available for other assembly lines towards the new jets assembly line. When Rob issues the next quarterly budget in September showing a decrease in expected performance of the new assembly line, senior managers express concerns. What is the likely reason behind senior managements reaction? Rob failed toa.Ascertain whether the line problem was an aberration or a long-term issue.b.Readjust his budget in light of new information.c.Communicate with upper managementd.Regularly reassess the budget forecast

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Organizational Theory And Behavior college essay help los angelesGroup Activity
You have been assigned to a team. Together you will discuss the case provided below and prepare a hiring and selection case paper. This is your opportunity to apply all the lessons learned in this course. For this activity, you will remain with the team until Unit 7.
 
Hiring and Selection Case
 
Ron supervises three operations at ACME Company filling, packing, and labeling. He was promoted from within the organization. Last week, Ron informed his operations manager Dan that he was resigning for a better-paying job and one that is closer to his residence. Ron gave Dan a months notice and offered to onboard the new supervisor.
 
Each operation is staffed with a crew of lowly-skilled employees but with long tenure and decent pay. Over the course of their employment, they have formed a bond and an informal leader has surfaced from each crew. Ron is facing several operational issues. Employee motivation has been diminished. Morale is low, and absenteeism is at 10%. Overtime rate has risen to 20%. Employees perceive obvious favoritism and unfair labor practices. The productivity numbers are way below standard, and product returns have risen. Each crew seems to work as an island, and intergroup conflict is brewing. Communication is hampered by conflict, indifference, and alienation. Among the groups, Ron has identified two new college graduates as his potential successor; however, the groups especially the informal leaders have not accepted them completely. Therefore, neither can expect a warm welcome from employees who may be passed over for the promotion. Dan is thinking of recruiting outside candidates for the position. This person must be fit for the job and quickly address the issues facing the operations.
 
You are tasked to hire and select the best candidate for the job. Apply all the organizational behavior theories and concepts you have learned over the past few weeks.
 
Research and present the following requirements:
 
1. Job description List all the job information, qualifications, and responsibilities suitable for this position.
2. Recruitment plan Design how to draw the best applicants for this job including advertising, job posting, and any incentives.
3. Selection process Use an effective method for narrowing down the list for and selecting the best applicant.
4. Interview Questionnaire Prepare a list of questions that will be asked during the interview process.
You have been provided with two areas in the course to discuss and collaborate: (1) group discussion forum and (2) wiki collaboration area. Only team members have access to these areas, and they will be able to see the discussion and the work done within these areas. You are also free to use tools outside of the course, such as Google Docs, Yammer, etc. if your group chooses to do so.
 
Your final paper is due in Unit 7. You will have the next 2 units to work together to collaborate on the paper. Once you are finishedeveryone in your groupmust post a copy of the final paper in theTeam Activity Submission area in Unit 7.
 
Team papers should be a minimum of 5 pages in length and cite at least ten (10) additional sources. All team members must take part in the preparation of the assignment. All papers should also include a cover page listing the names of all members, a team page indicating the role(s) and responsibilities of each team member, and a reference page. The paper should be well-written. Check all content for grammar and spelling. Be sure that you have properly cited all resources used in the creation of the presentation in APA format.
 
Case Assessment Criteria
 
Your papers will be assessed on a 100-point scale using the following criteria:
 
Identification of main issues including all requirements (25)
Connections to course readings and other research (15)
Depth and scope of analysis (25)
Solutions and strategies as appropriate to the questions (20)
Writing clarity and quality (10)
APA Formatting (5)

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Case Law Analysis and Business Entities aqa unit 5 biology synoptic essay help: aqa unit 5 biology synoptic essay helpWrite a 2page executive briefing of a selected federal or state court case pertaining to the topic of business entities.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Articulate the importance, context, purpose, and relevance of law in a business environment.

Summarize the facts and ruling of a legal case.

Competency 4: Evaluate legal options for creating a business entity.

Analyze how a legal case could impact businesses.
Explain how a legal case could impact a specific organization.

Competency 5: Develop information literacy skills as applied to business law.

Exhibit information literacy skills as applied to business law.

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Why Connie crans her neck to the mirrors to make sure she was alright admission essay help: admission essay help
Oates, “Where Are You Going, Where Have You Been?”
Where Are You Going, Where Have You Been” by Joyce Carol Oates (1966)
for Bob Dylan
Her name was Connie. She was fifteen and she had a quick, nervous giggling habit of craning her neck to glance into mirrors or checking other people’s faces to make sure her own was all right. Her mother, who noticed everything and knew everything and who hadn’t much reason any longer to look at her own face, always scolded Connie about it. “Stop gawking at yourself. Who are you? You think you’re so pretty?” she would say. Connie would raise her eyebrows at these familiar old complaints and look right through her mother, into a shadowy vision of herself as she was right at that moment: she knew she was pretty and that was everything. Her mother had been pretty once too, if you could believe those old snapshots in the album, but now her looks were gone and that was why she was always after Connie.
“Why don’t you keep your room clean like your sister? How’ve you got your hair fixedwhat the hell stinks? Hair spray? You don’t see your sister using that junk.”
Her sister June was twenty-four and still lived at home. She was a secretary in the high school Connie attended, and if that wasn’t bad enoughwith her in the same buildingshe was so plain and chunky and steady that Connie had to hear her praised all the time by her mother and her mother’s sisters. June did this, June did that, she saved money and helped clean the house and cooked and Connie couldn’t do a thing, her mind was all filled with trashy daydreams. Their father was away at work most of the time and when he came home he wanted supper and he read the newspaper at supper and after supper he went to bed. He didn’t bother talking much to them, but around his bent head Connie’s mother kept picking at her until Connie wished her mother was dead and she herself was dead and it was all over. “She makes me want to throw up sometimes,” she complained to her friends. She had a high, breathless, amused voice that made everything she said sound a little forced, whether it was sincere or not.
There was one good thing: June went places with girl friends of hers, girls who were just as plain and steady as she, and so when Connie wanted to do that her mother had no objections. The father of Connie’s best girl friend drove the girls the three miles to town and left them at a shopping plaza so they could walk through the stores or go to a movie, and when he came to pick them up again at eleven he never bothered to ask what they had done.
They must have been familiar sights, walking around the shopping plaza in their shorts and flat ballerina slippers that always scuffed the sidewalk, with charm bracelets jingling on their thin wrists; they would lean together to whisper and laugh secretly if someone passed who amused or interested them. Connie had long dark blond hair that drew anyone’s eye to it, and she wore part of it pulled up on her head and puffed out and the rest of it she let fall down her back. She wore a pull-over jersey blouse that looked one way when she was at home and another way when she was away from home. Everything about her had two sides to it, one for home and one for anywhere that was not home: her walk, which could be childlike and bobbing, or languid enough to make anyone think she was hearing music in her head; her mouth, which was pale and smirking most of the time, but bright and pink on these evenings out; her laugh, which was cynical and drawling at home”Ha, ha, very funny,”but highpitched and nervous anywhere else, like the jingling of the charms on her bracelet.
Sometimes they did go shopping or to a movie, but sometimes they went across the highway, ducking fast across the busy road, to a drive-in restaurant where older kids hung out. The restaurant was shaped like a big bottle, though squatter than a real bottle, and on its cap was a revolving figure of a grinning boy holding a hamburger aloft. One night in midsummer they ran across, breathless with daring, and right away someone leaned out a car window and invited them over, but it was just a boy from high school they didn’t like. It made them feel good to be able to ignore him. They went up through the maze of parked and cruising cars to the bright- lit, fly-infested restaurant, their faces pleased and expectant as if they were entering a sacred building that loomed up out of the night to give them what haven and blessing they yearned for. They sat at the counter and crossed their legs at the ankles, their thin shoulders rigid with excitement, and listened to the music that made everything so good: the music was always in the background, like music at a church service; it was something to depend upon.
A boy named Eddie came in to talk with them. He sat backwards on his stool, turning himself jerkily around in semicircles and then stopping and turning back again, and after a while he asked Connie if she would like something to eat. She said she would and so she tapped her friend’s arm on her way outher friend pulled her face up into a brave, droll lookand Connie said she would meet her at eleven, across the way. “I just hate to leave her like that,” Connie said earnestly, but the boy said that she wouldn’t be alone for long. So they went out to his car, and on the way Connie couldn’t help but let her eyes wander over the windshields and faces all around her, her face gleaming with a joy that had nothing to do with Eddie or even this place; it might have been the music. She drew her shoulders up and sucked in her breath with the pure pleasure of being alive, and just at that moment she happened to glance at a face just a few feet from hers. It was a boy with shaggy black hair, in a convertible jalopy painted gold. He stared at her and then his lips widened into a grin. Connie slit her eyes at him and turned away, but she couldn’t help glancing back and there he was, still watching her. He wagged a finger and laughed and said, “Gonna get you, baby,” and Connie turned away again without
file:///MacintoshHD/DesktopFolder/oates_going.html (1 of 9) [3/10/2003 9:13:55 AM]
 

