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ELA Shaw High School Firearm Policy of the Starbucks Company Discussion

ELA Shaw High School Firearm Policy of the Starbucks Company Discussion.

I’m working on a english Discussion and need an explanation to help me study.

Read the Achieve 3000 article “Starbucks Under Fire” and complete the activity. Come back here to answer the following question (use the READ strategy to answer). The article is provided below for your review.Summarize the opposing viewpoints regarding Starbucks’ policy on firearms in its stores, providing the rationale for both. Then, explain which line of reasoning you consider stronger, and why.Support your response with evidence from the article, as well as ideas of your own.Article:SEATTLE, Washington. Dale Welch recently walked into a Starbucks in Virginia, handgun strapped to his waist, and ordered a banana Frappuccino with a cinnamon bun. Welch’s venture into the coffeehouse—which drew a double-take from customers but not a peep from the workers—was part of an effort by some gun owners to exercise and advertise their rights in states with laws allowing people to openly carry firearms. The Starbucks coffee chain, by honoring such laws, has found itself in the middle of a larger battle between the nation’s gun enthusiasts and its gun control advocates.Forty-three states have instituted “open-carry” weapon laws. These laws permit gun owners to carry a firearm in plain sight when in public. In some of these states, businesses reserve the right to declare their premises (Links to an external site.) gun-free zones (just as stores have the right to deny service to barefoot customers). Starbucks, however, allows customers to carry guns in all states where it’s legal.”A lot of dedicated consumers…have expectations that Starbucks would ban guns. And [where guns are legal] they aren’t,” said John Bruce. Bruce is a political science professor and an expert on gun policy.In January 2010, gun enthusiasts in northern California began walking into Starbucks and other businesses to demonstrate their right to bear arms in open-carry states. Some of these demonstrations were spontaneous (Links to an external site.), with just one or two gun owners walking into a store. Others featured organized parades of dozens of gun owners walking into restaurants with firearms at their sides.The scene is quite different at retailers that do not permit firearms—even in open-carry states—including California Pizza Kitchen and Peet’s Coffee & Tea. Both chains have faced political confrontations with gun owners. In one demonstration, about 100 activists bearing arms had planned to go to a California Pizza Kitchen in Walnut Creek, California. The activists went to another restaurant after it became clear they weren’t welcome at the is a pro-gun rights group that encouraged the recent demonstrations. It applauded Starbucks for not discriminating against gun carriers.”Starbucks is seen as a responsible corporation, and they’re seen as a very progressive corporation, and this policy is very much in keeping with that,” said John Pierce, co-founder of “I applaud them, and I’ve gone out of my way personally to let every manager of every Starbucks I pass know that.”But as pro-gun rights demonstrations spread to other states, gun control groups are quick to criticize the open parade of firearms in local stores. The Brady Campaign to Prevent Gun Violence circulated a petition that quickly attracted 26,000 signatures demanding that Starbucks “offer espresso shots, not gunshots.” The group is urging the company to change its policy. It wants Starbucks to declare coffeehouses as gun-free zones.”[Starbucks is] putting their workers in harm’s way by allowing people to carry guns into their stores, especially open carry,” said Brian Mantel of the Brady Campaign.Gun control advocates argue that allowing guns in stores intimidates (Links to an external site.) and frightens people. In addition, permitting firearms could threaten the safety of both customers and workers alike. Ralph Fascitelli works with Washington Ceasefire, an advocacy group that seeks to reduce gun violence. Fascitelli said allowing guns in coffeehouses robs residents of “societal sanctuaries.””People go to Starbucks for an escape, just so they can get peace,” Fascitelli said. “But people walk in with open-carry guns, and it destroys the tranquility (Links to an external site.).”Officials at Starbucks stated that security measures are in place to avert any potentially threatening situation that might occur from allowing guns in stores. Starbucks also said it does not plan to change its policies regarding firearms, despite protests from gun control groups. To do so, the chain said, would be tantamount (Links to an external site.) to asking law-abiding customers to leave stores.For now, Starbucks plans to continue with business as usual. The company has requested that both gun enthusiasts and gun control advocates refrain from putting the chain in the middle of the larger, divisive gun control debate.
ELA Shaw High School Firearm Policy of the Starbucks Company Discussion

