PLEASE HELP 1500 words

Please follow the instruction given below no plagarism APA. format-ss

Create a set of UML and Data Flow diagrams.
This is a required assignment, worth 170 points, and must be submitted by the due date. Late assignments will not be accepted.
Details on the Project: Systems Diagrams Specifications v2.pdf References are not required but when references and citations are included, you must apply and use the basic citation styles of APA. Use in-text citation and list the reference on your supporting source following APA’s style and formatting.
Do not copy and paste information or concepts from the Internet and claim it as your work. It will be considered Plagiarism and you will receive zero for your work.
Submit your solution here.

Health organization evaluation

Management Assignment Help Assessment Description
Research a health care organization or network that spans several states with in the United States (United Healthcare, Vanguard, Banner Health, etc.). Assess the readiness of the health care organization or network you chose in regard to meeting the health care needs of citizens in the next decade.
Prepare a 1,000-1,250 word paper that presents your assessment and proposes a strategic plan to ensure readiness. Include the following:
Describe the health care organization or network.
Describe the organization’s overall readiness based on your findings.
Prepare a strategic plan to address issues pertaining to network growth, nurse staffing, resource management, and patient satisfaction.
Identify any current or potential issues within the organizational culture and discuss how these issues may affect aspects of the strategic plan.
Propose a theory or model that could be used to support implementation of the strategic plan for this organization. Explain why this theory or model is best.
You are required to cite a minimum of three sources to complete this assignment. Sources must be appropriate for the assignment and relevant to nursing practice.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

pharmaceutical sciences

Specifications Table: General Tests
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeSpecifications Table: Solvents
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeSpecifications Table: Impurities
5 PtsMeets all expectations
2.5 PtsMeets some expectations
0 PtsDoes not meet expectations
5 pts
This criterion is linked to a learning outcomeSpecifications Table: Metals
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeSpecifications Table: Aligned with synthesis in paper
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeLimits Chosen: Supported by chosen MDD
4 PtsMeets all expectations
2 PtsMeets some expectations
0 PtsDoes not meet expectations
4 pts
This criterion is linked to a learning outcomeLimits appropriate
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeLimits aligned with batch data provided
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeBatch Data – solvents
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeBatch Data – metals
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeBatch Data – impurities
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeBatch Data – general
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeJustifications – Calculations using MDD to justify limits
5 PtsMeets all expectations
2.5 PtsMeets some expectations
0 PtsDoes not meet expectations
5 pts
This criterion is linked to a learning outcomeJustification – Impurity Discussion
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts
This criterion is linked to a learning outcomeFormat, language, adherence to requirements
3 PtsMeets all expectations
1.5 PtsMeets some expectations
0 PtsDoes not meet expectations
3 pts

Reading Discussion

Write 300 words responding to the 1 reading and 1 website as a totality yet addressing each, and from this response, ask interpretive questions (vs. clarification questions). Draw relations across readings. Follow the template in the attachment.
website link: https://sites.usc.edu/ground/archive/#Working

need someone who have read “Why College Matters to God, Your Mind Matters and/or The Other Worldview.”