 
Oates, “Where Are You Going, Where Have You Been?”
Eddie noticing anything.
She spent three hours with him, at the restaurant where they ate hamburgers and drank Cokes in wax cups that were always sweating, and then down an alley a mile or so away, and when he left her off at five to eleven only the movie house was still open at the plaza. Her girl friend was there, talking with a boy. When Connie came up, the two girls smiled at each other and Connie said, “How was the movie?” and the girl said, ‘You should know.” They rode off with the girl’s father, sleepy and pleased, and Connie couldn’t help but look back at the darkened shopping plaza with its big empty parking lot and its signs that were faded and ghostly now, and over at the drive-in restaurant where cars were still circling tirelessly. She couldn’t hear the music at this distance.
Next morning June asked her how the movie was and Connie said, “So-so.”
She and that girl and occasionally another girl went out several times a week, and the rest of the time Connie spent around the houseit was summer vacationgetting in her mother s way and thinking, dreaming about the boys she met. But all the boys fell back and dissolved into a single face that was not even a face but an idea, a feeling, mixed up with the urgent insistent pounding of the music and the humid night air of July. Connie’s mother kept dragging her back to the daylight by finding things for her to do or saying suddenly, ‘What’s this about the Pettinger girl?”
And Connie would say nervously, “Oh, her. That dope.” She always drew thick clear lines between herself and such girls, and her mother was simple and kind enough to believe it. Her mother was so simple, Connie thought, that it was maybe cruel to fool her so much. Her mother went scuffling around the house in old bedroom slippers and complained over the telephone to one sister about the other, then the other called up and the two of them complained about the third one. If June’s name was mentioned her mother’s tone was approving, and if Connie’s name was mentioned it was disapproving. This did not really mean she disliked Connie, and actually Connie thought that her mother preferred her to June just because she was prettier, but the two of them kept up a pretense of exasperation, a sense that they were tugging and struggling over something of little value to either of them. Sometimes, over coffee, they were almost friends, but something would come upsome vexation that was like a fly buzzing suddenly around their headsand their faces went hard with contempt.
One Sunday Connie got up at elevennone of them bothered with churchand washed her hair so that it could dry all day long in the sun. Her parents and sister were going to a barbecue at an aunt’s house and Connie said no, she wasn’t interested, rolling her eyes to let her mother know just what she thought of it. “Stay home alone then,” her mother said sharply. Connie sat out back in a lawn chair and watched them drive away, her father quiet and bald, hunched around so that he could back the car out, her mother with a look that was still angry and not at all softened through the windshield, and in the back seat poor old June, all dressed up as if she didn’t know what a barbecue was, with all the running yelling kids and the flies. Connie sat with her eyes closed in the sun, dreaming and dazed with the warmth about her as if this were a kind of love, the caresses of love, and her mind slipped over onto thoughts of the boy she had been with the night before and how nice he had been, how sweet it always was, not the way someone like June would suppose but sweet, gentle, the way it was in movies and promised in songs; and when she opened her eyes she hardly knew where she was, the back yard ran off into weeds and a fence-like line of trees and behind it the sky was perfectly blue and still. The asbestos ranch house that was now three years old startled herit looked small. She shook her head as if to get awake.
It was too hot. She went inside the house and turned on the radio to drown out the quiet. She sat on the edge of her bed, barefoot, and listened for an hour and a half to a program called XYZ Sunday Jamboree, record after record of hard, fast, shrieking songs she sang along with, interspersed by exclamations from “Bobby King”: “An’ look here, you girls at Napoleon’sSon and Charley want you to pay real close attention to this song coming up!”
And Connie paid close attention herself, bathed in a glow of slow-pulsed joy that seemed to rise mysteriously out of the music itself and lay languidly about the airless little room, breathed in and breathed out with each gentle rise and fall of her chest.
After a while she heard a car coming up the drive. She sat up at once, startled, because it couldn’t be her father so soon. The gravel kept crunching all the way in from the roadthe driveway was longand Connie ran to the window. It was a car she didn’t know. It was an open jalopy, painted a bright gold that caught the sunlight opaquely. Her heart began to pound and her fingers snatched at her hair, checking it, and she whispered, “Christ. Christ,” wondering how bad she looked. The car came to a stop at the side door and the horn sounded four short taps, as if this were a signal Connie knew.
She went into the kitchen and approached the door slowly, then hung out the screen door, her bare toes curling down off the step. There were two boys in the car and now she recognized the driver: he had shaggy, shabby black hair that looked crazy as a wig and he was grinning at her.
“I ain’t late, am I?” he said.
“Who the hell do you think you are?” Connie said.
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“Toldja I’d be out, didn’t I?”
“I don’t even know who you are.”
She spoke sullenly, careful to show no interest or pleasure, and he spoke in a fast, bright monotone. Connie looked past him to the other boy, taking her time. He had fair brown hair, with a lock that fell onto his forehead. His sideburns gave him a fierce, embarrassed look, but so far he hadn’t even bothered to glance at her. Both boys wore sunglasses. The driver’s glasses were metallic and mirrored everything in miniature.
“You wanta come for a ride?” he said.
Connie smirked and let her hair fall loose over one shoulder.
“Don’tcha like my car? New paint job,” he said. “Hey.”
“What?”
“You’re cute.”
She pretended to fidget, chasing flies away from the door.
“Don’tcha believe me, or what?” he said.
“Look, I don’t even know who you are,” Connie said in disgust.
“Hey, Ellie’s got a radio, see. Mine broke down.” He lifted his friend’s arm and showed her the little transistor radio the boy was holding, and now Connie began to hear the music. It was the same program that was playing inside the house.
“Bobby King?” she said.
“I listen to him all the time. I think he’s great.”
“He’s kind of great,” Connie said reluctantly.
“Listen, that guy’s great. He knows where the action is.”
Connie blushed a little, because the glasses made it impossible for her to see just what this boy was looking at. She couldn’t decide if she liked him or if he was just a jerk, and so she dawdled in the doorway and wouldn’t come down or go back inside. She said, “What’s all that stuff painted on your car?”
“Can’tcha read it?” He opened the door very carefully, as if he were afraid it might fall off. He slid out just as carefully, planting his feet firmly on the ground, the tiny metallic world in his glasses slowing down like gelatine hardening, and in the midst of it Connie’s bright green blouse. “This here is my name, to begin with, he said. ARNOLD FRIEND was written in tarlike black letters on the side, with a drawing of a round, grinning face that reminded Connie of a pumpkin, except it wore sunglasses. “I wanta introduce myself, I’m Arnold Friend and that’s my real name and I’m gonna be your friend, honey, and inside the car’s Ellie Oscar, he’s kinda shy.” Ellie brought his transistor radio up to his shoulder and balanced it there. “Now, these numbers are a secret code, honey,” Arnold Friend explained. He read off the numbers 33, 19, 17 and raised his eyebrows at her to see what she thought of that, but she didn’t think much of it. The left rear fender had been smashed and around it was written, on the gleaming gold background: DONE BY CRAZY WOMAN DRIVER. Connie had to laugh at that. Arnold Friend was pleased at her laughter and looked up at her. “Around the other side’s a lot more you wanta come and see them?”
“No.”
“Why not?”
“Why should I?”
“Don’tcha wanta see what’s on the car? Don’tcha wanta go for a ride?”
“I don’t know.”
“Why not?”
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“I got things to do.”
“Like what?”
“Things.”
He laughed as if she had said something funny. He slapped his thighs. He was standing in a strange way, leaning back against the car as if he were balancing himself. He wasn’t tall, only an inch or so taller than she would be if she came down to him. Connie liked the way he was dressed, which was the way all of them dressed: tight faded jeans stuffed into black, scuffed boots, a belt that pulled his waist in and showed how lean he was, and a white pull-over shirt that was a little soiled and showed the hard small muscles of his arms and shoulders. He looked as if he probably did hard work, lifting and carrying things. Even his neck looked muscular. And his face was a familiar face, somehow: the jaw and chin and cheeks slightly darkened because he hadn’t shaved for a day or two, and the nose long and hawklike, sniffing as if she were a treat he was going to gobble up and it was all a joke.
“Connie, you ain’t telling the truth. This is your day set aside for a ride with me and you know it,” he said, still laughing. The way he straightened and recovered from his fit of laughing showed that it had been all fake.
“How do you know what my name is?” she said suspiciously.
“It’s Connie.”
“Maybe and maybe not.”
“I know my Connie,” he said, wagging his finger. Now she remembered him even better, back at the restaurant, and her cheeks warmed at the thought of how she had sucked in her breath just at the moment she passed himhow she must have looked to him. And he had remembered her. “Ellie and I come out here especially for you,” he said. “Ellie can sit in back. How about it?”
“Where?”
“Where what?”
“Where’re we going?”
He looked at her. He took off the sunglasses and she saw how pale the skin around his eyes was, like holes that were not in shadow but instead in light. His eyes were like chips of broken glass that catch the light in an amiable way. He smiled. It was as if the idea of going for a ride somewhere, to someplace, was a new idea to him.
“Just for a ride, Connie sweetheart.”
“I never said my name was Connie,” she said.
“But I know what it is. I know your name and all about you, lots of things,” Arnold Friend said. He had not moved yet but stood still leaning back against the side of his jalopy. “I took a special interest in you, such a pretty girl, and found out all about youlike I know your parents and sister are gone somewheres and I know where and how long they’re going to be gone, and I know who you were with last night, and your best girl friend’s name is Betty. Right?”
He spoke in a simple lilting voice, exactly as if he were reciting the words to a song. His smile assured her that everything was fine. In the car Ellie turned up the volume on his radio and did not bother to look around at them.
“Ellie can sit in the back seat,” Arnold Friend said. He indicated his friend with a casual jerk of his chin, as if Ellie did not count and she should not bother with him.
“How’d you find out all that stuff?” Connie said.
“Listen: Betty Schultz and Tony Fitch and Jimmy Pettinger and Nancy Pettinger,” he said in a chant. “Raymond Stanley and Bob Hutter”
“Do you know all those kids?”
“I know everybody.”
“Look, you’re kidding. You’re not from around here.”
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“Sure.”
“Buthow come we never saw you before?”
“Sure you saw me before,” he said. He looked down at his boots, as if he were a little offended. “You just don’t remember.”
“I guess I’d remember you,” Connie said.
“Yeah?” He looked up at this, beaming. He was pleased. He began to mark time with the music from Ellie’s radio, tapping his fists lightly together. Connie looked away from his smile to the car, which was painted so bright it almost hurt her eyes to look at it. She looked at that name, ARNOLD FRIEND. And up at the front fender was an expression that was familiarMAN THE FLYING SAUCERS. It was an expression kids had used the year before but didn’t use this year. She looked at it for a while as if the words meant something to her that she did not yet know.
“What’re you thinking about? Huh?” Arnold Friend demanded. “Not worried about your hair blowing around in the car, are you?”
“No.”
“Think I maybe can’t drive good?”
“How do I know?”
“You’re a hard girl to handle. How come?” he said. “Don’t you know I’m your friend? Didn’t you see me put my sign in the air when you walked by?”
“What sign?”
“My sign.” And he drew an X in the air, leaning out toward her. They were maybe ten feet apart. After his hand fell back to his side the X was still in the air, almost visible. Connie let the screen door close and stood perfectly still inside it, listening to the music from her radio and the boy’s blend together. She stared at Arnold Friend. He stood there so stiffly relaxed, pretending to be relaxed, with one hand idly on the door handle as if he were keeping himself up that way and had no intention of ever moving again. She recognized most things about him, the tight jeans that showed his thighs and buttocks and the greasy leather boots and the tight shirt, and even that slippery friendly smile of his, that sleepy dreamy smile that all the boys used to get across ideas they didn’t want to put into words. She recognized all this and also the singsong way he talked, slightly mocking, kidding, but serious and a little melancholy, and she recognized the way he tapped one fist against the other in homage to the perpetual music behind him. But all these things did not come together.
She said suddenly, “Hey, how old are you?”
His smiled faded. She could see then that he wasn’t a kid, he was much olderthirty, maybe more. At this knowledge her heart began to pound faster.
“That’s a crazy thing to ask. Can’tcha see I’m your own age?”
“Like hell you are.”
“Or maybe a couple years older. I’m eighteen.”
“Eighteen?” she said doubtfully.
He grinned to reassure her and lines appeared at the corners of his mouth. His teeth were big and white. He grinned so broadly his eyes became slits and she saw how thick the lashes were, thick and black as if painted with a black tarlike material. Then, abruptly, he seemed to become embarrassed and looked over his shoulder at Ellie. “Him, he’s crazy,” he said. “Ain’t he a riot? He’s a nut, a real character.” Ellie was still listening to the music. His sunglasses told nothing about what he was thinking. He wore a bright orange shirt unbuttoned halfway to show his chest, which was a pale, bluish chest and not muscular like Arnold Friend’s. His shirt collar was turned up all around and the very tips of the collar pointed out past his chin as if they were protecting him. He was pressing the transistor radio up against his ear and sat there in a kind of daze, right in the sun.
“He’s kinda strange,” Connie said.
“Hey, she says you’re kinda strange! Kinda strange!” Arnold Friend cried. He pounded on the car to get Ellie’s attention. Ellie turned for the first time and Connie saw with shock that he wasn’t a kid eitherhe had a fair, hairless face, cheeks reddened slightly as if the veins grew too close to the surface of his skin, the face of a forty-year-old baby. Connie felt a wave of dizziness rise in her at
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this sight and she stared at him as if waiting for something to change the shock of the moment, make it all right again. Ellie’s lips kept shaping words, mumbling along with the words blasting in his ear.
“Maybe you two better go away,” Connie said faintly.
“What? How come?” Arnold Friend cried. “We come out here to take you for a ride. It’s Sunday.” He had the voice of the man on the radio now. It was the same voice, Connie thought. “Don’tcha know it’s Sunday all day? And honey, no matter who you were with last night, today you’re with Arnold Friend and don’t you forget it! Maybe you better step out here,” he said, and this last was in a different voice. It was a little flatter, as if the heat was finally getting to him.
“No. I got things to do.”
“Hey.”
“You two better leave.”
“We ain’t leaving until you come with us.”
“Like hell I am”
“Connie, don’t fool around with me. I meanI mean, don’t fool around,” he said, shaking his head. He laughed incredulously. He placed his sunglasses on top of his head, carefully, as if he were indeed wearing a wig, and brought the stems down behind his ears. Connie stared at him, another wave of dizziness and fear rising in her so that for a moment he wasn’t even in focus but was just a blur standing there against his gold car, and she had the idea that he had driven up the driveway all right but had come from nowhere before that and belonged nowhere and that everything about him and even about the music that was so familiar to her was only half real.
“If my father comes and sees you”
“He ain’t coming. He’s at a barbecue.”
“How do you know that?”
“Aunt Tillie’s. Right now they’re uhthey’re drinking. Sitting around,” he said vaguely, squinting as if he were staring all the way to town and over to Aunt Tillie’s back yard. Then the vision seemed to get clear and he nodded energetically. “Yeah. Sitting around. There’s your sister in a blue dress, huh? And high heels, the poor sad bitchnothing like you, sweetheart! And your mother’s helping some fat woman with the corn, they’re cleaning the cornhusking the corn”
“What fat woman?” Connie cried.
“How do I know what fat woman, I don’t know every goddamn fat woman in the world!” Arnold Friend laughed.
“Oh, that’s Mrs. Hornsby . . . . Who invited her?” Connie said. She felt a little lightheaded. Her breath was coming quickly.
“She’s too fat. I don’t like them fat. I like them the way you are, honey,” he said, smiling sleepily at her. They stared at each other for a while through the screen door. He said softly, “Now, what you’re going to do is this: you’re going to come out that door. You re going to sit up front with me and Ellie’s going to sit in the back, the hell with Ellie, right? This isn’t Ellie’s date. You’re my date. I’m your lover, honey.”
“What? You’re crazy”
“Yes, I’m your lover. You don’t know what that is but you will,” he said. “I know that too. I know all about you. But look: it’s real nice and you couldn’t ask for nobody better than me, or more polite. I always keep my word. I’ll tell you how it is, I’m always nice at first, the first time. I’ll hold you so tight you won’t think you have to try to get away or pretend anything because you’ll know you can’t. And I’ll come inside you where it’s all secret and you’ll give in to me and you’ll love me ”
“Shut up! You’re crazy!” Connie said. She backed away from the door. She put her hands up against her ears as if she’d heard something terrible, something not meant for her. “People don’t talk like that, you’re crazy,” she muttered. Her heart was almost too big now for her chest and its pumping made sweat break out all over her. She looked out to see Arnold Friend pause and then take a step toward the porch, lurching. He almost fell. But, like a clever drunken man, he managed to catch his balance. He wobbled in his high boots and grabbed hold of one of the porch posts.
“Honey?” he said. “You still listening?”
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“Get the hell out of here!”
“Be nice, honey. Listen.”
“I’m going to call the police”
He wobbled again and out of the side of his mouth came a fast spat curse, an aside not meant for her to hear. But even this “Christ!” sounded forced. Then he began to smile again. She watched this smile come, awkward as if he were smiling from inside a mask. His whole face was a mask, she thought wildly, tanned down to his throat but then running out as if he had plastered make- up on his face but had forgotten about his throat.
“Honey? Listen, here’s how it is. I always tell the truth and I promise you this: I ain’t coming in that house after you.”
“You better not! I’m going to call the police if youif you don’t”
“Honey,” he said, talking right through her voice, “honey, I m not coming in there but you are coming out here. You know why?”
She was panting. The kitchen looked like a place she had never seen before, some room she had run inside but that wasn’t good enough, wasn’t going to help her. The kitchen window had never had a curtain, after three years, and there were dishes in the sink for her to doprobablyand if you ran your hand across the table you’d probably feel something sticky there.
“You listening, honey? Hey?” “going to call the police”
“Soon as you touch the phone I don’t need to keep my promise and can come inside. You won’t want that.”
She rushed forward and tried to lock the door. Her fingers were shaking. “But why lock it,” Arnold Friend said gently, talking right into her face. “It’s just a screen door. It’s just nothing.” One of his boots was at a strange angle, as if his foot wasn’t in it. It pointed out to the left, bent at the ankle. “I mean, anybody can break through a screen door and glass and wood and iron or anything else if he needs to, anybody at all, and specially Arnold Friend. If the place got lit up with a fire, honey, you’d come runnin’ out into my arms, right into my arms an’ safe at homelike you knew I was your lover and’d stopped fooling around. I don’t mind a nice shy girl but I don’t like no fooling around.” Part of those words were spoken with a slight rhythmic lilt, and Connie somehow recognized themthe echo of a song from last year, about a girl rushing into her boy friend’s arms and coming home again
Connie stood barefoot on the linoleum floor, staring at him. “What do you want?” she whispered.
“I want you,” he said.
“What?”
“Seen you that night and thought, that’s the one, yes sir. I never needed to look anymore.”
“But my father’s coming back. He’s coming to get me. I had to wash my hair first” She spoke in a dry, rapid voice, hardly raising it for him to hear.
“No, your daddy is not coming and yes, you had to wash your hair and you washed it for me. It’s nice and shining and all for me. I thank you sweetheart,” he said with a mock bow, but again he almost lost his balance. He had to bend and adjust his boots. Evidently his feet did not go all the way down; the boots must have been stuffed with something so that he would seem taller. Connie stared out at him and behind him at Ellie in the car, who seemed to be looking off toward Connie’s right, into nothing. This Ellie said, pulling the words out of the air one after another as if he were just discovering them, “You want me to pull out the phone?”
“Shut your mouth and keep it shut,” Arnold Friend said, his face red from bending over or maybe from embarrassment because Connie had seen his boots. “This ain’t none of your business.”
“Whatwhat are you doing? What do you want?” Connie said. “If I call the police they’ll get you, they’ll arrest you”
“Promise was not to come in unless you touch that phone, and I’ll keep that promise,” he said. He resumed his erect position and tried to force his shoulders back. He sounded like a hero in a movie, declaring something important. But he spoke too loudly and it was as if he were speaking to someone behind Connie. “I ain’t made plans for coming in that house where I don’t belong but just for you to come out to me, the way you should. Don’t you know who I am?”
“You’re crazy,” she whispered. She backed away from the door but did not want to go into another part of the house, as if this would
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give him permission to come through the door. “What do you . . . you’re crazy, you. . . .”
“Huh? What’re you saying, honey?”
Her eyes darted everywhere in the kitchen. She could not remember what it was, this room.
“This is how it is, honey: you come out and we’ll drive away, have a nice ride. But if you don’t come out we’re gonna wait till your people come home and then they’re all going to get it.”
“You want that telephone pulled out?” Ellie said. He held the radio away from his ear and grimaced, as if without the radio the air was too much for him.
“I toldja shut up, Ellie,” Arnold Friend said, “you’re deaf, get a hearing aid, right? Fix yourself up. This little girl’s no trouble and’s gonna be nice to me, so Ellie keep to yourself, this ain’t your date right? Don’t hem in on me, don’t hog, don’t crush, don’t bird dog, don’t trail me,” he said in a rapid, meaningless voice, as if he were running through all the expressions he’d learned but was no longer sure which of them was in style, then rushing on to new ones, making them up with his eyes closed. “Don’t crawl under my fence, don’t squeeze in my chipmonk hole, don’t sniff my glue, suck my popsicle, keep your own greasy fingers on yourself!” He shaded his eyes and peered in at Connie, who was backed against the kitchen table. “Don’t mind him, honey, he’s just a creep. He’s a dope. Right? I’m the boy for you, and like I said, you come out here nice like a lady and give me your hand, and nobody else gets hurt, I mean, your nice old bald-headed daddy and your mummy and your sister in her high heels. Because listen: why bring them in this?”
“Leave me alone,” Connie whispered.
“Hey, you know that old woman down the road, the one with the chickens and stuffyou know her?”
“She’s dead!”
“Dead? What? You know her?” Arnold Friend said.
“She’s dead”
“Don’t you like her?”
“She’s deadshe’sshe isn’t here any more”
But don’t you like her, I mean, you got something against her? Some grudge or something?” Then his voice dipped as if he were conscious of a rudeness. He touched the sunglasses perched up on top of his head as if to make sure they were still there. “Now, you be a good girl.”
‘What are you going to do?”
“Just two things, or maybe three,” Arnold Friend said. “But I promise it won’t last long and you’ll like me the way you get to like people you’re close to. You will. It’s all over for you here, so come on out. You don’t want your people in any trouble, do you?”
She turned and bumped against a chair or something, hurting her leg, but she ran into the back room and picked up the telephone. Something roared in her ear, a tiny roaring, and she was so sick with fear that she could do nothing but listen to itthe telephone was clammy and very heavy and her fingers groped down to the dial but were too weak to touch it. She began to scream into the phone, into the roaring. She cried out, she cried for her mother, she felt her breath start jerking back and forth in her lungs as if it were something Arnold Friend was stabbing her with again and again with no tenderness. A noisy sorrowful wailing rose all about her and she was locked inside it the way she was locked inside this house.
After a while she could hear again. She was sitting on the floor with her wet back against the wall.
Arnold Friend was saying from the door, “That’s a good girl. Put the phone back.”
She kicked the phone away from her.
“No, honey. Pick it up. Put it back right.”
She picked it up and put it back. The dial tone stopped.
“That’s a good girl. Now, you come outside.”
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She was hollow with what had been fear but what was now just an emptiness. All that screaming had blasted it out of her. She sat, one leg cramped under her, and deep inside her brain was something like a pinpoint of light that kept going and would not let her relax. She thought, I’m not going to see my mother again. She thought, I’m not going to sleep in my bed again. Her bright green blouse was all wet.
Arnold Friend said, in a gentle-loud voice that was like a stage voice, “The place where you came from ain’t there any more, and where you had in mind to go is cancelled out. This place you are nowinside your daddy’s houseis nothing but a cardboard box I can knock down any time. You know that and always did know it. You hear me?”
She thought, I have got to think. I have got to know what to do.
“We’ll go out to a nice field, out in the country here where it smells so nice and it’s sunny,” Arnold Friend said. “I’ll have my arms tight around you so you won’t need to try to get away and I’ll show you what love is like, what it does. The hell with this house! It looks solid all right,” he said. He ran a fingernail down the screen and the noise did not make Connie shiver, as it would have the day before. “Now, put your hand on your heart, honey. Feel that? That feels solid too but we know better. Be nice to me, be sweet like you can because what else is there for a girl like you but to be sweet and pretty and give in?and get away before her people come back?”
She felt her pounding heart. Her hand seemed to enclose it. She thought for the first time in her life that it was nothing that was hers, that belonged to her, but just a pounding, living thing inside this body that wasn’t really hers either.
“You don’t want them to get hurt,” Arnold Friend went on. “Now, get up, honey. Get up all by yourself.”
She stood.
“Now, turn this way. That’s right. Come over here to me. Ellie, put that away, didn’t I tell you? You dope. You miserable creepy dope,” Arnold Friend said. His words were not angry but only part of an incantation. The incantation was kindly. “Now come out through the kitchen to me, honey, and let’s see a smile, try it, you re a brave, sweet little girl and now they’re eating corn and hot dogs cooked to bursting over an outdoor fire, and they don’t know one thing about you and never did and honey, you’re better than them because not a one of them would have done this for you.”
Connie felt the linoleum under her feet; it was cool. She brushed her hair back out of her eyes. Arnold Friend let go of the post tentatively and opened his arms for her, his elbows pointing in toward each other and his wrists limp, to show that this was an embarrassed embrace and a little mocking, he didn’t want to make her self-conscious.
She put out her hand against the screen. She watched herself push the door slowly open as if she were back safe somewhere in the other doorway, watching this body and this head of long hair moving out into the sunlight where Arnold Friend waited.
“My sweet little blue-eyed girl,” he said in a half-sung sigh that had nothing to do with her brown eyes but was taken up just the same by the vast sunlit reaches of the land behind him and on all sides of himso much land that Connie had never seen before and did not recognize except to know that she was going to it.
file:///MacintoshHD/DesktopFolder/oates_going.html (9 of 9) [3/10/2003 9:13:55 AM]
 

Local Disk

Oates, “Where Are You Going, Where Have You Been?”W

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Dealing with company’s power producing too much air pollution admission essay helpour boss believes the company’s power plant is producing too much air pollution on a typical island. Your boss gives you three choices for dealing with this problem because he/she does not want to deal with it:

You can pay a pollution tax (Carbon Offsets) one time of $13,000,000 immediately.
You can close the plant and install a power cable from the mainland to the Island. That will cost you $1,000,000 at the end of this year, $3,000,000 at the end of next year and then $750,000 forever for maintenance.
You can retrofit the plant with scrubbers to reduce the emissions to make the plant green. That will cost $7.5m at the end of this year and $100,000 for 50-years for maintenance.

