political-representation-and-changing-u-s-demographics

For this discussion, review the Paul Taylor’s article The Next America (Links to an external site.)Links to an external site., which presents statistics to show how the gender, racial, ethnic, and age composition of the United States is expected to change over the next few decades. Also review the Pew Research Center’s report America’s Changing Religious Landscape (Links to an external site.)Links to an external site.. These resources will give you an overview of the demographic composition of the United States and over time.

Next, review Congressional Demographic (Links to an external site.)Links to an external site. (for an audio version click here (Links to an external site.)Links to an external site.) and this Washington Post article (Links to an external site.)Links to an external site. to review the demographic composition of the United States Congress.

After reviewing the resources above, address the following:

  • Describe the following:
    • The current racial, gender, and religious composition of the United States.
    • How these demographics are expected to change in coming decades.
    • The racial, gender, and religious composition of the United States Congress.
  • Compare the demographics of the United States population and the United States Congress by summarizing any similarities and/or differences.
  • What are the potential consequences of the demographic composition of Congress notmatching the demographic composition of its citizens? In other words, what problems may occur if the makeup of the members of Congress does not match the racial, gender, and religious makeup of the citizens?

For additional assistance with this part of the question, please review the following resources:

Your initial post should be at least 250 words in length. Support your claims with examples from the required material(s) and/or scholarly resources, and properly cite any references both in text (Links to an external site.)Links to an external site. and in a references list (Links to an external site.)Links to an external site. at the end of the post. The Scholarly, Peer Review

american policy making 1

Look into a public policy that was implemented in your city, county, or state by the chief executive(s). The executive(s) may be the mayor, city council, board of supervisors, governor, etc. Some examples of public policies might include: housing, homelessness, minimum wage, public health, or public assistance.

Write a 1,200 word paper in which you include:

  • Describe the public policy and why it was chosen by the chief executive(s).
  • How does the policy benefit the public?
  • Who is responsible for providing oversight of the public policy?

Format the paper consistent with APA guidelines

a-1000-words-capstone-case-study-with-5-questions

This is a case study for the story of Ravinaki Resort in Fiji, there are 5 questions for this case and each question has 200 words limit for its answer. Most of the required knowledges are from cross cultural management. The case and questions are in the enclosure, and important materials (must be used in the answers) will be given once accepted this question.

the given version of the program is a console based version meaning the inputs and outputs happen on the console display run this code for the game hurkle to see how it executes it works well in the console but your job is to convert it for running in

The Game Hurkle

This week’s project is based on the game “Hurkle”. There are many variations of this game, and the version you will work on for your project is a one-dimensional version of it. The Hurkle is an imaginary creature that hides somewhere in a one-dimensional 1×10 integer game-space. Each time the game is run, the program places the Hurkle at a random position (0 through 10) in the game-and the player has a maximum of three (3) guesses to guess the Hurkle s location. The Hurkle does not move during the game. If the player finds the Hurkle, the program reports success and ends. If the player does not find the Hurkle the program gives a hint about what direction to move to find the Hurkle. There are two possible hints: right, or left.

The given version of the program is a console-based version (meaning the inputs and outputs happen on the console display). Run this code for the game Hurkle to see how it executes. It works well in the console but your job is to convert it for running in SWING with more graphical feedback for the user.You job is to experiment with the given code, and then adapt it by incorporating SWING features, such that the inputs and outputs will be more GUI-oriented, rather than console oriented. We’ve used SWING features in several programs already (in the lectures) and earlier project assignments, so you may want to review your textbook reading and the code examples in the week that use SWING.

Have fun, and don’t hesitate to ask questions.

week-3-assignment-freedom-in-the-workplace

Week 3 Assignment – Freedom in the Workplace

Learning Objectives Covered

  • LO 05.01 – Explain the concept of political freedom and discuss five ways that it impacts American personal and professional life today
  • LO 06.02 – Define and explain the importance of “equality of opportunity” in American society
  • LO 06.03 – Compare the concepts of equity and equality and identify five ways each impacts American workplace culture today
  • How to write the assignement will be in the template I uploaded. It’ll help with writing it our correctly.

