shaafjawadmazhar

Table 1

A

B

C

Gross domestic product, GDP

6225

Consumption, C

4262.5

5915

Investment, I

1162.5

Government spending, G

1380

Taxes, T

1352

Exports of goods and services, EX

Imports of goods and services, IM

Private saving, SP

Public saving, SG

0

National saving, S

Net unilateral transfer

0

0

0

Current account, CA

Sales of country’s financial assets to foreign residents

3190

Purchases of foreign financial assets by domestic residents

3115

Official reserve transactions, ORT

– 390

Financial account, KA

– 550

Capital account

Note:  Empty cell only means the data is not given in the question, it does not mean the variable takes a value of zero. 

Country-specific information:

Country A:

• The households consume 55% of the country’s output.
• A has twin deficits and the size of (each) deficit is 10% of the country’s output.
• The sales of A’s products to B are worth 1550, while the purchases of B’s products by A are worth 3280.
• The value of financial assets sold to C’s residents is equal to 1945.

Country B:

• Private consumption represents 60% of GDP.
• The government of B runs a balanced budget.
• The central bank of B does not buy or sell any of its official reserves.
• The amount of financial assets purchased by the residents of B from the residents of A reaches 1810, while the amount of financial assets purchased from the residents of C is 1853.

Country C:

• Public savings and private savings are equal to 169 and 1183 respectively.
• C sells 1370 worth of final products to A.
• The level of C’s products purchased by B is 1165.
• Residents of C receive (net) asset transfers of 255 and 225 from residents of A and B respectively. No market transactions are involved in these transfers. 

Other information:

• The central banks of all three countries do not make any transaction with the private sector. In other words, the central banks only make transactions with other countries’ monetary authorities.

Complete the above table.  You are not required to provide explanation to your answer for this question; however, you should understand the logic behind the entry of each cell so that you can work on similar questions in the future.

Perimeter activity 

Volume activity

Health habit weigh the pros and cons of each option

If you know Medicare or Medicaid insurance fraud and/or abuse is occurring, what should you do? Consider legal, ethical, and Christian aspects of this question and give three (3) examples. For this essay, please explain the topic in 350-450 words with examples from the reading and discussion board posts to support your answer.  Also can you put the reference

Describe the situation of a heath habit

Reread the 4th paragraph and underline details that show Roosevelt’s use of repetition to make a point.

Can someone explain how the greenhouse effect works?

How are the oceans affected by climate change?

3. Which of the following best describes John Locke's philosophy of government?

Since democracies can't protect natural rights as well as dictatorships, strong governments with single leaders are preferable.

Since the 'state of nature' meant freedom, all government was inherently bad, since it restricted human liberty.

The government that best protects people's natural rights is the best one.

Governments are ordained by God and, thus, individuals had no right to alter or abolish them

2. In John Locke's Second Treatise, he claims that government exists by the consent of the governed, meaning that any government only exists as long as the people believe it is representing their rights. What is the term for this theory?

Social contract

Absolute monarchy

Sovereignty

Natural rights

4. Which of the following best describes the concept of the 'state of nature?'

The original state of human beings, in which freedom and equality are absolute.

The condition in which human beings sacrifice their freedom for the protection of the state.

The agreement formed between a government and its subjects to protect each other from external threat.

The condition in which a king has unquestioned power over his subjects.

5. John Locke's Two Treatises on Government was published in

Anonymously; 1689

Unfinished; 1698

Under a pseudonym; 1689

Anonymously; 1698

6. What was the main idea expressed in John Locke's two Treatises of Government?

7 What is the purpose of government according to John Lockes two Treatises of Government?

1. Sort the items according to whether they mainly represent nationalism or liberalism. To place a category. press the item in the answer box, then press the box under the corresponding category.

        Nationalism                     Liberalism

Answer Bank:

Solve the quadratic equation using an appropriate method.

why the H-O-H bond anglein water is less than the H-N-H bond anglein ammonia.
(water bond angle 104.5 deg,ammonia 107.3 deg)

What are the H-C-H bond angles in Ethane, Ethene, and Ethyne?

1. The data below are from two children: Boris and Penelope. As you can see, they each produce the words a little differently.

(a) Identify the specific phonological processes exhibited in each child’s pronunciation of each word. 

Boris

maze

[med]  _________________________

rake

[ret]     _________________________

Penelope

maze

[bez]    _______________________

rake

[wek]   _______________________

(b) Determine how each child will most likely pronounce the following words.