Assume that the cost of generating power on the mainland is approximately the same as the cost of generating power at the Island’s plant. Assume, this comes as a surprise to you and you, have not saved any money in reserves, and you need to raise capital. Additional information is that market has a 12 percent market risk premium on the power plant with the risk-free rate being 5 percent with a company tax rate of 35 percent.
Current total raised capital at the power plant:(This will help you calculate the WACC)

Debt 7,000 outstanding bonds, at 7.5% coupon and 20 years to maturity. These bonds pay interest semiannually and quoted a price of 108 percent of par.
Common Stock -180,000 shares outstanding, selling for $50 per share: Beta .90.
Preferred Stock 8,000 shares of 5.5 percent preferred stock outstanding, currently selling for $95.00 per share.

Please answer inessayformat and provide yourExceldocument showing all your calculation in appendixes choose the best option for Island.Support your answer with your calculations. Also, to calculations use specified resources, other appropriate scholarly resources, including older articles.
Length: However long you need to answer the question (Paragraph per option is normal).
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. Be sure to adhere to University’s Academic Integrity Policy.
Upload your assignment using the Upload Assignment button below.
Grading Guideline

The introduction should state the answer and establish the topic and a clear thesis statement.
The conclusion summarizes the main points and leaves the reader with a strong comprehension of the papers significance and the authors understanding of the correct financial decision.
All research is correctly credited, using correct APA format.
Grammatically correct – No spelling, grammar, or mechanics errors.

RUBRIC

Criteria
Exemplary
Accomplished
Developing
Beginning

Financial Management
Weight 14.00%

100 %
Demonstrates mastery and accuracy of most of the concepts, terms, and theories of finance.

90 %
Demonstrates mastery and accuracy of some of the concepts, terms, and theories of finance.

75 %
Demonstrates moderate understanding of a few of the concepts, terms and theories, but lacks a mastery of the majority of finance.

50 %
Demonstrates basic understanding of the concepts, terms, and theories, but lacks any mastery at all of finance.

Time Value of Money
Weight 14.00%

100 %
Demonstrates mastery of calculating and applying the concept of the time value of money to make financial management decisions valuing securities, including debt and equity instruments.

90 %
Demonstrates mastery of some of the concepts of calculating and applying the concept of the time value of money to make financial management decisions valuing securities, including debt and equity instruments.

75 %
Demonstrates minimal understanding of the concepts of calculating and applying the concept of the time value of money to make financial management decisions valuing securities, including debt and equity instruments.

50 %
Demonstrates basic understanding of the concepts, and lacks mastery of calculating and applying the concept of the time value of money to make financial management decisions valuing securities, including debt and equity instruments.

Measure of Risk
Weight 14.00%

100 %
Demonstrates mastery of calculating and applying the principles of capital investment decisions to measure risk and return decisions.

90 %
Demonstrates mastery of most of the concepts regarding calculating and applying the principles of capital investment decisions to measure risk and return decisions.

75 %
Demonstrates minimal mastery of calculating and applying the principles of capital investment decisions to measure risk and return decisions.

50 %
Demonstrates basic understanding of the concepts, but lacks mastery of calculating and applying the principles of capital investment decisions to measure risk and return decisions.

Capital Structure
Weight 15.00%

100 %
Recognizes & expertly understands capital structure in raising funds so that there is a balance maintained between debt and equity capital.

90 %
Is able to recognize & understand most of the concepts of capital structure in raising funds so that there is a balance maintained between debt and equity capital.

75 %
Is able to recognize & understand moderately the capital structure in raising funds so that there is a balance maintained between debt and equity capital.

50 %
Is able to recognize & understand minimally the capital structure in raising funds so that there is a balance maintained between debt and equity capital.

Financial Ratios
Weight 14.00%

100 %
Demonstrates the ability to calculate financial ratios using data from financial statements for financial analysis and control within a corporation.

90 %
Demonstrates the ability to calculate financial ratios using data from financial statements for financial analysis and control within a corporation with minimal errors.

75 %
Demonstrates the ability to calculate financial ratios using data from financial statements for financial analysis and control within a corporation with a moderate amount of errors.

50 %
Demonstrates the ability to calculate financial ratios using data from financial statements for financial analysis and control within a corporation with many errors.

Investment Decisions
Weight 15.00%

100 %
Can apply capital requirements to investment decisions due to the cost of capital.

90 %
Can apply capital requirements to investment decisions due to the cost of capital for most cases.

75 %
Can apply capital requirements to investment decisions due to the cost of capital for moderate cases.

50 %
Can apply capital requirements to investment decisions due to the cost of capital for few cases.

Writing Flow
Weight 14.00%

100 %
Expert organization of ideas and thoughts, and expert flow from subject to subject. Great transitions.

90 %
Competent organization of ideas and thoughts, and competent flow from subject to subject. Some minor transition issues.

75 %
Basic organization of ideas and thoughts, and basic flow from subject to subject. Choppy at times.

50 %
Consistent lack of organization of thoughts and is all over the map. Jumps around from subject to subject with no cade

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Present value analysis project compare and contrast essay help: compare and contrast essay helpPV Set #1 — FROM CHAPTER 9 –> 2,3,5,6,7,8,9,13 (just calc monthly payment), 14,16,17,18b,19,20,22,23,25a
2. Find the FV of $10,000 invested now after five years if the annual interest rate is 8 percent.
a. What would be the FV if the interest rate is a simple interest rate?
b. What would be the FV if the interest rate is a compound interest rate?
 
3. Determine the future values (FVs) if $5,000 is invested in each of the following situations:
a. 5 percent for ten years
b. 7 percent for seven years
c. 9 percent for four years
 
5. Find the present value (PV) of $7,000 to be received one year from now assuming a 3 percent annual discount interest rate. Also calculate the PV if the $7,000 is received after two years.
 
6. Determine the present values (PVs) if $5,000 is received in the future (i.e., at the end of each indicated time period) in each of the following situations:
a. 5 percent for ten years
b. 7 percent for seven years
c. 9 percent for four years
 
7. Determine the present value (PV) if $15,000 is to be received at the end of eight years and the discount rate is 9 percent. How would your answer change if you had to wait six years to receive the $15,000?
 
8. Determine the future value (FV) at the end of two years of an investment of $3,000 made now and an additional $3,000 made one year from now if the compound annual interest rate is 4 percent.
 
 
9. Assume you are planning to invest $5,000 each year for six years and will earn 10 percent per year. Determine the future value (FV) of this annuity if your first $5,000 is invested at the end of the first year.
 
13. Determine the annual payment on a $15,000 loan that is to be amortized over a four-year period and carries a 10 percent interest rate. Prepare a loan amortization schedule for this loan.
 
14. You are considering borrowing $150,000 to purchase a new home.
a. Calculate the monthly payment needed to amortize an 8 percent fixed-rate 30-year mortgage loan.
b. Calculate the monthly amortization payment if the loan in (a) was for 15 years.
 
16. Use a financial calculator or computer software program to answer the following questions:
a. What would be the future value (FV) of $15,555 invested now if it earns interest at 14.5 percent for seven years?
b. What would be the FV of $19,378 invested now if the money remains deposited for eight years and the annual interest rate is 18 percent?
 
17. Use a financial calculator or computer software program to answer the following questions:
a. What is the present value (PV) of $359,000 that is to be received at the end of twenty-three years if the discount rate is 11 percent?
b. How would your answer change in (a) if the $359,000 is to be received at the end of twenty years?
 
18. Use a financial calculator or computer software program to answer the following questions:
b. What would be the present value (PV) of a $9,532 annuity for which the first payment will be made beginning one year from now, payments will last for twenty-seven years, and the annual interest rate is 13 percent?
 
 
 
19. Use a financial calculator or computer software program to answer the following questions.
a. What would be the future value (FV) of $19,378 invested now if the money remains deposited for eight years, the annual interest rate is 18 percent, and interest on the investment is compounded semiannually?
b. How would your answer for (a) change if quarterly compounding were used?
 
20. Use a financial calculator or computer software program to answer the following questions.
a. What is the present value (PV) of $359,000 that is to be received at the end of twenty-three years, the discount rate is 11 percent, and semiannual discounting occurs?
b. How would your answer for (a) change if monthly discounting were used?
 
22. Answer the following questions.
a. What is the annual percentage rate (APR) on a loan that charges interest of .75 percent per month?
b. What is the effective annual rate (EAR) on the loan described in (a)?
 
23. You have recently seen a credit card advertisement stating that the annual percentage rate (APR) is 12 percent. If the credit card requires monthly payments, what is the effective annual rate (EAR) of interest on the loan?

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Home Products Stock And Bond Valuation Case Study research essay helpWord document
Excel Sheet
Power point presentation with at least 10 slides
 
References Required
 
Citations required
 
Show Work required
 
Appendix needed if any
 
APA format
Times New Roman
12 size
 
Instructions attached

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Discussion on the number of people going to college college essay help free
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Are Too Many People Going to College?
c h a r l e s m u r r a y
H
To ask whether too many people are going to college requires us to think about the importance and nature of a liberal edu- cation. Universities are not intended to teach the knowledge required to fit men for some special mode of gaining their livelihood, John Stuart Mill told students at the University of St. Andrews in 1867. Their object is not to make skillful lawyers, or physicians, or engineers, but capable and cultivated human beings. If this is true (and I agree that it is), why say that too many people are going to college? Surely a mass democracy should encourage as many people as possible to become capable and cultivated human beings in Mills sense. We should not restrict the availability of a liberal education to a rarefied intel- lectual elite. More people should be going to college, not fewer.
Charles Murray is the W. H. Brady Scholar at the American Enterprise Institute, a public policy think tank dedicated to defending human dignity, expanding human potential, and building a freer and safer world. He is the author, most recently, of By the People: Rebuilding Liberty without Permission (2015). This essay, adapted from his book Real Education: Four Simple Truths for Bringing Americas Schools Back to Reality (2008) first appeared on September 8, 2008, in The American, the journal of the American Enterprise Institute.
 

 
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Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school. E. D. Hirsch Jr. is the indispensable thinker on this topic, beginning with his 1987 book Cultural Literacy: What Every American Needs to Know. Part of his argument involves the importance of a body of core knowledge in fostering reading speed and comprehension. With regard to a liberal education, Hirsch makes three points that are germane here:
Full participation in any culture requires familiarity with a body of core knowledge. To live in the United States and not recognize Teddy Roosevelt, Prohibition, the Minutemen, Wall Street, smoke-filled rooms, or Gettysburg is like trying to read without knowing some of the ten thousand most commonly used words in the language. It signifies a degree of cultural illiteracy about America. But the core knowledge transcends ones own country. Not to recognize Falstaff, Apollo, the Sistine Chapel, the Inquisition, the twenty-third Psalm, or Mozart sig- nifies cultural illiteracy about the West. Not to recognize the solar system, the Big Bang, natural selection, relativity, or the periodic table is to be scientifically illiterate. Not to recognize the Mediterranean, Vienna, the Yangtze River, Mount Everest, or Mecca is to be geographically illiterate.
This core knowledge is an important part of the glue that holds the culture together. All American children, of whatever ethnic heritage, and whether their families came here 300 years ago or three months ago, need to learn about the Pilgrims, Valley Forge, Duke Ellington, Apollo 11, Susan B. Anthony, George C. Marshall, and the Freedom Riders. All students need to learn the iconic stories. For a society of immigrants such as
See Chapter 4 for ways to agree, but with a difference.
 

 
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ours, the core knowledge is our shared identity that makes us Americans together rather than hyphenated Americans.
K8 are the right years to teach the core knowledge, and the effort should get off to a running start in elementary school. Starting early is partly a matter of necessity: Theres a lot to learn, and it takes time. But another reason is that small children enjoy learning myths and fables, showing off names and dates they have memorized, and hearing about great historical figures and exciting deeds. The educational establishment sees this kind of curriculum as one that forces children to memorize boring facts. That conventional wisdom is wrong on every count. The facts can be fascinating (if taught right); a lot more than memo- rization is entailed; yet memorizing things is an indispensable part of education, too; and memorizing is something that chil- dren do much, much better than adults. The core knowledge is suited to ways that young children naturally learn and enjoy learning. Not all children will be able to do the reading with the same level of comprehension, but the fact-based nature of the core knowledge actually works to the benefit of low-ability studentsremembering facts is much easier than making infer- ences and deductions. The core knowledge curriculum lends itself to adaptation for students across a wide range of academic ability.
In the 20 years since Cultural Literacy was published, Hirsch and his colleagues have developed and refined his original formula- tion into an inventory of more than 6,000 items that approxi- mate the core knowledge broadly shared by literate Americans. Hirschs Core Knowledge Foundation has also developed a detailed, grade-by-grade curriculum for K8, complete with lists of books and other teaching materials.
 

 
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The Core Knowledge approach need not stop with eighth grade. High school is a good place for survey courses in the humanities, social sciences, and sciences taught at a level below the demands of a college course and accessible to most students in the upper two-thirds of the distribution of academic ability. Some students will not want to take these courses, and it can be counterproductive to require them to do so, but high school can put considerable flesh on the liberal education skeleton for students who are still interested.
Liberal Education in College
Saying too many people are going to college is not the same as saying that the average student does not need to know about history, science, and great works of art, music, and literature. They do need to knowand to know more than they are cur- rently learning. So lets teach it to them, but lets not wait for college to do it. Liberal education in college means taking on the tough stuff. A high-school graduate who has acquired Hirschs core knowledge will know, for example, that John Stuart Mill was an important 19th-century English philosopher who was associ- ated with something called Utilitarianism and wrote a famous book called On Liberty. But learning philosophy in college, which is an essential component of a liberal education, means that the student has to be able to read and understand the actual text of On Liberty. That brings us to the limits set by the nature of college-level material. Here is the first sentence of On Liberty: The subject of this essay is not the so-called liberty of the will, so unfortunately opposed to the misnamed doctrine of philosophical necessity; but civil, or social liberty:
 

 
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the nature and limits of the power which can be legitimately exercised by society over the individual. I will not burden you with On Libertys last sentence. It is 126 words long. And Mill is one of the more accessible philosophers, and On Liberty is one of Mills more accessible works. It would be nice if everyone could acquire a fully formed liberal education, but they cannot. Specifically: When College Board researchers defined col- lege readiness as the SAT score that is associated with a 65 percent chance of getting at least a 2.7 grade point average in college during the freshman year, and then applied those criteria (hardly demanding in an era of soft courses and grade inflation) to the freshmen in a sample of 41 major colleges and universities, the threshold college readiness score was found to be 1180 on the combined SAT math and verbal tests. It is a score that only about 10 percent of American 18-year-olds would achieve if they all took the SAT, in an age when more than 30 percent of 18-year-olds go to college. Should all of those who do have the academic ability to absorb a college-level liberal education get one? It depends. Suppose we have before us a young woman who is in the 98th percentile of academic ability and wants to become a lawyer and eventu- ally run for political office. To me, it seems essential that she spend her undergraduate years getting a rigorous liberal educa- tion. Apart from a liberal educations value to her, the nation will benefit. Everything she does as an attorney or as an elected official should be informed by the kind of wisdom that a rigorous liberal education can encourage. It is appropriate to push her into that kind of undergraduate program. But the only reason we can get away with pushing her is that the odds are high that she will enjoy it. The odds are high because she is good at this sort of thingits no problem for her to read On Liberty or Paradise Lost. Its no problem for her to
 

 
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come up with an interesting perspective on what shes read and weave it into a term paper. And because shes good at it, she is also likely to enjoy it. It is one of Aristotles central themes in his discussion of human happiness, a theme that John Rawls later distilled into what he called the Aristotelian Principle: Other things equal, human beings enjoy the exercise of the irrealized capacities (their innate or trained abilities), and this enjoyment increases the more the capacity is realized, or the greater its complexity. And so it comes to pass that those who take the hardest majors and who enroll in courses that look most like an old fashioned liberal education are concentrated among the stu- dents in the top percentiles of academic ability. Getting a liberal education consists of dealing with complex intellectual material day after day, and dealing with complex intellectual material is what students in the top few percentiles are really good at, in the same way that other people are really good at cooking or making pottery. For these students, doing it well is fun. Every percentile down the ability ladderand this applies to all abilities, not just academicthe probability that a person will enjoy the hardest aspects of an activity goes down as well. Students at the 80th percentile of academic ability are still smart kids, but the odds that they will respond to a course that assigns Mill or Milton are considerably lower than the odds that a student in the top few percentiles will respond. Virtue has nothing to do with it. Maturity has nothing to do with it. Appreciation of the value of a liberal education has nothing to do with it. The probability that a student will enjoy Paradise Lost goes down as his linguistic ability goes down, but so does the probability that he works on double acrostic puzzles in his spare time or regularly plays online Scrabble, and for the identi- cal reason. The lower down the linguistic ladder he is, the less fun such activities are.
 