Please follow instructions in the attachment “Case Study Analysis 1”. I will. also be attaching a paper I wrote. Please follow instructions in the attachment “Case Study Analysis 1”. I will. also be attaching a paper I wrote on ethics along with two other responses I wrote to my classmates so you are able to see my view on the subject. You do not need to take anything from the discussion but this assignment and the discussion posts I uploaded are both on ethics. Paper will not be accepted if instructions hove not been followed Thank youPlease follow instructions in the attachment “Case Study Analysis 1”. I will. also be attaching a paper I wrote
Writer’s Choice. Paper details Introduction to the assignment In the course of the past week, we learned about the heroic actions of women in the countries of Argentina, Chile, El Salvador, and Guatemala. These women banded together within their countries to search for the whereabouts of their disappeared relatives. Young people disappeared in a time of dictatorships (Argentina and Chile 1970s-1980s) and civil wars (El Salvador and Guatemala during the 1970s to the 1990s. In the case of Guatemala, the war started in the late 1950s. Dictators and death Squads were killing, jailing, torturing, disappearing individuals suspected of being subversives. Subversive means somebody who wants to subvert the system. For example, a subversive is the one who fights to change a capitalist society into a socialist one. Supported by the United States during the period of the Cold War, dictators and armies carried out the dirty job of disappearing people. It happened in the context of the Cold War. The United States did not want any country to become socialist. We also learned about the economic crisis that swept Latin America starting in the 1980s. You will learn about the defaulted external debt, the intervention of the IMF, the rioting afterwards, and the actions of women to bring resources into their communities. During this last week of class, we will learn about women’s empowerment in Latin America. We will also look into the negative impact women’s empowerment had on women’s lives. documentaries to enhance your answers What is CEDAW? What is UNIFEM? What is the Women’s Year? International Day for the Elimination of Violence against Women. I also want you to find out why the date November 25th was chosen as the day for the elimination of violence against women? Why is the Dominican Republic the inspiration for this day? Do your search. Provide examples of how NGOs serve as agents to implement and enforce laws and policies to narrow gender gaps in Latin American nations. List women’s gains in education, political participation, employment, and fertility rates in Latin America. Provide data.Writer’s Choice
Intermediate Microeconomics Mid-term.

1. (10) For each of the following, determine whether the technology exhibits increasing,
decreasing or constant returns to scale. You must show your work.
a) ( , ) = 2
b) ( ) = 2
3 2. (15) In the following figure, clearly identify the firms’ revenue and costs at the output
. (You will have to reproduce the figure in your answer sheet.) Would the firm
earn (positive) profits or incur losses? Clearly depict the profits or losses in your diagram. 3. A firm producing hockey sticks has a production function given by: = 2 + ,
where K is the capital inputs and L represents the amount of labor used.
a) (10) Consider the long-run cost-minimization problem of the firm for a given level of
output q. Derive the optimal demand for the two inputs K and L as a function of q
when the unit prices of the two inputs are r and w respectively.
b) (5) Compute the total cost function in terms of the quantity q produced and the
corresponding average and marginal cost functions.
Now, suppose that in the short-run, capital input is fixed so that = 100, and the wage
rate for is = $2 and rental rate for is = $2.
c) (3) Write down the short run cost minimization problem.
d) (5) Derive the short-run total cost function as a function of . Determine the firm’s
short-run variable cost and fixed cost. 4. Suppose there are 100 firms in a perfectly competitive industry. Each firm has a Ushaped,
long-run average cost curve that reaches a minimum of $10 at an output level of
8 units. Marginal costs are given by:
( ) = + 2
And market demand is given by:
= 100 − 20
a) (10) Find the long-run equilibrium in this market and determine the consumer and
producer surplus (in this case, the areas of the triangles)
b) (20) Suppose instead there was a single supplier whose marginal cost curve is:
( ) =
100 + 2
i) From the above expression for market demand, determine the monopolist’s
average revenue curve.
ii) From part (i), find the monopolist’s total revenue curve.
iii) If the monopolist’s marginal revenue is ( ) = 50 −

