Financial Reform Act of 2010

Instructions
When corporations issue bonds they usually retain a credit rating agency to rate the bonds.  The rating agencies are paid by the corporation requesting the credit rating.

Prompt: Discuss the impact of the Financial Reform Act of 2010 on credit rating agencies.  Are they more objective since the enactment of the reform act?  What does this reform act mandate?
Requirements: 600 words minimum, APA 7th edition (including page numbers of reference), four peer-reviewed references are required (with website included in reference)

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GEOGY209 Social Geography – Health People Place

Instructions

Write a formal essay (introduction, main body, conclusion) based on Michel Foucault’s concept of power and institutions as discussed in lectures.

Choose an institutional space either a gym, school, prison or workplace to analyse power relations, health and place. Draw on lecture material and readings to think about how power relations, surveillance, the ‘surveillant gaze’ (panopticon), disciplining gaze, institutional discourses, docile bodies, power and resistance are challenged or reproduced in relation to health and your place.

You will need to utilise at least six geographical journal articles (references in Chicago author-date style) to interpret health and place. These will include health geographies and an institutional space (geographies of gym, school, prison or workplaces). See the reading list for this paper for appropriate geographical publications.

Practicalities: 2000 word limit (+or – 10%) 1.5 spacing – cover page with name/ID/course title/ date/essay title

Assessment criteria: In order to be eligible for top marks you need to:
•communicate relevant ideas in written form;
•devise a clear argument and focus;
•provide clear structure (introduction, main body, conclusion);
•provide an analysis of the ways in which your institutional space, power, health and place intersect;
•demonstrate an ability to write clearly, proof read, and present a ‘clean copy’;
•demonstrate an ability to draw on published material and follow referencing protocols.

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School Violence/ shootings Essay

Instructions
It requires: annotated bibliography, sample and data collection, data analysis and findings, quantitative and qualitative data, secondary analysis

Problem, purpose statements, and research questions which are: can we prevent school shootings, should school security members be armed and do all school districts have prevention and safety teams

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Week 1- DQ2 ( Public Health)

Instructions
Discuss three of the seven uses and applications of epidemiology. How can descriptive epidemiology (person, place, time) be used to study health and illness and predict future trends?

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Molecular Homologies

Introduction

 

There are several ways to compare organisms and look for homologous traits.  One way is through their morphological (or physical) characteristics. Physical characteristics that organisms share based on common ancestry are called anatomical homologies. If these similarities in structure are not due to shared ancestors and instead due to convergent evolution (or facing similar adaptive pressures), we call them anatomical analogies.

 

Another more recent way that evolutionary biologists compare organisms to look for close evolutionary relationships is through molecular homologies, similarities in proteins or DNA (sequence and function) due to common ancestry. Because it isn’t realistic for us to compare entire genomes of organisms, we are going to focus just on one protein to look for molecular homologies.

 

This activity will allow you to compare five different animals using a specific protein called beta-hemoglobin.

 

And guess what? By the end of this, you will be familiar with using the sequencing tool called UniProt, which is used in a variety of molecular biology settings and allows scientists from all over the world to enter and compare sequencing information with specific focus on sequence and function of proteins. This is an essential research-related tool and skill!

 

 

Find Animals to Compare

 

  1. Begin by going to UniProt database at http://www.uniprot.org/
  2. In the search box in the top toolbar type the phrase hemoglobin beta and click “search”. The computer will retrieve many entries and display them on multiple pages.
  3. Go back to your search box and add the word “chicken” to your search. You should now see a chicken entry show up who has had its hemoglobin beta protein sequenced.
    1. Choose 1 result from the database, trying to find one that shows hemoglobin subunit beta (beta chain, not gamma or alpha) and do not have numbers after the entry name (ex: choose one with HBB, not HBB1).
    2. Write down the animal’s common name in your notebook, along with the entry name (Ex: HBB_BMC)
    3. Choose “Add to Basket” in the top toolbar. You should see the number “1” pop up next to the Basket in the top right corner of the page.
  4. Repeat step 3 for FOUR more animals you are interested, making sure you end up with 5 total animals in your basket. You can use any 5 animals you are interested in.