 
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And so we return to the question: Should all of those who have the academic ability to absorb a college-level liberal edu- cation get one? If our young woman is at the 80th percentile of linguistic ability, should she be pushed to do so? She has enough intellectual capacity, if she puts her mind to it and works exceptionally hard. The answer is no. If she wants to, fine. But she probably wont, and theres no way to force her. Try to force her (for example, by setting up a demanding core curriculum), and she will transfer to another school, because she is in college for vocational training. She wants to write computer code. Start a business. Get a job in television. She uses college to take vocational courses that pertain to her career interests. A large proportion of people who are theoretically able to absorb a liberal education have no interest in doing so. And reasonably so. Seen dispassionately, getting a tradi- tional liberal education over four years is an odd way to enjoy spending ones time. Not many people enjoy reading for hour after hour, day after day, no matter what the material may be. To enjoy reading On Liberty and its ilkand if youre going to absorb such material, you must in some sense enjoy the processis downright peculiar. To be willing to spend many more hours writing papers and answers to exam questions about that material approaches masochism. We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becom- ing a master chef: something that understandably attracts only a few people. Most students at todays colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who dont want to spend
 

 
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hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesnt make sense for them.
For Learning How to Make a Living, the Four-Year Brick-and-Mortar Residential College Is Increasingly Obsolete
We now go from one extreme to the other, from the ideal of liberal education to the utilitarian process of acquiring the knowledge that most students go to college to acquire practical and vocational. The question here is not whether the traditional four-year residential college is fun or valuable as a place to grow up, but when it makes sense as a place to learn how to make a living. The answer is: in a sensible world, hardly ever. Start with the time it takesfour years. Assuming a semes- ter system with four courses per semester, four years of class work means 32 semester-long courses. The occupations for which knowing enough requires 32 courses are exceedingly rare. For some professionsmedicine and law are the obvious examplesa rationale for four years of course work can be con- cocted (combining pre-med and pre-law undergraduate courses with three years of medical school and law school), but for every other occupation, the body of knowledge taught in classrooms can be learned more quickly. Even Ph.D.s dont require four years of course work. The Ph.D. is supposed to signify expertise, but that expertise comes from burrowing deep in to a specialty, not from dozens of courses. Those are the jobs with the most stringent academic require- ments. For the student who wants to become a good hotel manager, software designer, accountant, hospital administrator,
 

 
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farmer, high-school teacher, social worker, journalist, optome- trist, interior designer, or football coach, four years of class work is ridiculous. Actually becoming good in those occupations will take longer than four years, but most of the competence is acquired on the job. The two-year community college and online courses offer more flexible options for tailoring course work to the real needs of the job. A brick-and-mortar campus is increasingly obsolete. The physical infrastructure of the college used to make sense for three reasons. First, a good library was essential to higher learn- ing, and only a college faculty and student body provided the economies of scale that made good libraries affordable. Second, scholarship flourishes through colleagueships, and the college campus made it possible to put scholars in physical proximity to each other. Third, the best teaching requires interaction between teachers and students, and physical proximity was the only way to get it. All three rationales for the brick-and- mortar campus are fading fast. The rationale for a physical library is within a few years of extinction. Even now, the Internet provides access, for a price, to all the worlds significant technical journals. The books are about to follow. Google is scanning the entire text of every book in the libraries of Harvard, Princeton, Stanford, Oxford, the New York Public Library, the Bavarian State Library, Ghent University Library, Keio Library (Tokyo), the National Library of Catalonia, University of Lausanne, and an expand- ing list of others. Collectively, this project will encompass close to the sum total of human knowledge. It will be completely searchable. Everything out of copyright will be free. Everything still under copyright will be accessible for a fee. Libraries will still be a selling point for colleges, but as a place for students to study in pleasant surroundingsan amenity in the same
 

 
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way that an attractive student union is an amenity. Colleges and universities will not need to exist because they provide libraries. The rationale for colleges based on colleagueships has eroded. Until a few decades ago, physical proximity was impor- tant because correspondence and phone calls just werent as good. As email began to spread during the 1980s, physical prox- imity became less important. As the capacity of the Internet expanded in the 1990s, other mechanisms made those inter- actions richer. Now, regular emails from professional groups inform scholars of the latest publications in their field of inter- est. Specialized chat groups enable scholars to bounce new ideas off other people working on the same problems. Drafts are exchanged effortlessly and comments attached electronically. Whether physical proximity still has any advantages depends mostly on the personality of the scholar. Some people like being around other people during the workday and prefer face-to-face conversations to emails. For those who dont, the value of being on a college campus instead of on a mountaintop in Montana is nil. Their electronic access to other scholars is incompara- bly greater than any scholar enjoyed even within the worlds premier universities before the advent of the Internet. Like the library, face-to-face colleagueships will be an amenity that colleges continue to provide. But colleges and universities will not need to exist because they provide a community of scholars. The third rationale for the brick-and-mortar college is that it brings teachers together with students. Working against that rationale is the explosion in the breadth and realism of what is known as distance learning. The idea of distance learning is surprisingly oldIsaac Pitman was teaching his shorthand system to British students through the postal service in the 1840s, and the University of London began offering degrees for
 

 
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correspondence students in 1858but the technology of dis- tance learning changed little for the next century. The advent of inexpensive videocassettes in the 1980s opened up a way for students to hear and see lectures without being in the class- room. By the early 1990s, it was possible to buy college-level courses on audio or videotape, taught by first-rate teaching professors, on a wide range of topics, for a few hundred dollars. But without easy interaction between teacher and student, distance learning remained a poor second-best to a good col- lege seminar. Once again, the Internet is revolutionizing everything. As personal computers acquired the processing power to show high-definition video and the storage capacity to handle big video files, the possibilities for distance learning expanded by orders of magnitude. We are now watching the early expres- sion of those possibilities: podcasts and streaming videos in real time of professors lectures, online discussions among students scattered around the country, online interaction between stu- dents and professors, online exams, and tutorials augmented by computer-aided instruction software. Even today, the quality of student-teacher interactions in a virtual classroom competes with the interactions in a brick-and- mortar classroom. But the technology is still in its early stages of development and the rate of improvement is breathtaking. Compare video games such as Myst and SimCity in the 1990s to their descendants today; the Walkman you used in the 1990s to the iPod you use today; the cell phone you used in the 1990s to the BlackBerry or iPhone you use today. Whatever technical limitations might lead you to say, Yes, but its still not the same as being there in the classroom, are probably within a few years of being outdated.
 

 
Are Too Many People Going to College?
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College Isnt All Its Cracked Up to Be
College looms so large in the thinking of both parents and students because it is seen as the open sesame to a good job. Reaping the economic payoff for college that shows up in econo- metric analyses is a long shot for large numbers of young people. When high-school graduates think that obtaining a B.A. will help them get a higher-paying job, they are only narrowly correct. Economists have established beyond doubt that people with B.A.s earn more on average than people without them. But why does the B.A. produce that result? For whom does the B.A. produce that result? For some jobs, the economic premium for a degree is produced by the actual education that has gone into getting the degree. Lawyers, physicians, and engineers can earn their high incomes only by deploying knowledge and skills that take years to acquire, and degrees in law, medicine, and engineering still signify competence in those knowledges and skills. But for many other jobs, the economic premium for the B.A. is created by a brutal fact of life about the American job market: Employers do not even interview applicants who do not hold a B.A. Even more brutal, the advantage conferred by the B.A. often has nothing to do with the content of the education. Employers do not value what the student learned, just that the student has a degree. Employers value the B.A. because it is a no-cost (for them) screening device for academic ability and perseverance. The more people who go to college, the more sense it makes for employers to require a B.A. When only a small percentage of people got college degrees, employers who required a B.A. would have been shutting themselves off from access to most of the talent. With more than a third of 23-year-olds now get- ting a B.A., many employers can reasonably limit their hiring
 

 
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pool to college graduates because bright and ambitious high- school graduates who can go to college usually do go to college. An employer can believe that exceptions exist but rationally choose not to expend time and money to identify them. Know- ing this, large numbers of students are in college to buy their admission ticketthe B.A. But while it is true that the average person with a B.A. makes more than the average person without a B.A., getting a B.A. is still going to be the wrong economic decision for many high-school graduates. Wages within occupations form a distribution. Young people with okay-but-not-great academic ability who are thinking about whether to go after a B.A. need to consider the competition they will face after they graduate. Let me put these calculations in terms of a specific example, a young man who has just graduated from high school and is trying to decide whether to become an electrician or go to college and major in business, hoping to become a white-collar manager. He is at the 70th percentile in linguistic ability and logical mathematical abilitysomeone who shouldnt go to college by my standards, but who can, in todays world, easily find a college that will give him a degree. He is exactly average in interpersonal and intrapersonal ability. He is at the 95th percentile in the small-motor skills and spatial abilities that are helpful in being a good electrician. He begins by looking up the average income of electricians and managers on the Bureau of Labor Statistics website, and finds that the mean annual income for electricians in 2005 was $45,630, only about half of the $88,450 mean for management occupations. It looks as if getting a B.A. will buy him a huge wage premium. Should he try to get the B.A. on economic grounds? To make his decision correctly, our young man must start by throwing out the averages. He has the ability to become
 

 
Are Too Many People Going to College?
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an excellent electrician and can reasonably expect to be near the top of the electricians income distribution. He does not have it in him to be an excellent manager, because he is only average in interpersonal and intrapersonal ability and only modestly above average in academic ability, all of which are important for becoming a good manager, while his com- petitors for those slots will include many who are high in all of those abilities. Realistically, he should be looking at the incomes toward the bottom of the distribution of man- agers. With that in mind, he goes back to the Bureau of Labor Statistics website and discovers that an electrician at the 90th percentile of electricians incomes made $70,480 in 2005, almost twice the income of a manager at the 10th percentile of managers incomes ($37,800). Even if our young man successfully completes college and gets a B.A. (which is far from certain), he is likely to make less money than if he becomes an electrician. Then there is job security to consider. A good way to make sure you always can find work is to be among the best at what you do. It also helps to have a job that does not require you to compete with people around the globe. When corporations downsize, they lay off mediocre managers before they lay off top electricians. When the economy gets soft, top electricians can find work when mediocre managers cannot. Low-level management jobs can often be outsourced to India, whereas electricians jobs cannot. What I have said of electricians is true throughout the American job market. The income for the top people in a wide variety of occupations that do not require a college degree is higher than the average income for many occupations that require a B.A. Furthermore, the range and number of such jobs are expanding rapidly. The need for assembly-line workers in
 

 
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factories (one of the most boring jobs ever invented) is fall- ing, but the demand for skilled technicians of every kindin healthcare, information technology, transportation networks, and every other industry that relies on high-tech equipment is expanding. The service sector includes many low-skill, low- paying jobs, but it also includes growing numbers of specialized jobs that pay well (for example, in healthcare and the enter- tainment and leisure industries). Construction offers an array of high-paying jobs for people who are good at what they do. Its not just skilled labor in the standard construction trades that is in high demand. The increase in wealth in American society has increased the demand for all sorts of craftsman- ship. Todays high-end homes and office buildings may entail the work of specialized skills in stonework, masonry, glazing, painting, cabinetmaking, machining, landscaping, and a dozen other crafts. The increase in wealth is also driving an increased demand for the custom-made and the exquisitely wrought, meaning demand for artisans in everything from pottery to jewelry to metalworking. There has never been a time in his- tory when people with skills not taught in college have been in so much demand at such high pay as today, nor a time when the range of such jobs has been so wide. In todays America, finding a first-rate lawyer or physician is easy. Finding first-rate skilled labor is hard.
Intrinsic Rewards
The topic is no longer money but job satisfactionintrinsic rewards. We return to our high-school graduate trying to decide between going to college and becoming an electrician. He knows that he enjoys working with his hands and likes the idea of not being stuck in the same place all day, but he also likes the idea
 

 
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of being a manager sitting behind a desk in a big office, telling people what to do and getting the status that goes with it. However, he should face facts that he is unlikely to know on his own, but that a guidance counselor could help him face. His chances of getting the big office and the status are slim. He is more likely to remain in a cubicle, under the thumb of the boss in the big office. He is unlikely to have a job in which he produces something tangible during the course of the day. If he becomes a top electrician instead, he will have an expertise that he exercises at a high level. At the end of a workday, he will often be able to see that his work made a dif- ference in the lives of people whose problems he has solved. He will not be confined to a cubicle and, after his apprenticeship, will be his own supervisor in the field. Top electricians often become independent contractors who have no boss at all. The intrinsic rewards of being a top manager can be just as great as those of a top electrician (though I would not claim they are greater), but the intrinsic rewards of being a mediocre manager are not. Even as people in white-collar jobs lament the soullessness of their work, the intrinsic rewards of exercising technical skills remain undiminished. Finally, there is an overarching consideration so important it is hard to express adequately: the satisfaction of being good at what one does for a living (and knowing it), compared to the melancholy of being mediocre at what one does for a living (and knowing it). This is another truth about living a human life that a 17-year-old might not yet understand on his own, but that a guidance counselor can bring to his attention. Guidance coun- selors and parents who automatically encourage young people to go to college straight out of high school regardless of their skills and interests are being thoughtless about the best interests of young people in their charge.
 

 
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The Dark Side of the B.A. as Norm
It is possible to accept all that I have presented as fact and still disagree with the proposition that too many people are going to college. The argument goes something like this: The meaning of a college education has evolved since the 19th century. The traditional liberal education is still available for students who want it, but the curriculum is appropriately broader now, and includes many courses for vocational prepa- ration that todays students want. Furthermore, intellectual requirements vary across majors. It may be true that few stu- dents can complete a major in economics or biology, but larger proportions can handle the easier majors. A narrow focus on curriculum also misses the important nonacademic functions of college. The lifestyle on todays campuses may leave something to be desired, but four years of college still give youngsters in late adolescence a chance to encounter different kinds of peo- ple, to discover new interests, and to decide what they want to make of their lives. And if it is true that some students spend too much of their college years partying, that was also true of many Oxford students in the 18th century. Lighten up. If the only people we had to worry about were those who are on college campuses and doing reasonably well, this position would have something to be said for it. It does not address the issues of whether four years makes sense or whether a residential facility makes sense; nevertheless, college as it exists is not an intrinsically evil place for the students who are there and are coping academically. But there is the broader American soci- ety to worry about as well. However unintentionally, we have made something that is still inaccessible to a majority of the populationthe B.A.into a symbol of first-class citizenship. We have done so at the same time that other class divisions are
 

 
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becoming more powerful. Todays college system is implicated in the emergence of class-riven America. The problem begins with the message sent to young peo- ple that they should aspire to college no matter what. Some politicians are among the most visible offenders, treating every failure to go to college as an injustice that can be remedied by increasing government help. American educational administra- tors reinforce the message by instructing guidance counselors to steer as many students as possible toward a college-prep track (more than 90 percent of high-school students report that their guidance counselors encouraged them to go to college). But politicians and educators are only following the lead of the larger culture. As long as it remains taboo to acknowledge that college is intellectually too demanding for most young people, we will continue to create crazily unrealistic expecta- tions among the next generation. If crazily unrealistic sounds too strong, consider that more than 90 percent of high school seniors expect to go to college, and more than 70 percent of them expect to work in professional jobs. One aspect of this phenomenon has been labeled misaligned ambitions, meaning that adolescents have career ambitions that are inconsistent with their educational plans. Data from the Sloan Study of Youth and Social Development conducted dur- ing the 1990s indicate that misaligned ambitions characterized more than half of all adolescents. Almost always, the misalign- ment is in the optimistic direction, as adolescents aspire to be attorneys or physicians without understanding the educational hurdles they must surmount to achieve their goals. They end up at a four-year institution not because that is where they can take the courses they need to meet their career goals, but because college is the place where B.A.s are handed out, and everyone knows that these days youve got to have a B.A. Many of them
 

 
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drop out. Of those who entered a four-year college in 1995, only 58 percent had gotten their B.A. five academic years later. Another 14 percent were still enrolled. If we assume that half of that 14 percent eventually get their B.A.s, about a third of all those who entered college hoping for a B.A. leave without one. If these numbers had been produced in a culture where the B.A. was a nice thing to have but not a big deal, they could be interpreted as the result of young adults deciding that they didnt really want a B.A. after all. Instead, these numbers were produced by a system in which having a B.A. is a very big deal indeed, and that brings us to the increasingly worrisome role of the B.A. as a source of class division. The United States has always had symbols of class, and the college degree has always been one of them. But through the first half of the 20th century, there were all sorts of respectable reasons a person might not go to collegenot enough money to pay for college; needing to work right out of high school to support a wife, parents, or younger siblings; or the commonly held belief that going straight to work was better preparation for a business career than going to college. As long as the percentage of college graduates remained small, it also remained true, and everybody knew it, that the majority of Americas intellectually most able people did not have B.A.s. Over the course of the 20th century, three trends gath- ered strength. The first was the increasing proportion of jobs screened for high academic ability due to the advanced level of education they requireengineers, physicians, attorneys, college teachers, scientists, and the like. The second was the increasing market value of those jobs. The third was the open- ing up of college to more of those who had the academic ability to go to college, partly because the increase in American wealth
 

 
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meant that more parents could afford college for their children, and partly because the proliferation of scholarships and loans made it possible for most students with enough academic ability to go. The combined effect of these trends has been to overturn the state of affairs that prevailed through World War II. Now the great majority of Americas intellectually most able peo- ple do have a B.A. Along with that transformation has come a downside that few anticipated. The acceptable excuses for not going to college have dried up. The more people who go to college, the more stigmatizing the failure to complete col- lege becomes. Today, if you do not get a B.A., many people assume it is because you are too dumb or too lazy. And all this because of a degree that seldom has an interpretable substan- tive meaning. Lets approach the situation from a different angle. Imagine that America had no system of postsecondary education and you were made a member of a task force assigned to create one from scratch. Ask yourself what you would think if one of your colleagues submitted this proposal: First, we will set up a common goal for every young person that represents educational success. We will call it a B.A. We will then make it difficult or impossible for most people to achieve this goal. For those who can, achieving the goal will take four years no matter what is being taught. We will attach an economic reward for reaching the goal that often has little to do with the content of what has been learned. We will lure large numbers of people who do not possess adequate ability or motivation to try to achieve the goal and then fail. We will then stigmatize everyone who fails to achieve it. What I have just described is the system that we have in place. There must be a better way.
 