(This is NOT the assignment. Read on to find the memo prompt below.)

http://query.nytimes.com/mem/archive-free/pdf?res=9A04E7D9123FE433A25754C0A9679D946696D6CF (Links to an external site.)Links to an external site.

Women’s Suffrage: Crash Course US History #31 (Links to an external site.)

Career Relevancy

Political freedom is one of the most important things in a democratic society. On a personal and professional level, it improves our quality of life and gives us freedoms such as freedom of speech and freedom to hold marches and/or meetings. When a group does not feel like they are treated equally, they have the political freedom to exercise their right to express those concerns. In the workplace and in our homes that is essential. Equal opportunity in the workplace must be given with no regard to race, gender, disability, or any other discriminatory practices. This is important and means that everyone is given an equal chance to succeed and be who they want to be. Those in leadership must be particularly careful to treat each worker with the same level of respect and fairness they expect to receive themselves. To make a fair and equal workplace, everyone should follow the Golden Rule of treating others how they would like to be treated themselves.

Background

HIS220_A3.jpg

The online Free Dictionary by Farlex (2018) defines political liberty as “one’s freedom to exercise one’s rights as guaranteed under the laws of the country.” (para. 1). Article 9 of the Human Rights Act provides protection for freedom of thought, belief and religion, so people can exercise their political freedom without fear of recrimination (Equality and Human Rights Commission, 2016).

There are many ways that the concept of personal freedom affects Americans in their personal and professional lives today. Here are just a few:

  1. freedom from oppression;
  2. the absence of disabling conditions for an individual;
  3. the absence of life conditions of compulsion, e.g., economic compulsion, in a society;
  4. freedom from “internal” constraints on political action or speech (e.g., social conformity);
  5. sometimes seen as a negative, freedom from governmental regulation.

Political freedom, in general, is promoted as one of the basic foundations on which America is founded, and one of the freedoms enjoyed by Americans which might not be offered in other countries. Americans are provided the opportunity to participate in elections with the freedom to vote for the candidate of their choice without fear of retribution. On the other hand, they are not required to vote in an election, which also represents freedom of choice. In addition, freedom from oppression guarantees personal liberties such as freedom of religious choice, freedom of speech, and freedom of self-expression. America today places very few constraints on the American public, especially in regard to self-expression and freedom of speech. Political rallies and meetings may be held with no fear of governmental intervention, unless violence becomes an issue, at which point a government entity such as law enforcement may intervene. Freedom from any governmental regulation at all could result in a break in societal interaction; thus, a fine line must be walked by the government to lead and govern without being oppressive.

Equality of opportunity is defined by The Free Dictionary (2018) as, “absence of discrimination, as in the workplace, based on race, color, age, gender, national origin, religion, or mental or physical disability” (para. 1). In essence, equality of opportunity is taken to mean that all things are or should be available to the American people, regardless of their personal circumstances. According to John Goodman (2015), what America promises is only opportunity, not actual equality. Mr. Goodman (2015) cites a CBS News Poll indicating only 4% of Americans “consider income disparities as the most important problem facing the country” (para. 3). Can this be taken to mean that Americans consider only income as an equalizing factor? Current racial discord would indicate this is not the case, as racial discrimination continues to exist, even though great strides have been made in this country to eliminate this type of discrimination. While America is touted as the ‘Land of Opportunity,’ do those opportunities assume that every person is on an equal level, i.e., equal societal standing, equal education, equal income? Equal opportunity to succeed should be available to each person with no regard to race, creed, religious affiliation, or mental or physical disability; however, each person must make the most of the opportunity afforded him/her.

While equity and equality in the workplace are sometimes used interchangeably, there is, in fact, a difference in their meaning. There are numerous situations in the workplace involving equity and/or equality. Some of these situations include:

  1. Gender
  2. Disability
  3. Race
  4. Pay
  5. Age

Gender equality in the workplace does not mean women and men will be treated the same, but that the opportunities available within the workplace will not depend upon whether the applicant is male or female. Gender equity refers to the fairness of treatment, whether male or female. In the same way, equality in regard to disabled workers would mean they are treated the same as employees with no disability; while treating the disabled workers in an equitable manner would require making changes in order to allow fair treatment; i.e. installation of wheelchair ramps or purchasing specific equipment in order to facilitate job performance. While great strides have been made in the American workplace to overcome any type of bias, efforts should be continued in order to phase out any and all discrimination.