Help me to rewrite this interview. Professor comment “Your paper needs to discuss how your interviewee’s worldview compares and contrasts with the biblical worldview. You should be citing Transforming Vision, Why College Matters to God, Your Mind Matters and/or The Other Worldview. You should be discussing the terms and concepts we’ve been working with all semester”(review my study guides in the attachment).
Assignment Overview: Each student will select an individual to interview who has a different faith commitment than the student (if the student is a Christian, interview a non-Christian. If the student is not a Christian, interview a Christian). The student will interview the individual using the provided question bank as a basis for the content to be discussed. The student will type up a transcript of the interview and also synthesize the material with DCM concepts in a 5-7 page typed paper. Students are expected to include content from the interview (views of the individual interviewed), DCM material, and specific textual AND biblical reference to the topics covered in the interview. Students will submit both the typed transcript and paper during Session 8 to the assignment link provided in blackboard.
Assignment Rationale: The purpose of this project is to gain an understanding of differing worldviews and their impact on things such as cultural engagement, education, and one’s life commitments (such as work, finances, and family, etc.).
The purpose of this assignment is NOT to practice sharing your belief systems or debate with the interviewee. Be a learner. Seek to understand the other person and their belief system and life commitments. Listen to what they are saying and provide an appropriate follow-up question. Don’t machine gun your questions at them without regard to their opinion or what they have just said. Be willing to adjust the way you phrase questions such that you are still gathering the content required by the assignment but not disregarding the flow of the conversation.
Your conversation should be face-to-face (in person, over zoom, etc.) and it is strongly suggested you record the conversation to assist in typing up the transcript. Remember to get permission prior to recording your interview. It is unethical to record a conversation without making all participants aware of the recording. If it is more meaningful or comfortable to conduct this conversation in a small group, that is acceptable. But please focus your attention on the answers provided by only one individual in that group.
Assignment Process: First, if you are interviewing someone who is not already well known, introduce yourself. Tell them about your interests, family, education, work experience, etc. Try to build some common ground around a shared interest. If you already know this person, you can skip this step.
Second, ask some of the following questions regarding worldview and its impact on politics, social issues, cultural engagement, educational commitments, and life commitments such as work and family. See question bank in the appendix for ideas to guide your conversation.
Third, type up the interview transcript (or use dictation software) to consult as you write your paper.
Fourth, write a 5-7 page paper to express your findings. Your paper is to be typed, double spaced, 12-pt Times New Roman font. Pay attention to spelling and grammar, organization and syntax. Use the following as guidance for the structure of your paper. The following are the four major sections to be covered in your paper. Sections II and III will require several paragraphs. ***Make sure you use Course Terms in your paper. You are evaluating your interviewee’s worldview as you compare it to your own and the worldview paradigms studied in class (biblical, dualistic, secular, oneist).
Introduction—Describe the purpose of this project and include the name of the person you interviewed along with how you know the person.
Worldview Description—Reflect on the answers given regarding worldview and belief questions. In what ways do you agree with the interviewee’s worldview? In what ways do you disagree? Compare and contrast your worldview with the one presented by your interviewee. Also compare and contrast your interviewee’s worldview with the biblical worldview we have learned in class. Remember to reference specific material from the interview, from DCM texts, and Scripture.
Implications of Worldview on Life—Reflect on the answers given regarding social and cultural questions, family and work questions, and education questions. Do you see ways in which the person’s worldview influences their life goals and decisions? Do you agree/disagree with the answers given to these questions? Do you see how your worldview might lead you to set different goals or make different decisions? If you find you have different worldview commitments but similar life goals, why do you think that is? Again, remember to reference specific material from the interview, from DCM texts, and Scripture.
Conclusion—What about this assignment surprised you or challenged you? Do you have any significant insights after engaging with your interviewee?

The Joint Commission

The Joint Commission reported that [poor] communication was the root cause of 66% of Sentinel Events between 1995-2005. Examine the communication and collaboration in your workplace. Include these aspects:
The components necessary for effective interpersonal communication.
Discuss the importance of interprofessional collaboration.
Apply components of interpersonal communication to interprofessional collaboration.
Discuss strategies to promote interprofessional collaboration.
Describe effective strategies to build interprofessional teams.
Cultural competence.

Todo Android using kotlin

PROGRAM SHOULD ME MADE USING ANDRIOD STUDIOS EMPTY COMPOSE ACTIVITY!!!IF its not using EMPTY COMPOSE ACTIVITY THE PROGRAM IS NOT VALID AT ALL!
DON’T COPY FROM CHEGG OR COURSE HERO OR GitHub or any other website please because it gets checked!!!That also means don’t rename the variables and send me the answer! it GETS CHECKED THOROUGHLY!!!
Im posting this for the second time please ! make sure you do it from scratch!Mobile App development please read the attachment! the question is down there!

