Guidelines for the assignment:
✓Make sure to include the cover page with all information required. ✓This is an individual assignment, which is part from your course score. It requires effort, searchand critical thinking.✓Use font Times New Roman, Calibri or Arial.✓Use 1.5 or double line spacing with left Justify all paragraphs.✓Use the footer function to insert page number.✓Ensure that you follow the APA style in your assignment.
–E-commerce Assignment 1
Achieving your education is the most important investment you can make in your life. Your chances of acquiring a much higher paying job increase with each year you attend college (Bureau of Labor Statistics, 2018 (Links to an external site.)). It helps your future financially and gives you a personal sense of pride for your accomplishment.For this assignment, let’s assume you intend to go on for your Bachelor’s Degree or to graduate school and are in search of a college that will accept you. Search the internet and compare at least three colleges for the following information.Provide the college name.What is the percent of full time and part-time teachers?What is the graduation rate?What is the teacher-to-student ratio?What is the acceptance rate?What is the percentage of female-to-male applicants and acceptance?What is the tuition cost?Does the college offer the degree/program you are interested in?Does the college offer both online and face-to-face courses in the degree/program you are interested in?If you know your SAT or ACT scores, how do they compare to the colleges?Putting this information in an Excel spreadsheet, compare and contrast (for example Ball State has a 32% acceptance rate while IU has a 45% acceptance rate) your options based on the information, writing your answer on the same Excel spreadsheet or in a Word document. Finally, which college would you choose and why.Use Indiana University (Bloomington) And Ball State
Ivy Tech Community College of Indiana Getting Into Grad School Worksheet
Wedding cost estimation: Given the following information, calculate the estimated costs for a wedding with 250 guests and a bridal party of six, using the methods indicated. Show your work.
Note that members of the bridal party are already counted as guests, you don’t need to add them twice.
Analogous cost estimate
You will probably notice some differences in the estimated values. Are these differences significant? What might cause the differences? If you were estimating a significant project in the future, which method(s) would you use and why?
Wedding Cost Estimates
Groom’s brother’s wedding, last year, 175 guests, similar venue and style
$65 per person
Rental of hall
Other décor items
Gifts for bridal party
Wedding planner’s estimate of typical cost for this kind of wedding
$10,000 plus $75 per guest
BADM 633 University of the Cumberlands Wedding Cost Estimation Questions
The Discussion Board for this week asks you to compare and contrast the four decision models/theories presented: The Rational Model, Bounded Rationality, The Garbage Can Model, and Slow/Fast Thinking. Each of these models is descriptive (describing how we make decisions) rather than prescriptive (telling us what how we should make decisions). Yet, are there any take-aways from these models as a whole?Fundamentally, how are these theories similar? How are they different? Which do you think would be a good model to use for a decision to change a company’s PTO (Paid Time Off) policies? Why? A quick note here: These discussions (and responses) are graded. Be sure to be thorough and address and/or reference specific concepts from the current week’s material when submitting to Discussion Boards.
RSCH 5800 Johnson & Wales University Providence Campus Decision Making Discussion
criminology that might explain gender differences in why certain crimes are committed
criminology that might explain gender differences in why certain crimes are committed.
Review and reflect on the course so far. Based on what you have learned so far in this course, write at least 400–600 words on the following:Assuming that males are more violent than females; does that mean crime has a biological rather than a social basis (because males and females share a similar environment)? Would you classify this as an individual or a societal issue? Explain.Give examples of theories of criminology that might explain gender differences in why certain crimes are committed. Select an example of two or three crimes to respond to this question.It has to be APA style format and least two sources
criminology that might explain gender differences in why certain crimes are committed
SUNY Buffalo State College Tuckman Model of Group Development Paper
online assignment help SUNY Buffalo State College Tuckman Model of Group Development Paper.
In the first attachment is an information of me and my group, that for sue will help you write this paper, in the second attachment is an example of how your work should look like OF COURSE our paper should NOT look the but an idea of how it should be done.In the second attachment you will see some words in BOLDFACE text you SHOULD use some of them in your paper.PLEASE REVIEW THE GRADING RUBRIC ATTACHMENT BEFORE WRITING YOUR PAPER AND AFTER YOU WRITE IT, AND MAKE SURE YOU FOLLOW THE INSTRUCTIONS
SUNY Buffalo State College Tuckman Model of Group Development Paper
International/Global Health Issue
International/Global Health Issue.