REFERENCES

The Free Dictionary by Farlex. (2018). Equality of opportunity. Retrieved from https://www.thefreedictionary.com/Equality+of+opportunity (Links to an external site.)Links to an external site.

The Free Dictionary by Farlex. (2018). Political liberty. Retrieved form https://www.thefreedictionary.com/Freedom+(political) (Links to an external site.)Links to an external site.

Equality and Human Rights Commission. (2016). Article 9:freedom of thought, belief, and religion. Retrieved from https://www.equalityhumanrights.com/en/human-rights-act/article-9-freedom-thought-belief-and-religion (Links to an external site.)Links to an external site.

Goodman, J. (2015). The Promise of America: opportunity, not equality. Retrieved from https://www.forbes.com/sites/johngoodman/2015/04/2…

Prompt

Pretend you are the supervisor in a workplace. Write a 600-word minimum memo outlining the differences between social equity and social equality, explain why this is important, and detail how the organization will implement both in the workplace.

This memo should:

  • Directly address your employees
  • Define equity and equality
  • Provide examples and non-examples of each
  • Provide explanation of why both are important in your workplace
  • Discuss how you plan to implement these policies in the workplace.

Remember to cite the sources you consult in learning about both equality and equity.

——————-

Rubric

This is what to look for and double check when writing the assignment.

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeFollowed Instructions – 1) VeriCite score under 20% 2) Assignment meets required minimum 600 word length and setup expectations.

10.0 pts

Excellent – Met all guidelines

8.0 pts

Satisfactory – Clear effort to meet guidelines but with minor errors.

6.0 pts

Fair – Demonstrated effort to meet guidelines but with major errors.

4.0 pts

Needs Improvement – Met 1 of 2 guidelines

0.0 pts

Unsatisfactory – Failed to meet either guideline

10.0 pts

This criterion is linked to a Learning OutcomeSpelling, Grammar, & Citations – 1) Spelling is correct. 2) Grammar is correct. 3) Sentence and paragraph structure are appropriate. 4) Sources are cited correctly in the text and on the references page.

10.0 pts

Excellent – Met all guidelines

8.0 pts

Satisfactory – Met 3 of 4 guidelines or clearly worked to meet all guidelines with minor errors

6.0 pts

Fair – Met 2 of 4 guidelines or demonstrated some effort to meet all the guidelines but with a few major errors

4.0 pts

Needs Improvement – Met 1 of 4 guidelines or demonstrated some effort to meet all the guidelines though with many mistakes.

0.0 pts

Unsatisfactory – Did not meet any of the 4 guidelines.

10.0 pts

This criterion is linked to a Learning OutcomeAuthor discusses equity

20.0 pts

Excellent – Met all guidelines

15.0 pts

Satisfactory – Writer demonstrates general understanding of equity but with minor challenges.

10.0 pts

Fair – Writer showed moderate understanding of equity

5.0 pts

Needs Improvement – Writer demonstrated minimal effort to describe equity. Section lacks original thought or adequate description.

0.0 pts

Unsatisfactory – Did not meet any of the guidelines and paper fails to demonstrate understanding of equity

20.0 pts

This criterion is linked to a Learning OutcomeAuthor discusses equality

20.0 pts

Excellent – Met all guidelines

15.0 pts

Satisfactory – Writer demonstrates general understanding of equality but with minor challenges.

10.0 pts

Fair – Writer showed moderate understanding of equality

5.0 pts

Needs Improvement – Writer demonstrated minimal effort to describe equality. Section lacks original thought or adequate description.

0.0 pts

Unsatisfactory – Did not meet any of the guidelines and paper fails to demonstrate understanding of equality

20.0 pts

This criterion is linked to a Learning OutcomeAuthor provides examples and non-examples of equity and equality

20.0 pts

Excellent – Met all guidelines

15.0 pts

Satisfactory – Writer provides examples and non-examples of equality and equity but with minor challenges.