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Lowest level of a work breakdown structure college application essay help online: college application essay help online1. A deliverable at the lowest level of each branch of a work breakdown structure is known as: (Points : 5)a work element.a work package.a work unit.a work cell.
2. A scheduled activity that determines when a logical successor activity can begin and end is known as: (Points : 5)a catalyst activity.a predecessor activity.a leader activity.a starter activity.
3. The total number of work periods (not including holidays or other non-work time) required to complete a scheduled activity is known as: (Points : 5)effort.elapsed time.duration.scheduled time.
1. Which of the following statements correctly describes the critical path? (Points : 5)It is the shortest sequence of activities through the project network.It determines the latest possible end date of the project.It consists only of activities with zero slack.It consists of the most important activities in the project.
2.Figure 7-1Consider the Assembly Project depicted in Figure 7-1. Based on the information provided, what is the early start date for activity D – Attach Modules 1 & 2? (Points : 5)Day 0.Day 3.Day 4.Day 5.
3.Figure 7-1Consider the Assembly Project depicted in Figure 7-1. Based on the information provided what is the amount of slack in Activity B Assemble Module 1?(Points : 5)0 days.1 day.2 days.not enough information to determine.
1. Projects often include indirect costs that are not associated directly with one specific project. Which of the following items are most typically considered to be indirect costs? (Points : 5)Costs associated with material, travel and purchased parts.The cost of labor provided by project team members, consultants and subcontractors.Executive salaries, utilities and insurance.Specialized equipment rented for a particular task.
2. Which of the following terms best describes the amount of funds needed above the estimate to reduce the risk of overruns? (Points : 5)Contingency reserve.Insurance funds.Project padding.Discretionary funds.
3. The approved time-phased budget against which project execution is compared and deviations are measured for management control is known as: (Points : 5)a measurement baseline.a cost baseline.a control standard.the PERT/CPM chart.
1. Which of the following describes the activities appropriately performed by the project team during qualitative risk analysis? (Points : 5)Team members assess the probability of occurrence and severity of impact for identified risks.Team members develop contingency plans for even minor risks to avoid adverse impacts to project objectives.Team members identify potential risk events.Team members consult with stakeholders concerning responsibilities.
2.ID Risk Event Likelihood SeverityA Project requires new technology and support structure Medium LowB Web infrastructure lacks sufficient transaction capacity Medium HighC IS resources are spread too thin High HighD The intranet site suffers a security breach Low HighFigure 10-1 Excerpt from Internet Project Risk RegisterConsider the excerpt of the Internet Project risk register presented in Figure 10-1. Which of the following risk events should receive the highest priority for the development of risk responses?(Points : 5)A – project requires new technology and support structure.B – web infrastructure lacks sufficient transaction capacityC – IS resources are spread too thinD – The intranet site suffers a security breach
3. One useful method of process improvement involves consideration of how another organization performs a process with an eye toward determining how to improve your own performance. This method is known as: (Points : 5)comparative improvement.benchmarking.variance analysis.peer review.
 
1. Which of the following serves as an important guideline concerning project inspections? (Points : 5)Inspect after critical or expensive processes to make sure the inputs are good.Inspect prior to key work handoff points.Inspect at milestones identified in the project schedule.Inspect only as a last resort.
2. A project team attempting to complete the administrative closure of a project should review which of the following to ensure the customers are satisfied that all required work was accomplished? (Points : 5)The project charter.The scope verification.The communication plan.The stakeholder sign-off.
3. The Budget at Completion (BAC) is the sum of all budgeted values established for the work to be performed on a project. As such it is equivalent to: (Points : 5)the total planned value of the project.the total earned value of the project.the total actual cost of the project.the total amount of resources remaining at the end of the project.

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Business Analytics Project college admission essay help houston txGB513: Business Analytics
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Unit 1: Assignment
In this Assignment, you will be assessed based on the following outcome: GB513-1: Illustrate business situations through graphs and tables.
This Assignment requires you to use Excel to answer the questions and create the charts as specified in the file below. However, when presenting reports in business, you will find that most managers will prefer to read Word documents or PowerPoint slides rather than go through Excel sheets. Being able to move your work from Excel to Word is a valuable skill. For this Assignment, prepare a report by copying all your charts and comments to a Word document and submit that Word file as your Assignment. Clearly label all questions and charts as well as your answers. Make sure to review your grading Rubric.
Using Data Analysis in Excel
Before any data analysis can be performed using Excel, the Data Analysis Tool must first be installed on your computer. This will help you to successfully follow this tutorial.
Once the tool is installed, you can input data to create descriptive statistics. Follow the steps in the video tutorial and try to get the correct result.
Question 1
According to T-100 Domestic Market, the top seven airlines in the United States by domestic boarding in a recent year were Southwest Airlines Co. with 81.1 million, Delta Air Lines Inc. with 79.4 million, American Airlines, Inc. with 72.6 million, United Airlines, Inc. with 56.3 million, Northwest Airlines Corp. with 43.3 million, US Airways with 37.8 million, and Continental Airlines with 31.5 million. Using Excel, construct a pie chart and a bar graph to depict this information.
Question 2
The U.S. Department of the Interior releases figures on mineral production. The following are the 15 leading states in nonfuel mineral production in the United States in 2008.
State
Value ($billions)
Arizona
8.95
Nevada
6.48
Florida
4.2
Utah
4.17
California
4
Texas
3.8
Minnesota
3.72
Alaska
2.98
Missouri
2.58
Colorado
2.45
GB513: Business Analytics
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Michigan
2.96
Wyoming
2.37
Georgia
2.05
New Mexico
1.81
Pennsylvania
1.68
a) Using the appropriate tool in the data analysis toolpak in Excel, calculate the descriptive statistics. Include the summary statistics table in your report.
b) Briefly define the meaning of each of the metrics in the summary report you get.
c) Comment on all of the figures in the report. What do you learn from these metrics? What are they telling you about this data set? Is it symmetrical, flat, or skewed? Does it have outliers?
Question 3
Suppose Procter & Gamble sells 20 million bars of soap per week, but the demand is not constant and production management would like to get a better handle on how sales are distributed over the year. Let the following sales figures given in units of million bars represent the sales of bars per week over 1-year (in no particular order).
a) Construct a histogram chart to represent the data using the appropriate tool from the data analysis tool pack. Make sure to specify your own bin ranges otherwise Excel will automatically pick them for you and you will have very strange bin ranges with confusing decimal points. Make a list of numbers in multiples of 5, starting from 10 up to 40; then, show where the bin numbers are in the histogram dialog box.
b) Creating a chart is not useful in and of itself unless it is properly interpreted. Write a brief analysis of the graph. What do you see in the graph that might be helpful to the production and sales people?
17.1
14.3
17
25.2
14.4
12.2
11.9
26.3
15.4
10.9
12.8
13.5
17.4
21.5
39.8
30.6
15
20.4
20.7
25.2
13.8
20.3
21.3
26.2
20.6
13.8
22.5
26.9
18.4
23.6
21.4
32.8
20
19.1
23.4
26.3
20.9
20.4
23.1
26.6
11.1
15.4
14.8
24.3
12.5
20.3
21.4
26.2
14.7
24.4
24
23.8
GB513: Business Analytics
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Directions for submitting your Assignment
Submit your Word document to the Dropbox.
Unit 1 Assignment
Criteria
Points Possible
Points Earned
Question 1: Correct pie chart.
6
Question 1: Correct bar chart.
6
Question 2a: Correct descriptive output.
6
Question 2b: Explanation of each metric in the summary statistics for Question 2.
6
Question 2c: Appropriate analysis of the resulting figures in the report based on the data set for Question 2.
8
Question 3a: Correct histogram.
8
Question 3b: Analysis of the graph that would be helpful to the production and sales people.
6
Proper report formatting submitted as a Word file.
4
Total
50

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Notes on a research paper college essay help los angeles: college essay help los angeles

Task: Write a research paper using evidence to support a thesis that addresses your research question examining a current issue or event in the news from the perspective of your field of study. The audience is people who are generally educated but do not have extensive knowledge of your field or topic.
Length: At least 2000 words
Sources:Minimum of 6. At least 3 of these must be from scholarly journals, and all sources should be selected based on reliability, currency, and level of information/analysis. The UMGC library will be very useful in helping you find appropriate sources. You can, but do not have to, include all of the sources from your annotated bibliography.
Due date and revision:The first draft of the research paper is due by the end of Week 5.Submit your draft as an attachment (Microsoft Word is preferred) to this assignment folder. This should be as complete a draft as possible, in order to receive the most helpful feedback.In working on your draft, you may want to look at the rubric that will ultimately be used to grade your final paper. You can see it when viewing these instructions through the Assignments area of the classroom.
During Week 6, you will receive feedback on your draft.
You will then revise your paper and submit it by the end of Week 7 to the folder “Assignment 3: Research Paper, revised draft.” This version will be graded using the rubric and will count for 35% of your course grade.
Your instructor may or may not complete the rubric for your first draft, but only the grade on your revised paper will count toward your course grade.
Outcomes you should achieve by completing this assignment
The outcomes for this assignment are listed below, with the associated course outcomes in parentheses:

Use research to write a paper that will inform or persuade an audience (Course outcome 1)
Form unified, coherent, and well-supported paragraphs in support of the thesis statement (Course outcome 2)
Select sources, use them to inform and support your writing, and document them in APA style (Course outcome 4)
Demonstrate accurate grammar and mechanics in writing (Course outcome 3)
Participate in the process of receiving feedback and revising your writing (Course outcome 1)

Topic
This paper is the culmination of your research project, in which you are examining a current issue or event in the news from the perspective of your field of study.Before drafting your paper, you will have chosen a topic, developed a research question, and identified several potential sources in an annotated bibliography. You should write on the same topic for this paper, unless your professor has asked you to make changes to your topic.
Organizing and supporting your paper
As you write your paper, be sure to include the following:

an engaging introductory paragraph that includes an effective and clear thesis statement
any definition of terms or background information that your reader is likely to need to understand your paper
focused body paragraphs that begin with topic sentences and use effective transitions. This is where you will support the thesis using arguments and evidence.
a concluding paragraph that reiterates the thesis, summarizes key points of the paper, and leaves the reader with the “So what?”

Research is a key element of this paper. Take care to support your claims with research throughout the paper. Include APA in-text citations whenever you use sources, whether through quote, paraphrase, or summary. An APA reference list at the end of the paper should list all of the sources cited in the text of the paper.
Point of view
This paper will be written in an academic style. Use third person point of view. Do not use “I” or “you.”
Formatting your assignment
Incorporate these elements of APA style:

Use one-inch margins.
Double space.
Use an easy-to-read font between 10-point and 12-point.
Include a title page with the title of your paper, your name, and the name of your school.

 
 
 
 
 
 
 
 
 
Quantitative Methods
 
 
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
 
 
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
 
 
 
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
 
 
 
 
 
 
 
 
 
Quantitative Methods
 
 
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
 
 
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
 
 
 
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
 
 
 
 
 
 
 
Quantitative Methods
 
 
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
 
 
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
 
 
 
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.
 
 
 
 
 
 
 
 
 
Quantitative Methods
 
 
Students Name
Institutional Affiliation
Course Name
Instructors Name
Date
 
 
Quantitative Methods
Research Topic, Objective/Purpose, and Research Questions
The research topic is Training to lose weight and have better health. The purpose of the research is to encourage people to engage in physical training so that they can lose weight and have better health. It argues that by losing weight, people will not become susceptible to certain diseases and conditions that also predispose them to poor health. The research also seeks to sensitize people on the right training approach that can yield positive results and discourages people from any training that may harm them. To realize the objectives, the research asks two main questions. The first question assesses whether a person can train without exposing themselves to risks while the second question asks about the best exercise to train for weight loss. They are as follows; can one train without exposing himself to risks? and which is the best exercise to train for weight loss?
The Dependent and Independent Variable
The independent variable in research refers to the cause and thus its value is independent of other variables. The dependent variable is the effect since its value depends on the changes in the independent variable. The independent variable can be manipulated or changed to affect the dependent variable. The dependent variables in the research are weight loss and better health while the independent variable is training. In this case, the loss of weight and better health will depend on the training activity.
Null and Alternative Hypotheses
The null hypothesis (H0) establishes that a population parameter is equal to the hypothesized value. It is the initial or original claim that is based on specialized knowledge or previous analyses. On the other hand, the alternative hypothesis (H1) states that a population parameter is less than, greater than, or different from the hypothesized value. It is therefore what the researcher hopes to prove or believes to be true. For this research, the null hypothesis is that not all training can lead to weight loss and better health while the alternative hypothesis is that any training can lead to weight loss regardless of the exercise that one is engaged in.
I. (H0)- Not all training can lead to weight loss and better health.
II. (H1)- Any training can lead to weight loss regardless of the exercise that one is engaged in
Quantitative Methods
Quantitative methods rely on objective measurements and mathematical, numerical, or statistical analysis of data that has been collected through different methods such as questionnaires, polls, or surveys. The methods gather data and generalize it across different groups to explain a particular phenomenon. They are therefore systematic investigations of a phenomenon by gathering quantifiable data (Goertzen, 2017). Although the research questions are not primarily quantitative, the results can be depicted in a quantifiable manner. To address the questions, various quantitative methods can be applied. For instance, survey, correlational and causal-comparative methods can be used.
The descriptive method is appropriate for addressing the research questions since it focuses on questions such as how, when, and where. It seeks to explain the status of an identified variable and thus offers a valuable interpretation of data. Surveys are types of descriptive method of research that allows researchers to gather volumes of data that can be analyzed for different purposes (Barth & Blasius, 2021). The method is the most common tool in quantitative research studies. It is considered the most elementary tool and researchers can use it for all types and sizes of data. Researchers use surveys to ask specific questions to sample respondents usually in the form of online surveys, polls, and paper questionnaires (Stockemer, Stockemer & Glaeser, 2019). Through this, researchers can an insightful understanding of a phenomenon.
Through surveys, the two questions can be broken into multiple survey questions and the collected data can later be analyzed to produce numerical results. The method can be used with a specific target group and it can also be applied across multiple groups. In the latter, it is accompanied by comparative analysis (Stockemer, Stockemer & Glaeser, 2019). There are several types of survey methods such as cross-sectional surveys and longitudinal surveys. The cross-sectional survey is also referred to as an observational survey which is conducted on a target group. It allows a researcher to evaluate different variables at one time. The longitudinal survey is also observational and allows the researcher to analyze the thought processes and behavior of different participants. However, variables are evaluated at different times.
The correlational method establishes a relationship between two close entities and how one impacts or is impacted by the other. It is well suited for this research because it will give a clear picture of how training affects the loss of weight and better health. As a result, it can be used to address the two research questions. The purpose of the correlational method is to give value to relationships between variables (Bhandari, 2020). Through mathematical analysis methods, researchers can establish trends and relationships between variables. As a result, one variable can be manipulated to attain desired results. By using the correlational method, this research can manipulate the independent variable (training) to explain both sides of the argument.
The causal-comparative method heavily relies on the factor of comparison and researchers use it to explain the cause and effect relationship between variables. However, unlike the correlational method, the causal-comparative method does not manipulate the independent variable. Instead, it establishes it and observes its impact on the dependent variable. One of its advantages is that it is not restricted to statistical analysis of the two variables but also analyzes how different variables change under similar influences (Bhandari, 2020). As a result, it would suit this research because it will establish the relationship between the independent and dependent variables.
Experimental research can also be used to address the research questions since it can systematically investigate the cause and effect relationship between variables. It can be suited for the research since the researcher can manipulate independent variables and measure their effect on the dependent variables. Moreover, it sets procedures that can be used to test a hypothesis and thus would provide a good opportunity to test the alternative hypothesis (Bhandari, 2020). The method requires a strong understanding of the system being studied. This is because it requires the researcher to consider and understand the variables and their relationships so that they can make specific and testable predictions or hypotheses.
The other quantitative method that can be used to address the research questions is desktop research commonly known as the secondary quantitative method. This method uses existing data to conduct research. In this method, a researcher collects data, summarizes, and organizes the data to enhance its effectiveness. The method suits the research because the researcher can rely on various sources such as libraries, reports, and the internet. In most cases, the desktop method is used alongside primary methods such as surveys and correlational methods.
 
 
 
References
Barth, A., & Blasius, J. (2021). Quantitative Methods. InSoziologie-Sociology in the German-Speaking World(pp. 315-330). De Gruyter Oldenbourg.
Bhandari, P. (2020, June 12). An introduction to quantitative research.Scribbr.Retrieved from
Goertzen, M. J. (2017). Introduction to quantitative research and data.Library Technology Reports,53(4), 12-18.
Stockemer, D., Stockemer, & Glaeser. (2019).Quantitative methods for the social sciences. Springer International Publishing.