, what is its
optimal supply?
iv) Explain why this outcome is inefficient in comparison to the perfect
competitive outcome. 5. Consider a Cournot duopoly with the inverse demand = 200 − 2 . Firm 1 and 2
compete by simultaneously choosing their quantities. Both firms have constant marginal
and average cost = = 20.
a) (6) Find each firm’s best response function. Plot the best response functions (label the
x-axes as 1 and y-axes as 2
b) (6) Find the Cournot-Nash equilibrium quantities, profits and market price. Illustrate
the equilibrium point on your graph in part (a).
c) (5) Suppose instead that firm 1 had = = 20, but firm 2’s = 0. How
would this affect your answers to part (b)? 6. Consider an inverse market demand = 150 − 7 . Suppose there two firms in the
market, firm 1 and 2 have constant marginal and average cost = = 10.
a) (10) Suppose that firm 1 is a Stackelberg leader, i.e., it determines its output before
firm 2. Determine the Stackelberg equilibrium outputs and profits.
b) (20) Next, suppose there are 3 firms in the market with = = 10. Assume that
firm 2 and 3 continue to behave as Cournot (Nash) competitors, choosing their
outputs simultaneously. However, firm 1 remains a Stackelberg leader. Determine the
equilibrium outputs and profits of the three firms in this case. Contrast your answer to
part (a).
Intermediate Microeconomics Mid-term

ITS 442 Colorado State University SaaS Providers Reseach Paper

ITS 442 Colorado State University SaaS Providers Reseach Paper.

SaaS ProvidersYour employer is interested in finding SaaS solutions for the following business functions:Sales and customer relationship managementAccountingHuman resourcesPayrollSocial networking.Search the web and find SaaS providers for each business function. In
a report to your CIO, briefly describe the capabilities of each SaaS
provider. What capabilities differentiate that provider’s product from
the competition? Are there any special licensing, security, or
contractual requirements with that provider’s product? Recommend two
SaaS providers that could create the greatest business value to the
company.Report requirements:Your report should be three to four pages in length.The page count should not include the title page and references page.Cite at least two credible sources other than the textbook. One
source must be from a peer-reviewed journal or conference publication.
ITS 442 Colorado State University SaaS Providers Reseach Paper

Purdue Global University Correlation versus Causation Discussion

essay order Purdue Global University Correlation versus Causation Discussion.

Discussion OverviewReview the discussion requirements.For the Unit 5 discussion, you will expand your working knowledge of Excel and explore the concept of correlation versus causation. You will use Excel to complete this discussion post.You may choose one of the following data sets from your text, the data set you found in the Unit 2 or 4 discussion, or you may create your own data set when you create a scatter plot to analyze. Remember, your data set needs to include two quantitative variables. If you create your own, be sure to use a minimum of 10 data pairs. Be certain that when you create your own data that you share in detail what you chose as your variables, your quantitative data, and where you found the data.PLEASE NOTE: If you choose a data set listed below, you are not following the directions in the textbook for any of these sections, you are just using the data sets. Use the instructions in this discussion board to create and analyze your scatter plot.Section 2.4 – pages 102–103, questions 5–14Review exercises – pages 109–110, questions 27 or 28Section 10.1 – pages 553–555, questions 11–27Post 1: Initial ResponseAfter creating your scatterplot, respond to these questions:First, state the variables and list all the data elements you used to create your scatter plot. Your classmates will need this information to complete post 2.Next, calculate the correlation coefficient (r-value). State that value in your response.Based on the visual display of the scatterplot, describe the trend you notice. You should include such comments as to whether it appears linear, the direction the trend is going, and the strength of the trend.Finally, explain why you think the correlation coefficient (r-value) supports your description of the data trend.Post 2: Reply to a ClassmateChoose one of your classmate’s posts and redo the scatterplot, but reverse the independent and dependent variables. Compute the new correlation coefficient, r-value. Is the scatterplot the same as the original? Is the r-value the same? Is the direction (positive or negative) still the same?Post 3: Reply to Another Classmate:Choose another classmate’s post. What kind of prediction(s) can be made from the relationship between the variables? Explain your thinking. If the variables are highly correlated, there exists the possibility that the correlation is due to a third variable, known as a lurking variable. What do you think could be a possible lurking variable for your classmate’s data set?Return to Unit 5 Discussion Instructions.
Purdue Global University Correlation versus Causation Discussion