10.0 pts

Fair – Writer provides example or non-example of equity and equality but not both

5.0 pts

Needs Improvement – Writer demonstrated minimal effort to provide examples and non-examples of equity and equality. Section lacks original thought or adequate description

0.0 pts

Unsatisfactory – Did not meet any of the guidelines and paper fails to provide examples and non-examples of equality and equity

20.0 pts

This criterion is linked to a Learning OutcomeAuthor provides explanation of why equity and equality are important in the workplace

20.0 pts

Excellent – Met all guidelines

15.0 pts

Satisfactory – Writer provides explanation of why equity and and equality are important in the workplace but with minor challenges.

10.0 pts

Fair – Writer provides explanation of why equity or equality are important in the workplace but not both

5.0 pts

Needs Improvement – Writer demonstrated minimal effort to provide explanation of why equity and equality are important in the workplace. Section lacks original thought or adequate description

0.0 pts

Unsatisfactory – Did not meet any of the guidelines and paper fails to provide explanation of why equity and equality are important in the workplace

20.0 pts

This criterion is linked to a Learning OutcomeAuthor describes how to implement equity and equality in the workplace

20.0 pts

Excellent – Met all guidelines

15.0 pts

Satisfactory – Writer describes how to implement equity and and equality in the workplace but with minor challenges.

10.0 pts

Fair – Writer describes how to implement equity or equality in the workplace but not both

5.0 pts

Needs Improvement – Writer demonstrated minimal effort to describe how to implement equity and equality in the workplace. Section lacks original thought or adequate description

0.0 pts

Unsatisfactory – Did not meet any of the guidelines and paper fails to describe how to implement equity and equality in the workplace

20.0 pts

Total Points: 120.0

Next

federal taxation answer following questions

1. Your client, a US multinational company is planning to transfer intangible assets,including trade names and trademarks to a low tax offshore subsidiary. This subsidiary would charge royalties to US and foreign subsidiaries for the use of the intangibles.The company also plans to ship products manufactured by its international subsidiary to various worldwide customers. (300 words)

A) Briefly summarize the current transfer pricing implications and tax reporting

considerations your client should consider for both transactions.

B) What other information would you request from your client?

2) Amazon initially selected two locations for US headquarters-NYC and Northern Virginia. It recently withdrew from NYC due to opposition regarding the incentive costs and impact on the enviroment. New Jersey is also revevaluating it’s incentive grant program.In general, do you believe that state and local incentive programs are effective inn maintaining or attracting corporate business?(200 words)


assignment 2 industrialization and the modern state the creation of a regulated economy 1

Please view the attachment for this assignment instructions.

The United States went through dramatic economic change during and after the Civil War, as industrialization spread rapidly and changed society. This transformation and some of the apparent abuses that developed led to an increased role of the government in regulating businesses and society. This role was heightened as government was viewed as the arbiter between business and organized labor. One can explore these developments from 1865 on through to World War II. Take one of the positions as suggested below, draw from the sources listed, and present a paper with specific examples and arguments to demonstrate the validity of your position.

this is an essay about the history of the 20th century i prefer choose topic 2

The following file is about this essay. I think the second one might be better written because the first one needs to read a lot of our textbooks. I will provide the course topics that we have learned in class. What is said in the textbook is the objective history. Both Google and Wikipedia have relevant knowledge.

1900 – 41 – Japan, China and the Origins of the Pacific War

1900 – 45 – The European Colonial Empires

1900 – 48 – The Origins of the Arab-Israeli Conflict

1900 – 48 – The Origins of the Arab-Israeli Conflict

1900 – 45 – ‘Good Neighbors’? The United States and the Americas

1900 – 1917 – Great Power Rivalry and the World War

1917 – 29 – The Search for European Stability

1930 – 39 – The Path to European War

1940 – 45 – The Second World War

1945 – 61 – The ‘First’ Cold War in Europe

1962 – 79 – From Cold War to Detente

1945 – 2014 – Neutralism, development and the rise of the third world

1945 – 2014 – United States and Latin America

1945 – 2014 – Africa: Decolonization and Independence

1945 – 53 – Asia in Turmoil: Nationalism, Revolution and the Rise of the Cold War

1945 – 79 – The Vietnam Wars

1945 – 2014 – The ‘Developmental States’: Japan, South Korea and Taiwan
1949 – 2014 – The People’s Republic of China and North Korea: Ideology and Nationalism
1949 – 2014 – The Arab-Israeli Conflict

1928 – 2014 – The Rise of Political Islam
1980 – 2000 – The End of the Cold War and the “New World Oder’
1945 – 2014 – The Rise of a New Europe: The History of European Integration
The Rise of Human Rights in International History
US Decline in a Globalized World?

intelligence analysis 2

Hi, I worked with you for the last 3 assignments and it’s been great. This is another one. I already did almost everything, but it needs to be in the right format. Please find attached for the draft. It’s in a Powerpoint slides but please do it in a word docs file. Thanks. I’ll include the sources that I found here.