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Discussion on Ethics Essay Cases free essay help: free essay helpAttached 3Ethics essay cases,
Read the Ethics case and answer the case discussion questions at the end of the case.
Please number your answers to correspond with the questions.
Essays should be at least 500 words Double Spaced.
No need for Work Cited just Answer the case discussion questions so there’s no need to search on any websites.

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Ways of Creating an annotated bibliography essay help for free

Instructions
Task: Create an annotated bibliography of four sources that could be used for your research project, including at least two articles from scholarly journals.
Length: Four citations, each with an annotation of 150 +/- 25 words (125-175 words each). The entire completed assignment should be at least 600 words.
Sources:Four sources related to your research question, including at least two from scholarly journal articles.All four sources should be high-quality sources that you can use in your research project. Refer to Week 3:. You may decide to use some or all of the sources that you posted in.
Due date and grading:This assignment is due by the end of Week 4.This assignment will be graded with a rubric and will count for 20% of your course grade. To view the grading rubric, access the assignment through the Assignments area of the classroom.
Outcomes you should achieve by completing this assignment
The annotated bibliography contributes to the research project by helping you collect and analyze your sources. The outcomes for this assignment are listed below, with the associated course outcomes in parentheses:

Identify valid and reliable sources that can be used in the composition of a research paper (Course outcome 4)
Explain the nature of selected sources and their relevance of sources to the research paper (Course outcome 4)
Set up an annotated bibliography in APA format (Course outcome 4)
Demonstrate accurate grammar and mechanics in writing (Course outcome 3)

Topic
The annotated bibliography is part of your research project, which examines a current issue or event in the news from the perspective of your field of study. The annotated bibliography builds on your work from the first few weeks of class selecting an appropriate topic and then developing a more focused research question.Indicate your research question at the top of your annotated bibliography, just below the title.
What to do
Following the explanation in the videos posted in class (and the, create an annotated bibliography of four sources. For each source, include:

Reference citation in APA format
Annotation of 150 25 words, formatted in a single paragraph, with

summary
evaluation
use

You may (but do not have to) use CiteFast to create your reference citations. If you use CiteFast, be sure to check for accuracy and make any necessary corrections.
Formatting your assignment
Incorporate these elements of APA style:

Use one-inch margins.
Double space.
Use an easy-to-read font between 10-point and 12-point.
Reference citations should be formatted with a hanging indent.
Organize the annotated bibliography in alphabetical order, according to the first word of each reference citation.

Remember to include your research question below your title.
Format each annotation in a single paragraph.
Note: Title page is not required, but make sure you include your name and a title that reflects your topic at the top of the first page. Below the title, indicate your research question.

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Equity Analyst Project paper essay help tips: essay help tips

Franklin University MBA737 Equity Analyst Project
Franklin UniversityMBA 737Equity Analyst ProjectThe Equity Analyst Project involves a total of three assignments:1. Individual Asset Allocation Exercise2. Team Analysis of Select Industry Groups
Team Analysis of Companies within an Industry Group
The intent of the project is to simulate a top-down, three-stage approach to security analysis that proceeds with, first, an analysis of general economic factors, then industry comparisons, and finally the analysis of individual companies within a particular industry. Here is justification for this approach:The results of several academic studies have supported this technique. First, studies indicated that most changes in an individual firms earnings could be attributed to changes in aggregate corporate earnings and changes in the firms industry, with the aggregate earnings changes being more importantSecond, studies[have] found a relationship between aggregate stock prices and various economic series, such as employment, income, or productionThird, an analysis of the relationship between rates of return for the aggregate stock market, alternative industries, and individual stocks showed that most of the changes in rates of return for individual stocks could be explained by changes in the rates of return for the aggregate stock market and the stocks industry.[1]The following is provided as a guide to your analysis in these three assignments:Individual Asset Allocation Exercise
This exercise involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy. You are asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You are asked to write a 1-2 page paper providing your analysis of the asset classes return prospects and your justification of your allocation of monies among them.First, consider historical returns on various asset classes in the U.S. Look at Figure 10.4 on p. 305 of your textbook. Also, in Table 10.2 on p. 312 you can see that historically equities outperform bonds in terms of average return but they also carry more risk as defined by their standard deviations. These historical results show that on average the return on equities is highest but in some specific years this may not be true. For example, look at Table 10.1 on pp.308-309 and you can see that in three out of the five years from 2000 to 2004 the annual return on large-company stocks (defined in the text as the S&P 500)[2] was negative.In this exercise your investment horizon is one year. In considering your allocation among U.S. equities, long-term Treasury bonds, and cash to maximize your prospective return over the next twelve months, we might next more precisely define these asset classes. We can define U.S. equities as the Standard and Poors (S&P) composite index [At presentincludes 500 of the largest (in terms of market value) stocks in the United States. (p.304)]. More detailed information is available directly from Standard & Poors:http://www2.standardandpoors.com/portal/site/sp/en/us/page.topic/indices_500/2,3,2,2,0,0,0,0,0,0,0,0,0,0,0,0.html
Excel spreadsheets of Index returns dating from 2009 back to the late 1980s are available at
http://www2.standardandpoors.com/spf/xls/index/MONTHLY.xls.
Web-based finance sites also customarily carry data on the S&P 500. For example, at Yahoo! Finance:http://finance.yahoo.com/q?s=GSPCat CNNMoney.com:http://money.cnn.com/data/markets/sandp/?At MSN: http://moneycentral.msn.com/detail/stock_quote?Symbol=$INX
We can define long-term Treasury bonds as 30-year U.S. government bonds. Historical data on yields on debt claims are available from the Federal Reserve at http://www.federalreserve.gov/releases/h15/data.htm. For historical on the 30-year T-bond, defined as Market yield on U.S. Treasury securities at 30-year constant maturity, quoted on investment basis go to
http://www.federalreserve.gov/datadownload/Output.aspx?rel=H15&series=b56abb6d9cc35f28ccf86b8a0188e948&lastObs=&from=&to=&filetype=csv&label=include&layout=seriescolumn
Long-bond Treasury rates are also available from the following sites: http://www.ustreas.gov/offices/domestic-finance/debt-management/interest-rate/yield.shtml http://www.bloomberg.com/markets/rates/index.htmlThe third alternative is cash. Assume no return on that share of your monies held in cash.This analysis necessarily involves your assessment of systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy over the next twelve months. Lets more fully define systematic risk. According to the textbook, systematic risk influences a large number of assets, each to a greater or lesser extent[and is] sometimes called market riskUncertainties about general economic conditions, such as GDP, interest rates, or inflation, are examples of systematic risks. These conditions affect nearly all companies to some degree (p. 343). Your task is to consider your investment alternatives in light of systematic risk expected over the coming year.Your considerations about investing in U.S. equities will thus involve your determination of the near-term prospects for the U.S. economy and the implications of these prospects for U.S. equities.A useful site for recent and upcoming U.S. macroeconomic data releases is http://www.bloomberg.com/markets/economic-calendar/. Click on the highlighted report or Consensus next to any particular report to get data (either recently reported or the near-term consensus, respectively), the schedule of future data releases, a definition, and, importantly for our purposes, a section entitled Why Do Investors Care? More generally, many other sites provide information on macroeconomic data, such as:http://info.wsj.com/classroom/Indicators/guide.htmlhttp://www.bea.gov/ http://www.gpoaccess.gov/indicators/index.htmlhttp://research.stlouisfed.org/fred2/Finally, the decision to invest in 30-year U.S. T-bonds importantly involves expectations about future inflation and the term structure of interest rates, i.e., the relationship between short- and long-term interest rates (p. 162). On p. 161 of the textbook the distinction is made between real interest rates and nominal interest rates. Nominal interest rates are the rates that are quoted in the financial press; they are the rates at which we borrow and lend. Per the approximated Fisher equation (Eq. 5.4 on p. 162), the nominal rate includes the so-called inflation premium, h, so that the higher the expected inflation, h, the higher the nominal rate, all else equal. In considering longer-term T-bonds one must also be aware that, in addition to expected long-term inflation, there is greater interest rate risk: longer term bonds have much greater risk of loss resulting from changes in interest rates than do shorter-term bonds (p. 164). Specifically, should interest rates increase, the market value of 30-year bonds will fall and the fall will be more dramatic for a 30-year T-bond than for a 10-year Treasury bond. Conversely, price gains from any drop in rates will be more dramatic the longer the term to maturity on a bond. One should also keep in mind that while in general longer-term rates are typically higher than short-term rates for the same level of overall risk, there have been occasions when the reverse is true, and the term structure of interest rates is inverted. (Please see Figure 5.5 on p. 163 on the historical relationship between long-term and short-term U.S. interest rates.) Finally, in finance we assume that there is no credit or default risk on Treasury securities. It is assumed that there is no risk that the U.S. government will fail to meet its outstanding debt obligations. This is, of course, not the case for corporate issuers.
Finally, what are the implications of interest rate changes for the equity market? Here is one response to this question: http://www.investopedia.com/articles/06/interestaffectsmarket.aspQuestions for Individual Asset Allocation Exercise:1. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%2. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.Team Analysis of Select Industry GroupsThis analysis is a team assignment that requires your team to analyze a select group of alternative industries to determine which is most likely to perform best in terms of growth and earnings over the next 12 months. Your instructor will create your teams, ideally based on similar views about the near-term prospects for the U.S. economy expressed in the Individual Asset Allocation Exercise.To guide this second stage analysis, you are asked to rely on theNorth American Industry Groups database available at Yahoo! Finance. The system is comprised of 9 macroeconomic sectors, 31 business segments and 215 industry groups.This database is readily accessible via Yahoo! Finance at
http://biz.yahoo.com/ic/ind_index.html
To simplify the exercise the 215 industry groups within the database have been reduced to a more analytically manageable 24 industry groups (each with public firms listed at Yahoo! Finance totaling no less than 5 and no more than 15 companies) in 7 macroeconomic sectors as follows:
Basic Materials
AluminumMajor Integrated Oil &GasNonmetallic Mineral Mining
Consumer Goods
AppliancesConfectionersOffice Supplies
Financial
REIT-Healthcare FacilitiesREIT-Hotel/MotelREIT-Industrial
Healthcare
Drugs-GenericHome Health CareHospitals
Industrial Goods
Manufactured HousingPollution & Treatment Controls
Services
Advertising AgenciesAir Delivery & Freight ServicesDrug StoresElectronic StoresHome Improvement StoresJewelry Stores
Technology
Computer Based SystemsLong Distance CarriersPersonal Computers
Utilities
Water Utilities
To access more details on these groups go to http://biz.yahoo.com/ic/ind_index.html and click on any of the names of the 24 groups to go to each industrys Industry Center page. Additional useful information is available via the link to Industry Browser on the left. Also, on each industrys summary page click on Company Index and then on Public on the subsequent page next to View: to get the list of public companies in this industry. Our focus is on publicly listed companies in which we might ultimately invest. The list of public companies is provided alphabetically. Following each name is the companys ticker symbol in brackets. See http://www.investopedia.com/terms/s/stocksymbol.asp or http://www.investorwords.com/4968/ticker_symbol.html for brief definitions of stock/ticker symbols.
Please note that on occasion the ticker symbol may also be followed by other letters, such as PK or OB (see http://www.investopedia.com/ask/answers/04/022004.asp or http://www.investopedia.com/ask/answers/120.asp for explanations). It is recommended that we ignore stocks so designated in these exercises.The goal of this second stage in our equity analyst project is to select one industry out of this list of 24 whose performance prospects you determine are best over the next year. Here are some factors to consider when comparing industry groups:[3]
Degree of Competition in the IndustrySupply/Demand Dynamics for the Industrys ProductsIndustry Cost StructureDegree of Government Regulation-Favorable or NotExposure to the Business CycleRelative Financial Norms and Standards
Your team is asked to write a 5-10 page paper providing your analysis of the issues involved in your selection of the industry group that you conclude is most likely to prosper in the coming months and your justification of your choice of that industry.
Assignment:Equity Analyst Project: Individual Asset Allocation Exercise
Purpose
To enable the student to demonstrate proficiency in the first stage of a top-down, three-stage valuation analysis: analysis of investment prospects in the U.S. macroeconomy.
Overview
This individual assignment involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. macroeconomy. You will be asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You will be asked to write a 1- to 2-page paper providing your analysis of the asset classes prospects and your justification of your allocation among them.
Action Items
1. Read the Equity Analyst Project document that your professor will distribute during Week 1.
2. Conduct any necessary research so that you can make a proper analysis.
3. Write a 1- to 2-page paper that provides your analysis of the three asset classes prospects and your justification of your allocation among them. Format your paper according theAcademic Paper Guidelines.
Questions for Individual Asset Allocation Exercise:1. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%2. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.Individual Asset Allocation Exercise
This exercise involves an analysis of general economic conditions or systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy. You are asked to determine in percentage terms an optimal allocation of $1,000,000 among the following three asset classes: U.S. equities, U.S. Treasury bonds, and cash. The goal is to maximize your expected return over the next 12 months. You are asked to write a 1-2 page paper providing your analysis of the asset classes return prospects and your justification of your allocation of monies among them.First, consider historical returns on various asset classes in the U.S. Look at Figure 10.4 on p. 305 of your textbook. Also, in Table 10.2 on p. 312 you can see that historically equities outperform bonds in terms of average return but they also carry more risk as defined by their standard deviations. These historical results show that on average the return on equities is highest but in some specific years this may not be true. For example, look at Table 10.1 on pp. 308-309 and you can see that in three out of the five years from 2000 to 2004 the annual return on large-company stocks (defined in the text as the S&P 500)[1] was negative.In this exercise your investment horizon is one year. In considering your allocation among U.S. equities, long-term Treasury bonds, and cash to maximize your prospective return over the next twelve months, we might next more precisely define these asset classes. We can define U.S. equities as the Standard and Poors (S&P) composite index [At presentincludes 500 of the largest (in terms of market value) stocks in the United States. (p. 304)]. More detailed information is available directly from Standard & Poors:http://www2.standardandpoors.com/portal/site/sp/en/us/page.topic/indices_500/2,3,2,2,0,0,0,0,0,0,0,0,0,0,0,0.html
Excel spreadsheets of Index returns dating from 2009 back to the late 1980s are available at
http://www2.standardandpoors.com/spf/xls/index/MONTHLY.xls.
Web-based finance sites also customarily carry data on the S&P 500. For example, at Yahoo! Finance:http://finance.yahoo.com/q?s=GSPCat CNNMoney.com:http://money.cnn.com/data/markets/sandp/?At MSN:http://moneycentral.msn.com/detail/stock_quote?Symbol=$INX
We can define long-term Treasury bonds as 30-year U.S. government bonds. Historical data on yields on debt claims are available from the Federal Reserve athttp://www.federalreserve.gov/releases/h15/data.htm. For historical on the 30-year T-bond, defined as Market yield on U.S. Treasury securities at 30-year constant maturity, quoted on investment basis go to
http://www.federalreserve.gov/datadownload/Output.aspx?rel=H15&series=b56abb6d9cc35f28ccf86b8a0188e948&lastObs=&from=&to=&filetype=csv&label=include&layout=seriescolumn
Long-bond Treasury rates are also available from the following sites: http://www.ustreas.gov/offices/domestic-finance/debt-management/interest-rate/yield.shtmlhttp://www.bloomberg.com/markets/rates/index.htmlThe third alternative is cash. Assume no return on that share of your monies held in cash.This analysis necessarily involves your assessment of systematic risk, i.e., the risk that affects all industries and companies, in the U.S. economy over the next twelve months. Lets more fully define systematic risk. According to the textbook, systematic risk influences a large number of assets, each to a greater or lesser extent[and is] sometimes called market riskUncertainties about general economic conditions, such as GDP, interest rates, or inflation, are examples of systematic risks. These conditions affect nearly all companies to some degree (p. 343). Your task is to consider your investment alternatives in light of systematic risk expected over the coming year.Your considerations about investing in U.S. equities will thus involve your determination of the near-term prospects for the U.S. economy and the implications of these prospects for U.S. equities.A useful site for recent and upcoming U.S. macroeconomic data releases is http://www.bloomberg.com/markets/economic-calendar/. Click on the highlighted report or Consensus next to any particular report to get data (either recently reported or the near-term consensus, respectively), the schedule of future data releases, a definition, and, importantly for our purposes, a section entitled Why Do Investors Care? More generally, many other sites provide information on macroeconomic data, such as: http://info.wsj.com/classroom/Indicators/guide.html http://www.bea.gov/http://www.gpoaccess.gov/indicators/index.htmlhttp://research.stlouisfed.org/fred2/Finally, the decision to invest in 30-year U.S. T-bonds importantly involves expectations about future inflation and the term structure of interest rates, i.e., the relationship between short- and long-term interest rates (p. 162). On p. 161 of the textbook the distinction is made between real interest rates and nominal interest rates. Nominal interest rates are the rates that are quoted in the financial press; they are the rates at which we borrow and lend. Per the approximated Fisher equation (Eq. 5.4 on p. 162), the nominal rate includes the so-called inflation premium, h, so that the higher the expected inflation, h, the higher the nominal rate, all else equal. In considering longer-term T-bonds one must also be aware that, in addition to expected long-term inflation, there is greater interest rate risk: longer term bonds have much greater risk of loss resulting from changes in interest rates than do shorter-term bonds (p. 164). Specifically, should interest rates increase, the market value of 30-year bonds will fall and the fall will be more dramatic for a 30-year T-bond than for a 10-year Treasury bond. Conversely, price gains from any drop in rates will be more dramatic the longer the term to maturity on a bond. One should also keep in mind that while in general longer-term rates are typically higher than short-term rates for the same level of overall risk, there have been occasions when the reverse is true, and the term structure of interest rates is inverted. (Please see Figure 5.5 on p. 163 on the historical relationship between long-term and short-term U.S. interest rates.) Finally, in finance we assume that there is no credit or default risk on Treasury securities. It is assumed that there is no risk that the U.S. government will fail to meet its outstanding debt obligations. This is, of course, not the case for corporate issuers.
Finally, what are the implications of interest rate changes for the equity market? Here is one response to this question: http://www.investopedia.com/articles/06/interestaffectsmarket.aspQuestions for Individual Asset Allocation Exercise:3. Allocate your fictional $1,000,000 among the following three asset categories:Asset
U.S. Equities
U.S. 30-Year Treasury Bonds
Cash
Allocation
100%4. Justify your allocation based on your outlook for systematic risk in the U.S. economy over the next year.
[1] For a brief history of the S&P 500 see http://www.cftech.com/BrainBank/FINANCE/SandP500Hist.html.
[1] Reilly, Frank K., and Keith C. Brown. (2007). An Introduction to Security Valuation. Equity and Fixed Income CFA Program CurriculumVolume 5(pp. 115-153). (p. 264). Boston: CFA Institute.
[2] For a brief history of the S&P 500 see http://www.cftech.com/BrainBank/FINANCE/SandP500Hist.html.
[3] Source: http://www.markrosa.com/economic_analysis.htm. Please note that this site also contains helpful discussions about all three stages of the top-down approach to security valuation.