Boris

Penelope

cane

_________________

_________________

rise

_________________

_________________

1. Given the set of data, which of the following best describes the language?
   1. Agglutinating
   2. Fusional
   3. Isolating
   4. Polysynthetic

(a) Tarahumara (Uto-Aztecan, 100 000 speakers, Mexico)

ba’wí bahí-n-ti-ri-ni

water drink-desiderative-causative-PST.PASS.-1stSG.NOM.

‘They made me want to drink water’

(b) Maori (Austronesian, 50 000 speakers, New Zealand)

ka whakahoki a Anthony ite hii ika a ia

PST. reply SPEC. Anthony PST. catch fish SPEC. he

‘Anthony replied that he had caught fish’

(c) Scottish Gaelic (Indo-European, 50 000 speakers, UK)

tha mi a’ sireadh an leabhair bhig ghuirm

be-PRES.-IND. I PROG. search-VN. the book-GEN.SG. small-GEN.SG. blue-GEN.SG.

‘I am searching for the small blue book’

my own soul, which had frequently flashed through my mind. and died away for want of utterance. The moral which I gained from the dialogue was the power of truth over the conscience of even a slaveholder. What I got from Sheridan was a bold denunciation of slavery, and a powerful vindication of human rights. The reading of these documents enabled me to utter my thoughts, and to meet the arguments brought forward to sustain slavery; but while they relieved me of one difficulty, they brought on another even more painful than the one of which I was relieved. The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had left their homes, and gone to Africa, and stolen us from our homes, and in a strange land reduced us to slavery. I loathed them as being the meanest as well as the most wicked of men. As I read and contemplated the subject, behold! that very discontentment which Master Hugh had predicted would follow my learning to read had already come, to torment and sting my soul to unutterable anguish. As I writhed under it, I would at times feel that learning to read had been a curse rather than a blessing. It had given me a view of my wretched condition, without the remedy. It opened my eyes to the horrible pit, but to no ladder upon which to get out. In moments of agony, I envied my fellow-slaves for their stupidity. I have often wished myself a beast. I preferred the condition of the meanest reptile to my own. Any thing, no matter what, to get rid of thinking! It was this everlasting thinking of my condition that tormented me. There was no getting rid of it. It was pressed upon me by every object within sight or hearing, animate or inanimate. The silver trump of freedom had roused my soul to eternal wakefulness. Freedom now appeared, to disappear no more forever. It was heard in every sound, and seen in every thing. It was ever present to torment me with a sense of my wretched condition. I saw nothing without seeing it, I heard nothing without hearing it, and felt nothing without feeling it. It looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm.

I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free, I have no doubt but that I should have killed myself, or done something for which I should have been killed. While in this state of mind, I was eager to hear any one speak of slavery. I was a ready listener. Every little while, I could hear something about the abolitionists. It was some time before I found what the word meant. It was always used in such connections as to make it an interesting word to me. If a slave ran away and succeeded in getting clear, or if a slave killed his master, set fire to a barn, or did any thing very wrong in the mind of a slaveholder, it was spoken of as the fruit of abolition. Hearing the word in this connection very often, I set about learning what it meant. The dictionary afforded me little or no help. I found it was "the act of abolishing;" but then I did not know what was to be abolished. Here I was perplexed. I did not dare to ask any one about its meaning, for I was satisfied that it was something they wanted me to know very little about. After a patient waiting, I got one of our city papers, containing an account of the number of petitions from the north, praying for the abolition of slavery in the District of Columbia, and of the slave trade between the States. From this time I understood the words abolition and abolitionist, and always drew near when that word was spoken, expecting to hear something of importance to myself and fellow-slaves. The light broke in upon me by degrees. I went one day down on the wharf of Mr. Waters; and seeing two Irishmen unloading a scow of stone, I went, unasked, and helped them. When we had finished, one of them came to me and asked me if I were a slave. I told him I was. He asked, "Are ye a slave for life?" I told him that I was. The good Irishman seemed to be deeply affected by the statement.

ye a slave for life?" I told him that I was. The good Irishman seemed to be deeply affected by the statement. He said to the other that it was a pity so fine a little fellow as myself should be a slave for life. He said it was a shame to hold me. They both advised me to run away to the north; that I should find friends there, and that I should be free. I pretended not to be interested in what they said, and treated them as if I did not understand them; for I feared they might be treacherous. White men have been known to encourage slaves to escape, and then, to get the reward, catch them and retum them to their masters. I was afraid that these seemingly good men might use me so; but I nevertheless remembered their advice, and from that time I resolved to run away. I looked forward to a time at which it would be safe for me to escape. I was too young to think of doing so immediately; besides, I wished to learn how to write, as I might have occasion to write my own pass. I consoled myself with the hope that I should one day find a good chance.