Does Blogging Increase the Motivation of Boys in Class Dissertation

Does Blogging Increase the Motivation of Boys in Class Dissertation. Implementation of the Research Action My interest in this area is to prove the hypothesis of the research that the use of blogging in Design and Technology will increase boys’ motivation, diversify their knowledge, and improve their literacy in school. In this regard, the featured research questions that revolve around the use of blogging as a pedagogical approach will play a crucial role in providing a strong basis for the research. In this research, I would be investigating how different people tend to view the use of blogging as a useful tool that can be used to boost boys’ understanding in design and technology classrooms. In order to achieve this goal, I conducted an extensive research on various sources of information that included, but were not limited to, internet sources, government publications, and interviews on students and teachers from different learning institutions. The main reason behind this research was to determine whether blogging can serve as a pedagogical approach that can be used to promote boys’ understanding when it comes to design and technology. More importantly, this research will help to pave way for future studies in the field. As it is shown in the methodology section, this research was carried out using various research approaches to determine the impact that blogs and blogging activities would have on boys’ understanding in school, especially when it comes to matters of design and technology. For instance, I made great use of the World Wide Web to identify similar studies which had been conducted previously and see what the researchers behind those works had to say in regard with the research hypothesis. The findings and observations made by other researchers on this subject matter as it was revealed through various publications would serve as a big inspiration towards this research. Moreover, I also dedicated sometime to search and analyse various government publications on the subject, especially ones that offered important guidelines on the use of blogs and other social media websites for pedagogical purposes. A primary survey on the policies of about ten learning institutions was also conducted to determine whether the use of blogs had a positive impact on boys when it comes to class work. It is always wise for researchers to focus their studies on various subjects, considering the dangers that can be associated with a single study as far as the credibility of outcome is concerned (Luo 2010). In this regard, it was necessary to investigate various schools and individuals from different regions. Among the various research approaches used in this study, surveys on learning institutions and individuals proved to be the most suitable and reliable method to apply here owing to a number of reasons. For example, through this approach, the participants in the study were engaged in a direct way and this helped to minimise cases of biased information or responses on the subject. More importantly, institutions and people from different regions were interviewed, and this increased the diversity of the study, thus helping me to gain a deeper insight of how the idea of using blogging for pedagogical purposes was perceived in different regions and by people of varied cultural tastes. In this regard, I visited various schools in different regions whereby I interviewed teachers and students regarding their take on the impacts of blogging on the literacy of boys. Quantitative and qualitative approaches were used for the research. These approaches included focus group interviews on students and semi-structured interviews on members of the teaching staff, whereby the participants were required to give their views on whether blogging helped to increase boys’ motivation and literacy in class. Simple random technique was applied for this exercise whereby the participants would be chosen from large groups of students from selected schools. The interview for the students was boy-focused, considering the fact that this was a study to determine the impact of blogging on male students, and it featured closed-ended questions. In this case, participants are required to respond with a simple ‘yes’ or ‘no’ to various survey questions in regard with the subject matter (Krause 2002). The feedback received from the students was directly filled on the structured survey templates. As Leech (2002) observes, ‘semi-structured interviews are usually simple and direct’ and this enabled the students to respond to the survey questions without any complications. More importantly, this approach provided the students with an equal opportunity to give relevant information, thus proving to be more helpful in determining the accuracy of the acquired feedback. On the other hand, open-ended questions were used to interview teachers and other persons in the learning institutions who were mature enough to offer deeper answers to the interviews. A number of themes on the use of blogs and blogging in schools, and how these would tend to increase boy’s motivation and literacy or ways in which it will tend to affect their studies otherwise were widely explored. The interview on teachers was guided by a framework of key ideas and themes which had been prepared earlier on. Possibly, the feedback received from the teachers was of greater importance, since it elaborated more on the questions. The questions meant for the teachers were a bit general compared with the ones used for the students, and this prompted a two-way communication, thus providing a better understanding of the views given. Through this approach, people can provide reasons for their answers, thus giving a perfect presentation of their opinions (Rapley 2001). In this regard, it was easy to determine the reasons as to why people agreed or disagreed with the use of blogging for pedagogical purposes. The feedback received was recorded in notebooks for comparison at the end of the exercise. In both cases, the participants were interviewed on the benefits associated with blogging as well as its problems when used as a pedagogical approach. Results Findings acquired from this study strongly seemed to support the research hypothesis in all aspects. For instance, this was evident from the vast studies that were observed from the World Wide Web, whose findings had indicated a positive impact of blogging on school boys, among other students. The same observation would be made from the government publications where it was perceived that the use of blogging and other effective social media channels will tend to have significant influence on learners in all levels of education, as long as the platforms were used wisely. It was also noticeable from the interviews conducted on teachers and students from different schools that blogs play a crucial role in increasing boys’ motivation and literacy in school, particularly in design and technology lessons. The idea of using blogging as a pedagogical approach was highly supported by majority of those interviewed. Even though some negativity was expressed on blogging, such as it being distractive and unethical when used for pedagogical purposes, the concern about blogs being a powerful tool of communication in today’s educational settings seemed to outweigh the disadvantages expressed. Considering their ability to enhance students’ social skills and promoting effective learning experiences, blogs are crucial sites that can be of great importance to boys at school (Conole et al. 2008). More importantly, the sites provide the students with opportunities to explore things from a very wide diversity, thus making learning easy, interactive, and more interesting (Cochrane 2010). As a result of the many benefits that come with blogging, many students and teachers have fully embraced the trend. This was evident from the responses expressed in the interviews conducted on the students and teachers from various learning institutions where most interviewees appeared to support the claim that blogging played a significant role in improving classroom literacy among the boys. On the question about what they read and write about mostly, many students would chose blogs among other forms of social media. What would be more interesting, however, was the fact that many students don’t just read blogs, but they also own their own blogs where they can directly interact with other bloggers from across the world, particularly in matters to do with education. Based on the observations made by majority of the teachers, lessons meant for students can be executed from just anywhere through the power of blogging, and this ensures that students are taken through their learning needs in a more effective and efficient manner. There is no doubt that blogging is an effective way that can be used to motivate boys in school (EllisonDoes Blogging Increase the Motivation of Boys in Class Dissertation