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Discussion on principles of finance get essay help

Solve for the unknown number of years in each of the following(Do not round intermediate calculations and round your answers to 2 decimal places, e.g., 32.16.):

 

Present Value
Years
Interest Rate
Future Value

$
540

[removed]
9
%

$
1,317

790

[removed]
10

1,743

18,200

[removed]
17

277,707

21,300

[removed]
15

414,506

 

In 1895, the first Putting GreenChampionship was held. The winners prize money was $230. In 2014, the winners check was $1,450,000.

 

What was the percentage increase per year in the winners check over this period?(Do not round intermediate calculations. Enter your answer as a percent rounded to 2 decimal places, e.g., 32.16.)

 

Increase per year
[removed]%

 

If the winners prize increases at the same rate, what will it be in 2030?(Do not round intermediate calculations. Round your answer to 2 decimal places, e.g., 32.16.)

 

Winner’s prize in 2030
$[removed]
 
 
 
 
 

 

In 1895, the first Putting GreenChampionship was held. The winners prize money was $230. In 2014, the winners check was $1,450,000.

 

What was the percentage increase per year in the winners check over this period?(Do not round intermediate calculations. Enter your answer as a percent rounded to 2 decimal places, e.g., 32.16.)

 

Increase per year
[removed]%

 

You have just made your first $5,600 contribution to your retirement account. Assume you earn a return of 11 percent per yearand make no additional contributions.

 

What will your account be worth when you retire in 39 years?(Do not round intermediate calculations and round your finalanswer to 2 decimal places, e.g., 32.16.)

 

Future value
$[removed]

 

What if you wait 10 years before contributing?(Do not round intermediate calculations and round your finalanswer to 2 decimal places, e.g., 32.16.)

 

Future value
$[removed]

 

You expect to receive $43,000 at graduation in two years. You plan on investing it at 9.75 percent until you have $178,000.

 

How long will you wait from now?(Do not round intermediate calculations.Round your answer to 2 decimal places, e.g., 32.16.)

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How to write online book, journal article, web article, web page. essay help from professional writers

Research PaperBasic Requirements
MLA format
MLA in-text citations
MLA Works Cited page
Length: 7-10pages (minimum-maximum)
Source Requirements
Three (3) outside sources(minimum)
Two must be written sources(paper-based or online book, journal article, web article, web page, etc.).
The third source(or any additional sources beyond the minimum written-source requirement) may be alternative sources, such as video, an image, a graphic, a personal interview, a chart, a table, etc.
Topic: The subject matter of your research is your choice. If youre having difficulty coming up with an idea, keep in mind that it is best to choose a topic that interests you. We create better arguments and engage in stronger analysis when we write about a topic that is relevant to us .In the research paper modules, youll find resources and suggestions for how to develop a research paper topic.
Purpose: Persuasive
Deadline: Please see Canvas for submission instructions and deadline. Submission Guidelines: CANVAS UPLOAD ONLY
Please save your document either in Word format (.doc or .docx) or pdf
.I am not able to accept late research papers.
Grading criteria
Adherence to the conventions of formal academic writing
Thesis development
Academic essay structure
Demonstrated awareness of purpose, audience, tone
Quality and relevance of research sources
Analysis
MLA format(required to receive a passing grade)
MLA Works Cited(required to receive a passing grade)
MLA in-text citations(required to receive a passing grade
)Grammar & punctuation

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Illustration on helping people extended essay help biology: extended essay help biologyINSTRUCTION.
Write about a time when you helped someone or when someone helped
you……
 
The NARRATIVE ESSAY: A STORY WITH A MESSAGE
A Narrative is like a movie
Each paragraph is a new scene
New time? New Place? New Feeling? New Character? Dialogue?=NEW PARAGRAPH
Outlines look like this
I.Introduction: The introduction sets up the story.
a. First sentence=The HOOKBegin your paper with ahookthat catches the readers attention
b. Background=The background should be 4 sentences or more thatset the scene.Where is the event set? What time of year? How old were you when this happened? DO NOT PUT SPECIFIC MONTHS DATES OR YEARS!
c. Last Sentence=THE NARRATIVE THESISBeginning Action/feeling
II.Body Paragraph 1- Beginning Action
a.TOPIC SENTENCE-Establish time/place-Where did it all begin?What happened first?
III.Body Paragraph 2- New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like Next, then,
IV.Body Paragraph 3- New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like Afterward, then ext day
V.Body Paragraph 4-New Scene
a.TOPIC SENTENCE-Establish time/place/feeling-What happened next?- Use a Transition like later, after that, suddenly
VI.Conclusion- Final Scene
a. End Action-Finish up the story in the conclusion.
b. Then reflect about how it felt, what it meant.
c. Add a moral, lesson, suggestion or prediction in the final sentence
Complete the outline for your narrative on page 2
Write an outline or PLAN for your story.
I. Introduction
a.HOOK: _______________________________________
b.THESIS: ______________________________________
II.Body Paragraph 1- Beginning Action
a.TOPIC SENTENCE-___________________________________________
III.Body Paragraph 2- New Scene
a.TOPIC SENTENCE-___________________________________________
IV.Body Paragraph 3- New Scene
a.TOPIC SENTENCE-___________________________________________
V.Body Paragraph 4-New Scene
a.TOPIC SENTENCE-___________________________________________
VI.Conclusion- Final Scene
a.TOPIC SENTENCE-___________________________________________
b. Last sentence: ____________________________________

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Why the use of alternative sources of energy is encouraged not only in South Florida but also across the world. argumentative essay help1
 
 
 
Alternative energy sources in South Florida
Students Name
Institutional Affiliation
Course Code
Instructor
Due Date
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Abstract
The use of alternative sources of energy is encouraged not only in South Florida but also across the world. Generally, the adoption of alternative energy sources is mainly for environmental conservation. Over time, many countries have used fossil fuels as energy source. However, fossils use have proved harmful mostly to the environment. Gradually, a shift has been experienced and the incorporation of environment-friendly methods practiced. This paper will discuss the introduction of wind energy, hydroelectric energy, and geothermal energy in South Florida.
 
 
 
 
 
 
 
 
Introduction
Energy alternatives become a key aspect when environment conservation is a concern. Over time, the use of fossil energy has raised concerns in terms of environmental pollution in South Florida and the world at large. Gradually, there have been effects such as climate change, and global warming resulting from the interference of the atmosphere with the toxic substances emitted from the fossils during the process of energy production. Environmental pollution has been a topic of study for quite a long time. Therefore, more natural ways have been introduced to avoid environmental pollution. These are majorly the alternative sources of energy that are environment-friendly such as wind power, energy from solar, hydrogen gas, hydroelectric energy, geothermal energy, and natural gas use. The essay thesis statement holds that wind energy, geothermal energy, and hydroelectric energy are the three most desirable sources of energy to be introduced in South Florida.
Wind power
Florida should embrace wind power energy. Wind power or energy is generally the tapping and use of wind in order to generate energy and power through the use of turbines to provide energy for electric generators to produce electric energy (Musial & Ram, 2010). Over time, wind power has been studied and proved environment-friendly. Likewise, wind power is renewable and sustainable. Research says that South Florida harbors potential for the production of wind-based power though there are claims that Florida and other states in the southeastern experience lower winds as compared to other zones (Musial & Ram, 2010). However, research and study have found out that there is a possibility of windmills and turbine construction along some parts of South Florida coasts incorporating the most recent wind technology.
For quite a long time, South Florida has been using Biomass and Solar energy which are quite good. However, the state equally has the potential of exploring the production of wind energy. The winds experienced along Hutchinson Island coasts usually blow at 14 miles in an hour covering 80 meters hub height hence is sufficient to produce electric energy. This shows that South Florida can introduce the use of wind energy as an alternative source of energy. The college of Florida and Florida State Universities, (FAMU-FSU) research says “With advances in turbine technology, taller towers, larger rotor diameter, and new control system, we will be able to provide low-cost wind power to low wind regions such as Florida and the Southeast (Musial & Ram, 2010). Generally, with the advancing technology, the turbines used in wind production have been upgraded to incorporate variable wind speed in different locations.
Hydroelectric energy
There is a need to acknowledge hydroelectric energy production in Florida. Florida comes second after Texas in electricity production. Equally, it is among the states with higher electricity consumption. However, the major source of energy used in the power production in South Florida is Biomass and solar energy. With the massive water bodies in South Florida, there lies an opportunity to embrace the hydroelectric method of energy production. The hydroelectric method of energy production is one of the earliest and environment-friendly methods of energy production (Rahman et al., 2014). It is a proven renewable and clean source of energy. In this method of energy production, water in the dams or rivers is used to generate electric power. Usually, the water waves set the blades of the turbines in motion which then ignites the generator to convert the mechanical energy into electricity.
South Florida has not embraced the use of dams, rivers, and water reservoirs in energy production. There are fewer hydroelectric stations in South Florida. When the Florida legislators are briefed by Gabriel Alsenas on the amount of energy the Gulf Stream can generate, he says Imagine all the freshwater rivers in the world like Mississippi and their discharge into the Worlds ocean. Multiply that water flow by 30 and you got what is going by our shores every second (Kosnik, 2008). Significantly, this shows the possibilities of hydroelectric power production in South Florida too as it has more water bodies and rivers such as Santa Fe, St Johns, Apalachicola, Escambia, and many others. The research shows that the production of hydroelectric would result in an increase of power production by 2-4 folds. Further, Alsenas Gabriel, the head of FAU and a renewable energy center says in our experiment, we generated about 100 watts, like a bulb you might have in a floodlight (Kosnik, 2008). Significantly this shows the possibility of hydroelectric power generation in Florida.
Geothermal energy
Extensive exploration of geothermal energy would be beneficial to South Florida. Geothermal energy involves the extraction of power or energy from the ground. It is the water that usually carries the energy to the surface of the earth (Von & Brekken, 2017). There are greater potentials for this method of energy production in Florida. Florida has a big advantage when it comes to geothermal energy adoption because it has more groundwater as compared to other states.
However, there is a need for extensive research in South Florida concerning groundwater heat pump efficiency. It is normally accepted that the temperatures of the groundwater be lower than the air temperature, conversely, in South Florida, there are situations when the groundwater temperatures are almost the air temperatures and sometimes exceed the air temperatures (Von & Brekken, 2017). Therefore, proper installations of the heat pumps are necessary for South Florida to enjoy geothermal energy production.
Conclusion
In conclusion, alternative energy sources are a very important aspect of energy production. The adoption of alternative energy sources like wind, water, and ground energy production is cost-effective and reduces the effects of environmental pollution like increased ozone layer depletion leading to global warming with severe climatic change. Another advantage of the three discussed alternative sources is that they are renewable. Just as Tom Steyer says “Renewable energy is a clear winner when it comes to boosting the economy and creating jobs”. Therefore, there is a need for South Florida to embrace the suggested alternative energy with a renewed zeal for better performance.
 
 
 
 
 
 
 
 
 
 
 
References
Kosnik, L. (2008). The potential of water power in the fight against global warming in the US.Energy Policy,36(9), 3252-3265.

Michaelides, E. E. S. (2012).Alternative energy sources. Springer Science & Business Media.

Musial, W., & Ram, B. (2010).Large-scale offshore wind power in the United States: Assessment of opportunities and barriers(No. NREL/TP-500-40745). National Renewable Energy Lab.(NREL), Golden, CO (United States).

Rahman, N., Badshah, S., Rafai, A., & Badshah, M. (2014). Literature review of ocean current turbine.International Journal of Scientific & Engineering Research,5(11), 11.

Von Jouanne, A., & Brekken, T. K. (2017). Ocean and geothermal energy systems.Proceedings of the IEEE,105(11), 2147-2165.

https://www.renewableresourcescoalition.org/alternative-energy-sources/

1
 
 
 
 
Alternative energy sources in South Florida
 
Students Name
 
Institutional Affiliation
 
Course Code
 
Instructor
 
Due Date
 
 
 
 
 
 
 
 
 
 
 
1
 
 
 
Alternative energy sources in South Florida
Students Name
Institutional Affiliation
Course Code
Instructor
Due Date

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The Hazards Of Modern Farming compare and contrast essay help: compare and contrast essay help

Please respond to the following:
Examine the primary modern methods of producing crops, livestock, and fish used to increase the production of food. Determine a specific health risk associated with the production of each of these food sources, giving an example of each, and suggest an improvement to the method of production that would help prevent these health risks.

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Climate Change Experiment LAB need essay help: need essay help
Date modified: August 7th 2018
Climate Change Experiment LAB Background Overview Educated citizens need to understand how scientific investigations are done and how results and
conclusions are reported in order to make informed decisions. What is experimental evidence? What is
hypothesis testing? How do scientists evaluate data and draw conclusions? Educated citizens also need a
basic understanding of climate change. In this lab, we are going to watch a video fieldtrip of the
Asymmetric Warming Experiment at the Environmental Protection Agency (EPA) in Corvallis, which
uses precision climate-controlled chambers called terracosms. After watching the video, you will
answer questions to help guide you through understanding how the experiment was designed. The
purpose of this lab is to refresh your memory and understanding of the scientific method and ecology
while learning how scientists study climate change.
 
BE ORIGINAL! Remember to use your own words and do not copy verbatim from any online,
previous or current student source. By submitting this assignment, you are agreeing to the
following statement: I understand that my paper will be checked against multiple sources for
original content. A report will be generated that shows if content in this paper matches content in
documents available on the Internet, in many print journals, and a database of other papers
submitted by students. If submitted to the instructor, my paper will be added to the student
database for comparison of future OSU papers against it. I maintain ownership of the original
intellectual property created in this paper. I understand that results of this report may be used by
the University in student conduct proceedings related to academic dishonesty (See Canvas Start
Here module for more information) Turnitin generates a report that highlights any potentially
unoriginal text in your paper, including text from previous students or current students
submissions.
Learning Outcomes Assignment Outcomes
Explain how plant photosynthesis, respiration, and growth can vary with temperature.
Describe how rates of plant photosynthesis, respiration, and growth can affect atmospheric carbon dioxide levels
Evaluate hypotheses and experimental design in a climate change experiment.
Module Outcomes 4. Summarize how researchers study climate 5. Outline current and future impacts of global climate change
Course Outcomes C1. Recognize and apply biological concepts and theories in complex, interdisciplinary
environmental and sustainability problems.
C2. Explain and predict effects of pollutants on ecosystems based on ecological principles
C5. Read and interpret graphs and data, and explain sources of uncertainty in scientific data and
environmental model predictions
C6. Describe the process of conducting responsible, professional science.
 

 
2
 
Background The assigned readings and lectures will provide the background information for this lab.
 
In this assignment, you will watch the virtual field trip to the EPA terracosm experiment, and use the
information to answer the questions in the assignment.
 
Link to virtual field trip:

 

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General Considerations for Operation college admissions essay helpRunning head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
 
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
 
 
 
 
 
 
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
 
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
Running head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
 
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
 
 
 
 
 
 
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
 
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
 
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sections before submittal each week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure and show (illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND the next level 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND the previous level 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
 
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.

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Research Paper Writing Requirements (APA format) homework essay help: homework essay helpIn today’s complex global economy and with the added demands created by increased population growth, it seems that the world community is in desperate need for sustainable solutions to our environmental issues. Since environmental degradation affects economic opportunities and reduces health standards, we must take an active role in creating and implementing sustainable solutions, placing sustainable development at the center of economic, environmental, and social goals. Recycling, energy alternatives, carpooling, and consuming less are examples of sustainable approaches and solutions.
Activity InstructionsFor your course project, research one or more consumer products that are unsustainable for at least one of the reasons below:

It is adding to the pollution of the environment.
Its environmental cost outweighs its social and economic benefits.
It needs modification in the design: size, shape, shipping methods, or material used for shipping the product.
The product has been scientifically proven to be a hazard to humans and the environment.
Lacks guidance on proper disposal after usage or has no indication on its effects on living systems in the environment.