 

Make Comparisons

  1. Now you should have 5 animals in your basket. Click on “Basket.”
  2. Select 2 animals to compare by clicking on the box in front of their names. Click on “
    1. This will make a data request to compare the protein functions for the two animals you have selected. The program may take a minute or two to run.
  3. The protein (chain of amino acids) sequence is located under the “Alignment” heading in the middle of the page. Find the amino-acid sequence.
  4. The amino acids are indicated by single-letter symbols. This shows you the actual alignment of the two sequences and allows you to compare the sequence and function of the amino acid across the two organisms.

An * (asterisk) indicates positions which have a single, fully conserved residue.

Same amino acid group, same function

A : (colon) indicates conservation between groups of strongly similar properties

Different amino acid group, similar function

A . (period) indicates conservation between groups of weakly similar properties

Different amino acid group, less similar function

A  – (dash)  indicates there is no amino acid in that location

No amino acid in sequence to compare amino acid group or function

  1. Look farther down on the page to the “Result Information” heading and find the “Identity.” Record the value in your notes.
    1. This value is the percent of amino acids that are similar between the two proteins. If all the amino acids were the same, the percent identity would be 100%.  The different amino acids between the organisms are the results of mutations that have accumulated in the DNA over time.
    2. More differences would yield a lower percent identity and indicate that the organisms are less closely related. Few differences would yield a higher percent identity and indicate that the organisms are more closely related.
  2. Repeat Steps 2-5 until you have the “percent identity” value for all side-by-side comparisons between all of your organisms. On the table below, write the % for each alignment, and identify the organisms by common name.

 

  A B C D E
A)          
B)          
C)          
D)          
E)          

 

Build a Tree!

Use the data in your table above to build and draw a phylogenetic tree, which is a visual representation of how you think organisms are related to one another. For a brief overview of trees, check out this link to Understanding Evolution (Phylogenetic Trees).  Remember that the two species with the highest percent identity will be paired together on the tree. Distances in the tree will increase as the percent identity goes down and additional organisms are added. Make a sketch of your final tree.

 

{Note: You can use the draw tools above in Word (Go to Draw tab for tools), along with inserting a TEXT box (Go to insert – find text box) to add in the names of your organisms.}

 

 

 

 

 

 

 

 

 

 

 

 

 

Compare Your Tree to the Uniprot Tree!

  1. Now go back and click on the box in front of all five organisms. Click on the “Align” button to run a comparison of all 5 organisms at the same time. This process may take longer to compute than the side by side comparisons.

 

  1. A phylogenetic tree will appear in the results. Compare this tree to your phylogenetic sketch.  Don’t worry about the lengths of the lines on the graph but check to see if the relative position of one organism relative to the others is the same. How does the uniprot tree compare to your tree?  Make adjustments to your tree if needed.

 

 

 

 

 

 

 

 

Take a Stance! Construct a Scientific Argument

Using the results of your investigation, make a claim about one of the relationships found in your 5 animals.  Support your claim with EVIDENCE and REASONING from your uniprot results.

 

CLAIM:

 

EVIDENCE:  

 

REASONING:  

 

 

 

 

 

 

 

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EDCI 3332    Mini-Unit Project:  Choose TEKS and Write Learning Objectives

EDCI 3332    Mini-Unit Project: 

Choose TEKS and Write Learning Objectives

 

  1. Select TEKS (from math, science, or social studies).  Any grade 1-5, but all TEKS are on the same grade level.  Write them here:

 

5th grade; History 4(C):  identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

 

  1. Your mini-unit needs a title.  Imagine that this title will be communicated to students, to parents, and to administrators.  It is something that you can write on the board in your classroom and put in a weekly letter home to parents.  So, it needs to concise and precise.  Write it here:

 

“Westward Expansion”

 

  1. Write your learning objectives.  You need both high- and low-level learning objectives.  You need enough objectives to cover the full depth and breadth of your unit.  For our class purposes, you need at least 4 objectives (at least two of the objectives must be high level).  Write them here:

 

  1. Identify basic facts about westward expansion  (low-level)
  2. Identify the sequence of events that expanded the US across the continent (low-level)
  3. Analyze the physical conditions and hardships settlers went through while on the Oregon Trail (high-level)
  4. Evaluate the destructive impact that westward expansion of the U.S. had on native Americans across the continent   (high-level).
  5. Analyze the impact that the Lewis and Clark Expedition had on the exploration and settlement of North America  (high-level).