Meanwhile, I would learn to write.

The idea as to how I might learn to write was suggested to me by being in Durgin and Bailey's ship-yard, and frequently seeing the ship carpenters, after hewing, and getting a piece of timber ready for use, write on the timber the name of that part of the ship for which it was intended. When a piece of timber was intended for the larboard side, it would be marked thus-

"L." When a piece was for the starboard side, it would be marked thus-

"S." A piece for the larboard side forward, would

be marked thus- "L. F." When a piece was for starboard side forward, it would be marked thus-

"S. F." For larboard aft, it

would be marked thus_"L. A." For starboard aft, it would be marked thus- "S. A." I soon learned the names of these letters, and for what they were intended when placed upon a piece of timber in the ship-yard. I immediately commenced copying them, and in a short time was able to make the four letters named. After that, when I met with any boy who I knew could write, I would tell him I could write as well as he. The next word would be, "I don't believe you. Let me see you try it." I would then make the letters which I had been so fortunate as to learn, and ask him to beat that. In this way I got a good many lessons in writing, which it is quite possible I should never have gotten in any other way. During this time, my copy-book was the board fence, brick wall, and pavement; my pen and ink was a lump of chalk. With these, I learned mainly how to write. I then commenced and continued copying the Italics in Webster's Spelling Book, until I could make them all without looking on the book. By this time, my little Master Thomas had gone to school, and learned how to write, and had written over a number of copy-books. These had been brought home, and shown to some of our near neighbors, and then laid aside. My mistress used to go to class meeting at the Wilk Street meetinghouse every Monday afternoon, and leave me to take care of the house. When left thus, I used to spend the time in writing in the spaces left in Master Thomas's copy-book, copying what he had written. I continued to do this until I could write a hand very similar to that of Master Thomas. Thus, after a long, tedious effort for years, I finally succeeded in learning how to write.

How does Douglass use rhetorical appeals, diction, imagery and point of view to emphasize how ignorance and the denial of education are tools used by whites to keep the institution of slavery intact?

RESTATE

ANSWER

CITE. Evidence

EXPLAIN

Write a summary about the activity of jogging and how we benefit from jogging.

Hey! Do you happen to have second midterm EST from Mikko and the final exam from him?

The molar heat of vaporization for water is 44.01 kj/mol at 298 K and 40.79 kj/mol at 373 K. Write a thermodynamic cycle explaining how you would calculate the value at 298 K. If you knew the value at 373 K and show what other data you would need to compute it. Give a qualitative explanation for the difference between these values

What is thermoplastic? 

When it comes to phonology, many language universals are reflected in child language production. Think of and describe two ways in which child language production mirrors language universals. Your description of each should make reference to a specific phonological process exhibited by children and compare it to a specific corresponding implicational universal or universal tendency.

Could someone tell me the order of these

For the reaction of:

C-C-C-C(OH)-C [pentan-2-ol] + SOCl2

State which reactant is the nucleophile/ electrophile, and whetherthis reaction proceeds by SN1 or SN2. Explain.

Any help would be greatly appreciated!

A+B--> C rate= delta [C]/ delta t = k [A]^a[B]^b

a) Given the initial concentration of each of the reactants,calculate the final concentrations of A, B, and C. Assume thereaction goes to completion. [A]initial= 5.0 x 10^-7 M [B]initial=7.0 x 10^-4M [C]initial= 0

b) Which reagent is in large excess? Is it reasonable to say thatthe concentration of this reagent is a constant?

c) How might you rewrite the rate law to show that the rate of thereaction, run under the conditions given in question 2a, dependsupon the concentration of only one reactant?

d) The rate of the above reaction (using the initial reagentconcentrations given above) was studied monitoring theconcentration change of reactant A. A summary of the data obtainedfrom that study is given below. Based on these experiemntalresults, what is the order of the reaction with respect to thisreactant? Given this new info, rewrite the rate law derived inquestion 2c.

graph one: [reactant] vs. time is a graph of a downward slopingcurve, approaches zero as time goes on.

graph two: ln[reactant] vs. time is a graph of a less dramaticdownward sloping curve, approaches zero as time goes by

graph three: 1/[reactant] vs. time is a graph of a straight linewith a positive slope.

Which of the following is not a component of all nucleotide

A. Deoxyribose

B. A phosphate group

C. A 5-carbon group

D. A nitrogenous base