Your product(s) of choice must be appropriately studied and researched through visiting the university library, your local library, or credible Internet sites.
Part 1Write a paper describing the product and why you believe it needs sustainable solutions. Use data such as number or quantity of the product in the market, frequency of use, or social and economic benefits to support your choice. Establish a valid argument that this product needs improvement in order to address environmental and health concerns.
Part 2Once you have made your argument, you will take action by finding the president or CEO of the company that manufactures the product, to whom you will write a letter of concern. Your letter must be at the end of your paper, but it also must be sent by the end of Week 5 so that in the final draft you will be able to provide the response or scanned letter and envelope submitted.
Research Paper Writing Requirements (APA format)

5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed

Research Paper Writing Requirements (APA format)

5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed

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Effects of Water Pollution on Plant Diversity online essay help

Lab 3 Biodiversity
Experiment 1: Effects of Water Pollution on Plant Diversity
Water pollution can have severely negative effects on biodiversity and ecosystems, particularly on plant populations. In many cases, these pollutants are introduced to the environment through everyday human activity. In this experiment, you will contaminate several water samples, as well as purify a water sample. You will then evaluate the effects of water pollution and purification on the biodiversity of wildflowers.
 
POST-LAB QUESTIONS
 

Table 1: Water Observations (smell, color, etc.)

Beaker
Observations

1
Color is clear has no smell

2
Oil separates from water and no smell,

3
Vinegar smells like vinegar but looks like water, clear

4
Laundry detergent light purple color, smells like detergent

5
Dirty brown water smells like dirt settles at bottom

6
Little darker then beaker 5, oil remains at top slight bubbles dirt settles at bottom

7
Little lighter then beaker 6 and smells like vinegar and dirt smell not as strong

8
Darker than the other beakers and smells like detergent

 
 
 
 
 
1.What effects did each of the contaminants have on the water in the experiment? Use Table 1 for reference.
Answer = Oil had no effect on the water and two were separated. Detergent mixed well and changed the smell as well as color. Vinegar mixed with the water but kept its potent smell.
 
2.What kinds of human activities could cause oil, acids, and detergents to contaminate the water supply?
Answer = Human activities that we rarely think about that contaminates the water supply would be washing our vehicles or changing its oil not in a designated area and placing salt on the road. When it rains all this will eventually end up in the water.
 
3.What are the differences in color, smell, visibility, etc. between the contaminated water and the treated water?
Answer = Contaminated water spelled like dirty water, while the filtered water has a smell but it smelled and appeared to be cleaner.
 
4.From the introduction to Lab 2, you know that there are typically five steps involved in the water treatment process. Identify the processes (e.g., coagulation) that were used in this lab and describe how they were performed.
Answer = (1) Begins with aeration, air is added to the water increasing the amount oxygen within the water.Moving water and soil from one beak to the next 15x(2) Coagulation or flocculation, in which chemicals such as filteralum are addedto the incoming water and then stirred strongly in a powerful mixer causing compounds to form a floc that attract the dirt and other small particles sinking to the bottomplacing cheesecloth-lined in the funnel(3) particles sink to the bottom during coagulation are separated out and the remaining water is sent on to filtration , which water passes through filters made of layers of sand charcoal, gravel, and pebbles that help filter out the smaller particles that have passed through until this pointpouring sand into the cheesecloth(5)Disinfection, is when chlorine and/or other disinfectants are added to kill any bacteria that may still be in the water.Slowly pouring clean tap water through the filter in the funnel is full
 
5. Develop a hypothesis regarding how using contaminated or purified water might affect plant biodiversity. Which pot do you believe will contain the greatest biodiversity (greatest number of species)? Why?
Hypothesis = Contaminated water will affect the growth of the plants and will remain not to grow, purified water will grow all plant species and tap water may grow some plants.
 

Table 2: Number of Plant Species Present in the Pots

Species Observed
Tap Water
Contaminated Water
Purified Water

Zinnia
Y N
Y N
Y N

Marigold
Y N
Y N
Y N

Morning Glory
Y N
Y N
Y N

Cosmos
Y N
Y N
Y N

Ryegrass
Y N
Y N
Y N

Total Number of Species in Pot:
5
1
5

 

 
 
6.Based on the results of your experiment, would you reject or accept the hypothesis that you produced in question 5? Explain how you determined this.
 
Accept/Reject = Accept. All plants watered by tap and pure water grew the same and both grew the same plants. Look the same. While the contaminated barely grew anything expect for Ryegrass but only a few strings (less than 5)
 
 
7.Alum contains aluminum. Research the effects of aluminum on plants by finding a scholarly source online. Does your research provide any insight into your results? Discuss your findings as they relate to the results of your experiment.
 
Answer =
 
 
8.Imagine that each pot was a sample you found in a group of wildflowers. Based on the diversity of flowers in each pot, would you consider the ecosystem to be healthy? Why or why not?
 
Answer =
 
 
9.How does biodiversity contribute to the overall health of an ecosystem? Provide specific examples and utilize at least one scholarly resource to back your answer.
 
Answer =
 
 
10.Rank the following three scenarios in terms of having the most to least biodiversity and provide your rationale for these rankings.
A vacant lot behind a car repair facility.
A designated national wilderness area.
A grassy strip along the highway.
 
Answer =
 
 
 
 
References
Any sources utilized should be listed here.
 
eScience Labs, 2016

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The noise exposure Report college admission essay helpPlease see attachment and complete Unit IV project. Please read all assignment instructions. To include the following:
1. Introduction-briefly describe why the studies were performed (why you started the study).
2.Report details-briefly discuss the details of the scenario (what you found from the study).
3.Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies). —-4.Appendix-Measurements and calculations (show your work). At least two pages (double-spaced) in length (not including the reference page and appendices).
Prepare your report in a word-processing application (i.e., Word) using APA formatting for all references and in-text citations.

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Chemical Safety Board investigation report essay help site:edu: essay help site:edu

Unit VI Assignment Fishbone Diagram Project Read the U.S. Chemical Safety Board investigation report of the 2007 propane explosion at the Little General Store in Ghent, WV. The final report can be read/downloaded at the following link: https://www.csb.gov/assets/1/20/csbfinalreportlittlegeneral.pdf?13741. Additional information on the incident, including a video summary, can be found at the following link: https://www.csb.gov/little-general-store-propane-explosion/ NOTE: This is the same investigation report used to complete the assignments in Units IV and V. Complete the assignment as detailed below. Part I: From the information in the report and from the information you developed for the assignments in Unit IV (events and causal factors [ECF] chart) and Unit V (barrier analysis), create a fishbone diagram that illustrates the relationship between the causal factors and the accident. In your diagram, the backbone of the fish should represent the accident, and the big bones should represent the people, procedures, environment, equipment, and policies. Part II: On a separate page, discuss what new information about the accident is revealed in the chart, and describe how that information might be used to identify potential corrective actions. This part of the assignment should be a minimum of one page in length. Upload Parts I and II as a single document. For Part II of the assignment, you should use academic sources to support your thoughts. Any outside sources used, including the sources mentioned in the assignment, must be cited using APA format and must be included on a references page

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The Environmental Studies Paper professional essay helpIn today’s complex global economy and with the added demands created by increased population growth, it seems that the world community is in desperate need for sustainable solutions to our environmental issues. Since environmental degradation affects economic opportunities and reduces health standards, we must take an active role in creating and implementing sustainable solutions, placing sustainable development at the center of economic, environmental, and social goals. Recycling, energy alternatives, carpooling, and consuming less are examples of sustainable approaches and solutions.
Activity InstructionsFor your course project, research one or more consumer products that are unsustainable for at least one of the reasons below:

It is adding to the pollution of the environment.
Its environmental cost outweighs its social and economic benefits.
It needs modification in the design: size, shape, shipping methods, or material used for shipping the product.
The product has been scientifically proven to be a hazard to humans and the environment.
Lacks guidance on proper disposal after usage or has no indication on its effects on living systems in the environment.

Your product(s) of choice must be appropriately studied and researched through visiting the university library, your local library, or credible Internet sites.
Part 1Write a paper describing the product and why you believe it needs sustainable solutions. Use data such as number or quantity of the product in the market, frequency of use, or social and economic benefits to support your choice. Establish a valid argument that this product needs improvement in order to address environmental and health concerns.
Part 2Once you have made your argument, you will take action by finding the president or CEO of the company that manufactures the product, to whom you will write a letter of concern. Your letter must be at the end of your paper, but it also must be sent by the end of Week 5 so that in the final draft you will be able to provide the response or scanned letter and envelope submitted.
Research Paper Writing Requirements (APA format)

5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)
No abstract needed

Research Paper Writing Requirements (APA format)

5-7 pages (approx. 300 words per page), not including title page or references page
1-inch margins
Double spaced
12-point Times New Roman font
Title page with topic and name of student
References page (minimum of 8 scholarly resources)

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General Considerations for Operation personal essay help: personal essay helpRunning head: A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 1
 
A PBR APPLICATION FOR AN INTERIOR SURFACE COATING FACILITY 2
 
 
 
 
 
 
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
[Student name hereremove brackets, too]
Columbia Southern University
Abstract
 
Block one full paragraph (no indenting the first line). Provide one full sentence each week as you complete a level 1 heading section, describing what material or calculations were presented in that section. By the time the week eight material is complete, you will have eight sentences in this abstract (one for each week).
 
A Permit by Rule (PBR) Application for an Interior Surface Coating Facility
General Considerations for Operation
Start typing here for Unit 2 in non-italicized font, citing with CSU APA Citation Guide p. 6 styled citations to defend what you state as fact.Follow the Study Guide calculation instructions carefully. Remove the remaining blank sectionsbefore submittaleach week.
VOC and ES Content per Vehicle
Blank for Units 2-8. Fill this in for Unit 3. Be sure andshow(illustrate) your actual mathematical calculations for Units 3-7 sections, rather than describe them. For example: 2.8 lbs/gal of VOC x 10.0 gal per vehicle = 28.0 lbs VOC/vehicle
Operational Air Emission Rates
Blank for Units 3-8. Fill this in for Unit 4.
Operational Face and Filter Velocities
Blank for Units 4-8. Fill this in for Unit 5.
VOC Content Minus Water and Exempt Solvents
Blank for Units 5-8. Fill this in for Unit 6.
Heater and Oven Combustion Emissions
Blank for Units 6-8. Fill this in for Unit 7.
Pollution Control Technologies
Blank for Unit 7. Fill this AND thenextlevel 1 heading section in for Unit 8.
Process Flow Diagram
Blank for Unit 7. Fill this AND thepreviouslevel 1 heading section in for Unit 8.
References
Godish, T., Davis, W. T., & Fu, J. S. (2015).Air quality(5th ed.). Boca Raton, FL: CRC Press.
Texas Commission on Environmental Quality. (2011). Surface coating facilities: A guide for
obtaining air authorization in Texas. Retrieved from
3yh4pey8&cof=FORID11&q=Surface+Coating+Facilities+A+Guide+for+Obt aining+Air+Auth orization+in+Texas
 
List additional references here alphabetically. Be sure and double-space and hang-indent each
subsequent line for each reference entry, formatting to CSU APA Citation Guide
pp. 8-12.

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Claims To Environmental Friendliness essay help tips: essay help tips

Week 6 – Discussion 1
Claims to Environmental Friendliness
After reading , discuss the tension between businesss interests in maximizing profits and the publics interest in receiving complete, truthful, and non-misleading information about products that they purchase. From a business perspective, what are the dangers of greenwashing? If you were a marketing executive, would you have a policy against greenwashing? Why or why not?
Week 6 – Discussion 2
.
Environmental Statutes
Visit the Small Business Administration’s ““pageand visit the United States Environmental Protection Agencys page.
Identify one environmental law that is relevant to your past, current, or future employer. Apply that law to a business situation created by that employer. How does (or did) that employer maintain compliance with that statute? Do you believe that environmental regulations help or hinder business? Why, or why not?
Final Paper
Prepare an 11- to 15-pagepaper (not including the title and referencepages) that assesses a legal/ethical issue or situation relating to a current, previous, or potential future work environment. Use at least 10 scholarly sources that are suitable for research in a graduate-level course.
Your paper must include the following:

A description of a business situation that presents a legal and ethical issue. The business situation must be from prior, current, or anticipated future employment experiences or from a current event. The description of the business situation must not exceed twopages.
An analysis of the ethical concerns raised by the situation.

Apply at least two different ethical theories to the situation to support at least two different outcomes.
The paper must determine which ethical outlook as applied to this particular situation will result in the best legal outcome for the business.

An explanation of at least three of the relevant areas of law that have been addressed in this course (e.g., constitutional law, contracts, anti-trust law, securities regulations, employment law, environmental law, crimes, or torts) and an assessment of the each area of law as it applies to the business situation identified.
A recommendation to reduce liability exposure and improve the ethical climate or the overall ethics of the situation. Your recommendation must be supported by specific legal, ethical, and business principles.

Writing the Final PaperThe Final Paper:

Must be 11 to 15 double-spacedpagesin length (not including the title and referencepages), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a titlepagewith the following:

Title of paper
Students name
Course name and number
Instructors name
Date submitted

Must begin with an introductory paragraph that has a succinct thesis statement which identifies the focus of the paper.
Must address the topic of the paper with critical thought.
Must end with a conclusion that reaffirms your thesis.
Must use at least 10 scholarly sources.
Must document all sources in APA style, as outlined in the Ashford Writing Center.

Must include a separate referencespage, formatted according to APA style as outlined in the Ashford Writing Center
Carefully review thefor the criteria that will be used to evaluate your assignment.
WHEN YOU DO THIS ASSIGNMENT GO BY WEEK 4 OUTLINE SEXUAL HARASSMENT FOR THE TOPIC, I HAVE I UP LOADED THE OUT LINE YOU CAN ALSO USE THESE REFERENCES. IF THERE IS ANY QUESTION MESSIAGE ME THANK YOU.

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Assignment on the research for a Multi-Family Fire Scenario ccusa autobiographical essay help

Multi-Family Fire Scenario
For this Assignment, research a multi-family fire.
Describe at least four fire control principles and an incident command system that were applied to the incident. What fire control principles would you have applied this type of fire? You should include hose line selection, resources needed (deployment of personnel and equipment the incident command system), and strategy and tactics.
Note: This Assignment will require outside research. Use at least two credible sources beyond the text material and assigned Reading. Also, discuss how you evaluated the credibility of the resources used. You may consult the Online Library, the Internet, the textbook, other course material, and any other outside resources in supporting your task, using proper citations in APA style.
Paper Format
The paper is to be completed in APA format.
Page length is 34 pages of text. This does not include the title page or the references section.

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How To Measure And Use Leaf Area Index rice supplement essay help: rice supplement essay help

Prepare:Measuring leaf area is an important method in plant ecology and agricultural science. Leaf area index (LAI) is one of the most widely measured variables used to describe plant canopies and plant growth rates. In the past, measuring LAI was destructive because every leaf within a given area needed to be collected and measured. Today, there are a variety of simple and advanced methods that can be used to non-destructively estimate LAI.
Review: View the following videos and websites to learn about how LAI is measured and how it can be used in ecological, agricultural, and environmental studies.
Write: Your post will be based on the alphabetical order of your last names and should be between 250-300words.

Everyone: Explain LAI and provide two examples of how it can be used in environmental research and management. Reference two scholarly or credible sources in addition to your textbook to develop your post. You are encouraged to review the recommended materials this week to help you develop knowledge on the methods and applications of LAI.
MY LAST NAME BEGINS WITH A K SO THIS IS WHAT MUST BE DONE
If your last name begins with the letters A through L, then review the video on measuring leaf area with Adobe Photoshop or Image J, and summarize the key points of the method to the class using your ownwords. Indicate the benefits and limitations of using this method. Use supporting examples to illustrate your points.

ATTACHED ARE THE WEEKLY RESOURCES TO BE USED PLEASE USE THEM AND DO IT RIGHT THE FIRST TIME SO AS TO AVOID COUNTLESS REVISIONS. MUST USE TWO (2) SCHOLARLY RESOURCES IN ADDITION TO THE TXT FOR A TOTAL OF 3. ATTACHED ARE TO FOUR CHAPTERS FOUR THIS WEEK SO MAKE SURE TO USE THEM ALSO.

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How rising temperatures and changes in precipitation can affect plant populations essay help site:eduPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.

Everyone:ExplainPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.

Everyone:ExplainPrepare:Measuring how plants respond to human related environmental changes is critical in developing mitigation plans and managing our natural resources, including habitats and timber.
Review:View the following videos and websites to learn about some experimental methods that help researchers learn about the effects of climate change on plant populations.
Write:Your initial post should be between 250-300words.

Everyone:Explain how rising temperatures and changes in precipitation can affect plant populations and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.

review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)

ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.
s and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.

review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)

ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.
can affect plant populations and whether populations can adapt to these rapid changes. Provide two examples of specific plant species and how they are expected to respond to climate change. Reference two scholarly or credible sources, plus your textbook to develop your post and examples.

review the video on a study using citizen scientists to track the flowering phenology of the California Poppy in response to changing season lengths and precipitation.Summarize the key points of the field experiment and explain the methods and rational for the experimental approach. (Please note that this video ends after 2:04 minutes but rolls into another video on a different subject that you do not need for this class.)

ATTACHED ARE THE CHAPTERS AND RESOURCES FOR THIS WEEK. NOT SURE IF YOU WILL NEED THEM BUT THEY ARE THERE FOR YOU TO USE. MAKE SURE IT IS ON TIME SO IF THERE IS A REVISION NEEDED THERE IS TIME FOR IT. MAKE SURE TO USE THE TXT BOOK AND 2 OTHER RESOURCES FOR A TOTAL OF 3. MAKE SURE TO USE 2 EXAMPLESof specific plant species and how they are expected to respond to climate change.

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