1-

https://english.alarabiya.net/en/features/2018/04/29/How-much-did-Qatar-bankroll-Qassem-Soleimani-in-terrorist-linked-deal-.html

2-

https://ctc.usma.edu/qassem-soleimani-irans-unique-regional-strategy/


analyzing primary documents fromt the mid 19th century concerning debates between advocates of slavery and those desired to abolish it

BACKGROUND

Although the original Constitution of the United States did not mention the word “slavery” in its text, it recognized the existence and legality of this institution. It protected the rights of slaveholders with regard to the return of runaway slaves, by increasing representation for slaveholders through the three-fifths compromise, and the slave trade would be continued for twenty years (until 1808). As the United States developed so did the national debate over slavery. The belief that slavery would gradually disappear in the decades after the American Revolution decreased as cotton production increased, and the nation became more reliant on the textile industry. Westward expansion and the settlement of new lands only fueled the growing debate over slavery.

By the 1830s, many southerners who had once defended slavery as a “necessary evil” now asserted that it was a “positive good.” An increasing number of abolitionists, on the other hand, came to believe that slavery was a grave sin and an evil institution that should be ended immediately. In his denunciations of slavery, William Lloyd Garrison called the Constitution “a covenant with death” and “an agreement with hell.” In response, southerners used their influence to pass a “gag rule” in Congress that prohibited anti-slavery petitions, restricted anti-slavery speech, and censored the US mail by prohibiting abolitionist literature from being sent to southern states. As both the abolitionists and the supporters of slavery became more entrenched in their positions, tempers flared, emotions heightened, and the fabric of the nation frayed into threats of secession and clouds of disunion.

Did the agitation and activities of the abolitionists advance or defeat their objective? The “essential question” posed as the aim of this lesson presents students with an open-ended, thought-provoking historical issue for their analysis and assessment.

ASSIGNMENT

For this assignment, the student will be analyzing primary documents from the mid-19th century concerning the debates between advocates of slavery and those that desired to abolish it.

Below, the student will find the 8 excerpts from primary documents concerning these debates as well as four analysis questions.

Keeping in mind the analysis questions, the student will prepare an essay that demonstrates critical thinking about the subject.

Document A

“I believe when two races come together which have different origins, colors, and physical and intellectual characteristics, that slavery is instead of an evil, a good – a positive good . . . There is and has always been, in an advanced state of wealth and civilization, a conflict between labor and capital. Slavery exempts Southern society from the disorders and dangers resulting from this conflict. This explains why the political condition of the slaveholding states has been so much more stable and quiet than that of the North.”

—– John C. Calhoun, southern senator, February 6, 1837

Document B

“The laboring classes enjoy more material comfort, are better fed, clothed and housed as slaves than as freemen. The statistics of crime demonstrate that the moral superiority of the slave over the free laborer is still greater . . . . There never can be among slaves a class so degraded as is found about the wharves and suburbs of cities. The master requires and enforces ordinary morality and industry. How slavery could degrade men lower than universal liberty has done, it is hard to conceive . . . . The free laborer rarely has a house and home of his own; he is insecure of employment . . . .”

—– George Fitzhugh, author, Sociology for the South or the Failure of Free Society (1854)

Document C

“The slaves in the United States are treated with barbarous inhumanity; that they are overworked, underfed, wretchedly clad and lodged, and have insufficient sleep; . . . that they are frequently flogged with terrible severity; . . . their flesh branded with red hot irons; that they are maimed, mutilated and burned to death over slow fires. . . . We will establish all these facts by the testimony of scores and hundreds of eye witnesses. . . . We shall show, not merely that such deeds are committed, but that they are frequent . . . not in one of the slave states, but in all of them.”