You should select the International/Global Health issue you would like to address in the paper.You should select the country in which the program should be developed.In the paper you should include:The paper should be a maximum of 10 pages doubled spaced, APA format not including references, tables, pictures or graphs.At least 8 references should be provided- at least of these 4 from nursing journals and no older than 5 yearsFollow APA formata.Introduction: Background on the above issue selected for that country and studies that support the information provided.b.Objectives for the program that you will implement-provide at least 3c.Description of the program that you would like to implement and an explanation why this program in innovatived.Target population that will be included in the programe.Timeline to implement the programf.Approximate cost of the programg.Outcome of the program- both short term and long term.Grading for Global Health Paper: Grading Criteria Selection of the health issue 5%Selection of the country 5%Introduction & Background 10%Objectives 10%Description of the program and why it is innovative 15% Target population 10%Timeline 10%Approximate cost 10%Short term and long-term outcome 10%Conclusion 5%APA format 10% Total 100%
International/Global Health Issue
Race V Class, Understanding American History After 1945 Essay
Table of Contents Introduction Overview Discrimination in Employment Discrimination in Housing Discrimination in Ownership of Property Discrimination in Education Discrimination in Leadership Conclusion Works Cited Introduction After 1945, American soldiers returned from the Second World War that had just ended. Their return plunged the nation into a state of economic boom in the housing sector. The economic boom transpired due to the availability of benefits acquired by veterans from the war. However, the period witnessed high levels of racial discrimination against the Black Americans, Native Americans, Asian Americans, and Mexican Americans, whom the White Americans deemed as the minority groups. In this view, the concept of race defined the United States history just after the Second World War because it formed the basis of employment, acquisition of property, and attainment of leadership positions. Therefore, the essay explains that race is concept that is more important than class in understanding American history after 1945. Overview Race is a concept that highlights the American history after the Second World War. After 1945, America went through a period when racism was highly pronounced. During the period, the Whites believed that people from the minority groups were lesser beings than those from the majority groups (Cowie 49). The minority groups were in the category of marginalized groups and many services provided by the federal government went to the White Americans. Areas such as employment, education, property ownership, and leadership were a preserve of the White Americans. Therefore, race is a concept that best explains the history of America after the Second World War. Discrimination in Employment The minority groups in the United States experienced and endured discrimination in employment sector due to the institutionalized racism. The federal government enacted and passed laws that denied the minority groups the chance to work in the United States. The laws governed the terms of employment, working conditions, as well as salaries and wages. According to Sugrue, “Chicago, Philadelphia, and New York played a decisive role in deepening racial inequality in the city” (86). Moreover, the federal government and private employers were reluctant or unwilling to hire employees of African, Asian, or Mexican origins. Therefore, a number of people from the minority groups worked in plantations such as rice fields, which had poor working conditions and low wages. Most of the employees from the minority groups received very little wages, and subjected to hard work and harsh treatment as opposed to employees from the majority groups. The White Americans discriminated against the minority groups making them victims of racism in the United States. The federal government redlined the minorities and created a harsh working environment for them. Get your 100% original paper on any topic done in as little as 3 hours Learn More The Native Americans received harsh and inhuman treatment from their employers or superiors who perceived them as unimportant beings basing on their color or ethnical background. In workplaces, employers or superiors overlooked employees from the minority groups in aspects such as promotion and increment of salaries or wages. The racial disparity in promotion and salary or wage increments took place irrespective of the performance of the employees from the minority groups. Therefore, unemployed members of the minority groups demonstrated their anger through riots and strikes organized by unions in an attempt to communicate their grievances to the federal government (Cowie 225). Thus, the minority groups experienced pronounced levels of racial discrimination in places of work orchestrated by the federal government and the private sector. The riots and demonstrations led to the loss of lives and eventually recognition of the minority rights. Discrimination in Housing Soon after the Second World War, the minority groups became the main target of discrimination under the basis of race and place of origin. The United States federal government introduced policies that segregated people from the minority groups and prevented them from accessing good houses. The federal government limited the access of the minority groups to good housing using the housing administration, which was a body charged with the provision of shelter to the citizens of the United States. In an attempt to limit equal access to good housing among minority groups, the federal government denied them low-interest loans and forcefully acquired their houses. Sugrue outlines that “Detroit’s public housing was racially segregated” (86). Furthermore, the boom from veterans of the Second World War worsened the housing problem as houses became scarce; hence, cases of discrimination quickly emerged with the scramble for the few available houses. Most of the White Americans who were house owners declined application for housing from minority groups, but instead accepted applications from White American tenants. Mortgage companies also tailored their policies in a manner that favored the White Americans in the United States. As a result, many potential house owners from the minority groups found it very difficult to acquire good houses because mortgage prices were high and favored the White Americans. Cowie explains that Martin Luther King Junior campaigned “to support the striking sanitation workers as a building block in ‘poor people campaign,’ a new march in Washington that would be a Selma-like movement on economic issues” (65). Therefore, minority groups used unions to present their grievances to the government. Additionally, the minority groups lost their houses through forceful acquisition, deception, and fraud to the White Americans. Racial discrimination in the housing sector forced the minority groups to seek shelter in camps and shanties where the living conditions were poor. In some cases where the minority groups managed to get houses, they paid higher amounts of rent than what their White counterparts did. We will write a custom Essay on Race V Class, Understanding American History After 1945 specifically for you! Get your first paper with 15% OFF Learn More Discrimination in Ownership of Property After 1945, policies designed by the federal