 

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DISABILITY DEFINITIONS AND DEMOGRAPHICS

Instructions
Please pick two of the questions listed below and post your answer:

1.  The “social model” of disability holds that although people may have impairments, society’s attitudes and the built environment cause disability. Do you think that the environment and attitudes that cause disability are true for all disabilities, or are there somewhere you think this model or theory falls apart?

2.  Why is it so difficult to ascertain the number of people with disabilities?  Do you think the prevalence rates for particular disabilities that experts report are accurate?  Why or why not? How do we explain the increase in Autism?

3.  After reading the articles for this week’s class, has your view of the definition of disability changed?  Please explain your answer.

4. This question relates to disability identity. People with intellectual or developmental disabilities are typically referred to using people-first language. That is, we refer to someone as “a person with cerebral palsy” or “a person with an intellectual disability.”  But many, if not all, people with physical disabilities have embraced an ‘identity politics’ approach and want to be referred to as ‘disabled people.’  And some individuals on the autism spectrum also want to be called ‘Autistics’ as they want to make the point that they don’t see anything wrong with their ASD. So how do you typically refer to people with disabilities, and do you think there should be universal terminology to identify disabled people?

Person First vs. Identity First language

 

Link: https://jtds.commons.gc.cuny.edu/person-first-language-vs-identity-first-language-an-examination-of-the-gains-and-drawbacks-of-disability-language-in-society

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Case Study: Mood and irritable

Instructions

Consider Wyatt’s case with these changes:

Wyatt’s presenting symptoms and case details are the same, including his chronic negative mood and temper outbursts. In this case however, Wyatt’s patterns of temper outbursts and anger are not as frequent or severe. Wyatt is argumentative and defiant and has been displaying this behavior for eight months at home and in school. He is constantly arguing with adults, often loses his temper, and does not take responsibility for his actions. His parents are concerned about his overall mental health.

Develop a differential diagnosis for Wyatt by referring to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and using the following from the DSM-5 Handbook of Differential Diagnosis:

  • 3.4.4 Differential Diagnosis for Disruptive Mood Dysregulation Disorder.
  • 2.2 Decision Tree for Behavioral Problems in a Child or Adolescent.
  • 2.24 Decision Tree for Impulsivity or Impulse-Control Problems.
  • Rule out malingering and factitious disorder.
  • Rule out substance etiology.
  • Rule out a disorder due to a general medical condition.
  • Determine the specific primary disorder(s).
  • Differentiate adjustment disorders from the residual other specified or unspecified disorders.
  • Establish the boundary with no mental disorder.
    • What is the role of culture and ethnicity in the diagnosis?
    • What are your legal or ethical concerns in this case? (Refer to the ACA Code of Ethics and your knowledge of specific laws regulating the counseling profession.)
    • Identify community resources and professional referrals to help a client with similar needs.
  • Include references to at least two additional scholarly resources.
  • Be sure to follow current APA guidelines throughout your paper.

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Chemistry Assignment

Instructions
1. What is the purpose of recrystallization? 2. How are insoluble impurities removed during a recrystallization? 3. How are soluble impurities removed during a recrystallization? 4. What properties are desirable in a recrystallization solvent? 5. During a crystallization procedure the mass of the crude sample was 56.4 grams, and the mass of purified crystals was 45.3 grams. Calculate the percent recovery for this recrystallization procedure. 6. What can be done if a hot solution cools to room temperature with no crystallization occurring? 7. A student obtained 120% percent recovery after a recrystallization procedure, how is this possible? 8. Why do you need to heat the sample SLOWLY to record its melting point? Give at least two reasons. 9. How can the melting point of a sample indicate the presence of an organic impurity? 10. What would happen if the solvent chosen for recrystallization has a higher boiling point than the melting point of the compound being purified?

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Medication: Coaching and Teaching

Instructions

This assignment started and was discussed in class in small groups. Based on the

clinical case provided in class, develop a teaching/coaching plan that includes the

following information. The submission is an individual assignment. You may

use any books or other resources or references to complete this assignment. Use

APA Editorial Format for all citations and references.

  1. List the goal for this teaching/coaching plan
  2. Describe three teaching resources
  3. Identify the teaching strategies that can be used
  4. List the specific instructions that may be needed regarding her medication and what adverse reactions to be aware of/and what to do
  5. Identify two factors that may negatively influence adherence to the medication and how they can be overcome
  6. Describe how to include the family
  7. Provide information on how and when she should seek support and help

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