—– Theodore D. Weld, Slavery As It Is (1839)

Document D

“Slavery is sin before God. Individually, or as political communities, men have no more right to enact slavery, than they have to enact murder or blasphemy, or incest or adultery.”

—– James G. Birney in 1835, Liberty Party presidential candidate

Document E

“We will do all . . . to overthrow the most execrable system of slavery that has ever been witnessed upon earth; to deliver our land from its deadliest curse; to wipe out the violent stain which rests upon our national escutcheon; and to secure to the colored population of the United States all the rights and privileges which belong to them as Americans – come what may to our persons, our interests, or our reputations, whether we live to witness the triumph of LIBERTY, JUSTICE, AND HUMANITY, or perish ultimately as martyrs in this great, benevolent and holy cause.”

—– Declaration of the American Anti-Slavery Society (1834)

Document F

“How does it become a man to behave toward this American government to-day? I answer, that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave’s government also . . . . if the law is of such a nature that it requires you to be an agent of injustice to another, then, I say, break the law . . . .”

—– Henry David Thoreau, “Civil Disobedience” (1849)

Document G

“I am determined at every hazard to lift up the standard of emancipation in the eyes of the nation . . . till every chain be broken and every bondman set free! Let southern oppressors tremble; let their secret abettors tremble; let their northern apologists tremble; let all the enemies of the persecuted blacks tremble. . . . I will be as harsh as truth and as uncompromising as justice. On this subject, I don’t wish to think, or speak, or write with moderation. No! No! Tell a man whose house is on fire to give a moderate alarm . . . but urge me not to use moderation in a cause like the present. I am in earnest; I will not equivocate; I will not excuse; I will not retreat a single inch – AND I WILL BE HEARD.”

—– William Lloyd Garrison, The Liberator, January 1, 1831

Document H

“I tell you Americans! That unless you speedily alter your course, you and your country are gone!!!!!! For God Almighty will tear up the very face of the earth!!! . . . . But I am afraid that they have done us so much injury, and are so firm in their belief that our Creator made us to be an inheritance to them forever, that their hearts will be hardened so that their destruction may be sure. But O Americans! I warn you . . . to repent and reform, or you are ruined!!!

—– David Walker’s Appeal in Four Articles with a Preamble to the Coloured Citizens of the World (1829)

DOCUMENT ANALYSIS QUESTIONS (Make sure to address each one in your essay)

1) Identify the authors who argue that slavery is a positive institution. What are their key arguments in defense of slavery? Which, if any, of these arguments have merit? Explain your position. Do not quote the documents but take their main idea and put it into your own words.

2) Identify the authors who reject slavery. Characterize their position as moderate, reasonable, militant or radical. Were their actions and words necessary or not for slavery to end? Explain and support your choices. Do not quote the documents but take their main idea and put it into your own words.

3) Do you agree or disagree with Henry David Thoreau’s position (Document F) on civil disobedience concerning slavery? Under what conditions do you think that civil disobedience is justified? Explain. Do not quote the documents but take their main idea and put it into your own words.

4) Should the radical abolitionists be blamed for the secession of the Southern states from the

Union and for the Civil War, or praised for bringing slavery to an end? Explain.

HOW TO PREPARE AND SUBMIT YOUR ESSAY

The student’s essay is to be:

  • A single page in length (do not adjust margins) minimum with no headings.
  • 12 point font and Times New Roman
  • Single spaced

The format of the essay is as follows:

  • Introduction
    • A short paragraph that briefly describes to the reader what the essay will cover. (3-4 sentences)
  • Body
    • 1 paragraph that addresses the first analysis question and uses specific evidence from the documents to back up assertions and answers. (5-6 sentences)
    • 1 paragraph that addresses the second analysis questions and uses specific evidence from the documents to back up assertions and answers. (7-8 sentences minimum. You will write the most on this paragraph since you are covering 6 documents)
    • 1 paragraph that addresses the third analysis question and uses specific evidence from the documents to back up assertions and answers. (5-6 sentences)
    • 1 paragraph that addresses the fourth question (4-6 sentences)
  • Conclusion
    • A short paragraph that briefly sums up your essay’s major arguments. (3-4 sentences)