government of the United States favored the Whites and discriminated against the minority groups. Ownership of property among minority groups became a very complex and difficult affair for officials in the government declined their proposals, deceived them, and refused to help them acquire property in the United States. Although a few members of the minority group had the limited access to property acquisition, the state frequently confiscated their properties and declared them as illegal. Unfair treatment had its basis on the color and appearance of the individuals because of their racial background (Sugrue 8). During the period after 1945, the federal laws and policies prohibited ownership of property by the minority groups. One of the factors that contributed to the prohibition is the misconceptions held by White Americans concerning the minority groups. Property owners, managers, and agents discriminated against the minority groups in the sale of properties and business outlets. As a result, many Americans of African, Asian, and Mexican origins failed to acquire properties during the period. Failure to acquire properties and business outlets by the Africans, Asians, and Mexicans rendered them poor and greatly affected their living conditions. According to Cowie, “Congress for the first time since it went democratic in 1932 passed a tax cut not to redistribute wealth, but to give relief to the middle upper class, suggesting a very new mood among the democrats more broadly” (257). Therefore, the minority groups in the United States endured discrimination and enjoyed limited rights of property ownership. Some of the ways that the Whites exercised racism included refusal to sell or rent their houses and unequal valuation and appraisal of property. Furthermore, other White Americans who were property owners provided different terms and conditions for the minorities, whereas banks refused to provide loans to the Asians, Africans, and Mexicans living in the United States. Discrimination in Education Racial discrimination also affected the education sector since many institutions of learning had some forms of racial segregation. After 1945, many schools in the United States belonged to either the White Americans or the minority groups. The federal government discouraged students of color from studying in schools designated for the White American students. Teachers and trainers administered harsh and inhumane punishment on the children from Asian, African, and Mexican origins (Cowie 11). In addition, trainers entrenched racisms in schools, as they perceived children from minority groups as lesser beings than their White counterparts. Therefore, the trainers gave biased treatment in training, discipline, and grading of the students. Due to the misconceptions held by the students concerning the attitudes displayed by their parents, the White Americans students undermined their colleagues from the minority groups. Not sure if you can write a paper on Race V Class, Understanding American History After 1945 by yourself? We can help you for only $16.05 $11/page Learn More The prejudice, which students from minority groups received from their colleagues, led to poor relationships among students in schools and social places where they interacted. “The effects of racial discrimination were evident as they highlight racial differences in urban streets and workplaces” (Sugrue 6). Therefore, the prejudice of students from minority groups also lowered their self-esteem and affected their performance. Moreover, another form of racial discrimination that the state displayed during the period after 1945 was underdevelopment and the absence of good learning facilities in schools designed for the minority groups and presence of good facilities and good infrastructure in learning institutions designed for the White Americans. Teachers in schools offering education to the minority students experienced challenges in terms of lack of teaching resources and funds. Teachers mainly from the minority groups joined unions and voiced their grievances to the federal government. Furthermore, educational loans and sponsorships were available to the White American students only, while the children from the minority groups usually dropped out of school or performed poorly due to insufficient funds to facilitate their education or poor quality of learning facilities. Discrimination in Leadership Members of the minority group who wanted to vie for leadership positions in the United States also experienced racial discrimination. During and after 1945, the White Americans believed that people from the minority groups were unable to provide good governance and leadership. Therefore, any member of the minority group who attempted to vie for any political or leadership position was discouraged and intimidated by the White Americans who formed the majority group. As Martin Luther King Junior fought against racial discrimination, “Robert Kennedy admired King’s commitment to unite the poor whites and the poor blacks into what the civil rights believed it would a ‘powerful new alliance’ that transcended racial integration and placed social justice on an economic footing” (Cowie 65). Additionally, some states in the United States barred members of minority groups and women from casting their votes. As the federal government denied the minorities their voting rights, it implies that it was impossible for any member of the minority group to win and get a leadership position. Thus, members of the minority who tried to campaign failed due lack of support from the federal government and voters. Aspiring leaders from the minority groups who tried to vie for leadership positions received discouragement from the federal government or lacked adequate funds to facilitate their campaigns. The federal government preferred the White Americans, but discriminated against the Native Americans, Asians, Africans, or Mexicans. One of the main factors that contributed to the preference was the misconception held by the White Americans who believed that women and minority groups did not have capacity to take leadership positions. According to Cowie, leaders from the minority group who tried to campaign were the subject of ridicule and discouragement by the state and the White Americans (63). In some cases, the White Americans booed the leaders from minority groups in rallies and conferences during campaigns. Therefore, the minority groups remained as marginalized members of the American society for the larger part of the 20th century, after the Second World War. Conclusion After the Second World War in 1945, America experienced economic boom in the housing sector, which resulted from the pension that war veterans received. Housing and economic boom led to a sharp increase in the demand for housing and affected the economy of the United States. Besides, in the period preceding the Second World War witnessed high levels of discrimination against races from Africa, Asia, and Latin America as the White Americans deemed them as minority groups. The White Americans exercised racial discrimination in learning institutions, workplaces, and social places such as hospitals and churches. Americans from the minority groups worked in plantations and construction industry as casual laborers where they received meager income. Works Cited Cowie, Jefferson. Stayin’ Alive: The 1970s and the Last Days of the Working Class. New York: The New Press, 2013. Print. Sugrue, Thomas. The Origins of the Urban Crisis: Race and Inequality in Postwar Detroit. New York: Princeton University Press, 2010. Print.
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