Anthropology homework help

Anthropology homework help. Part 1: George receives an apartment complex as a gift from his father. The father’s basis for the apartment complex and land is $95,000. At the time of the gift, the land and building have FMVs of $45,000 and $85,000, respectively. No gift tax is paid by George’s father at the time of the gift.,Part 1: George receives an apartment complex as a gift from his father,Part 1: George receives an apartment complex as a gift from his father. The father’s basis for the apartment complex and land is $95,000. At the time of the gift, the land and building have FMVs of $45,000 and $85,000, respectively. No gift ,tax, is paid by George’s father at the time of the gift.,Firstly, To determine gain, what is George’s basis for the land?,Secondly,  To determine gain, what is George’s basis for the building?,Thirdly, Will the basis of the land and building be the same as in Parts 1 and 2 for purposes of determining a loss?,Part 2:,Fred received 200 shares of Georgia Corporation stock from his brother as a gift on July 20, 2017, when the stock had a $44,000 FMV. His brother paid $30,000 for the stock on April 12, 2002. The taxable gift was $44,000, because his brother made another gift to Fred for $20,000 in January and used the annual exclusion. The brother paid a gift tax of $1,500. Without considering the transactions below, Fred’s AGI is $43,000 in 2018. No other transactions involving capital assets occur during the year. Analyze each transaction below, independent of the others, and determine Fred’s AGI in each case.,Firstly, He sells the stock on October 12, 2018, for $48,000.,Secondly,  He sells the stock on October 12, 2018, for $28,000.,Thirdly, He sells the stock on December 16, 2018, for $42,000., ,Part 3:,John receives 400 shares of A&M Corporation stock from his aunt on May 20, 2018, as a gift when the stock has a $66,000 FMV. His aunt purchased the stock in 2008 for $46,000. The taxable gift is $61,000 because she made earlier gifts to John during 2018 and used the annual exclusion. She paid a gift tax of $9,300 on the gift of A&M stock to John. John also inherited 300 shares of Longhorn Corporation preferred stock when his uncle died on November 12, 2017, when the stock’s FMV was $31,000. His uncle purchased the stock in 1996 for $27,600. Determine the gain or loss on the sale of A&M and Longhorn stock on December 15, 2018, under each alternative situation below.,Firstly,  A&M stock was sold for $62,600, and Longhorn stock was sold for $30,750., Secondly, A&M stock was sold for $58,200, and Longhorn stock was sold for $28,650.,Laslty,  Assume the same as in Part 1 except his aunt purchased A&M stock for $71,000 and his uncle purchased Longhorn stock for $31,200.Anthropology homework help