Pure Bacterial colonies, pour plate and streak plates Review

When an agar plate is inoculated, why is the loop sterilized after the initial inoculum is put on?
Distinguish between a pure culture and a mixed culture.
Define a bacterial colony. List four characteristics by which bacterial colonies may be distinguished.
Why should a Petri dish not be left open for any extended period?
Why does the streaking method you used to inoculate your plates result in isolated colonies?
Exercise 5: Pour plate and streaking technique to obtain pure cultures
Discuss the relative convenience of pour- and streak-plate techniques in culturing clinical specimens.
How do you decide which colonies should be picked from a plate culture of a mixed flora?
Why is it necessary to make pure subcultures of organisms grown from clinical specimens?
What kinds of clinical specimens may yield a mixed flora in bacterial cultures?
When more than one colony type appears in pure culture, what are the most likely sources of extraneous contamination?
Exercise 3: Primary media for isolation of microorganisms
1. Define a differential medium and discuss its purpose.2. Define a selective medium and describe its uses.3. Why is MacConkey agar selective as well as differential? 4. Why is blood agar useful as a primary isolation medium?
5. What is the major difference between Modified Thayer-Martin (MTM) and chocolate agar? When would you use MTM rather than chocolate agar?
create a word document 2 pages answering questions. APA STYLE

englishh 1

1/
Note: Text selections are drawn from both assigned readings from our anthology and novel and a few from new pieces outside our anthology to which you are asked to apply terminology/concepts from the course.
Please type your responses to each question in each question, taking care to label them in a clear way, and return this document (as .doc, .docx, .pdf) in the Canvas portal on or before Sunday, May 9th at 2 p.m.
Reminders:
Read carefully and reread before you post: make sure you have completed each part as directed. There are three (3) parts.
Double-check to make sure your document uploads; no submissions will be accepted after the window closes.
I. Analysis Essays
This is an opportunity for you to apply your ability to think. Through the act of writing a close analysis of specific passages, demonstrate your understanding of the literal level of the text (what it says), the interpretive level (what and how it means), and the critical level (what is its value/how does it comment on the human condition/ “so what?”).

Pace yourself. Interactively read and write: I recommend you read each passage through at least twice, mark up notable details, take some brief notes to articulate important ideas, and then compose. Compose approximately 1-2 pages each.
These essays will be evaluated for how you demonstrate accurate comprehension of texts (whole selections and passages in the context of their immediate and wider surrounding texts), evidence of critical analysis and reflection, creativity/originality, sufficient grammatical clarity, and avoidance of plagiarism.
For TWO of the following texts, one at a time, in full: (2-6-12 pts./ 20 total for each) (40 for this section). Note: if you write on more than two, I will read only the first two.

CHOOSE TWO from texts A., B., and C. below and compose separate essays for each using the following guidelines:

1.Identify: What is the text or excerpt’s literary genre? (Be specific- what kind of fiction: short story, play/drama, poem, novel?)
Who is the author and what is the title? (2)
2.Describe the specific context of the text (whole piece or selected passage) briefly but thoroughly: Who is speaking to whom at this moment? Under what circumstances? About whom and what? In other words, where and how does the passage or text itself reveal its context? If the passage is a selection from a larger text, what happens just before and/or after that the passage adds to, and in what way/s? (6)
3.Finally, analyze: where and how does the passage or text develop a significant idea or ideas (a theme) about a particular topic?
oIdentify the topic and theme and tie your observations here directly to evidence from language choices (words, phrases, lines, sentences, etc.) in the text itself. Show you know the characters or speaker/s and the situation depicted in each scene
oAvoid broad generalization and tangential speculation; demonstrate your ability to understand and begin to process a text through close observation of its language (that is, analysis). (12)
A.
“And what does Ma’s name mean?” I whisper.
“Suyuan,” he says, writing more invisible characters on the glass. “The way she write it in Chinese, it mean ‘Long-Cherished Wish.’ Quite a fancy name, not so ordinary like flower name. See this first character, it mean something like ‘Forever Never Forgotten.’ But there is another way to write ‘Suyuan.’ Sound exactly the same, but the meaning is opposite.” His finger creates the brushstrokes of another character. “The first part look the same: ‘Never Forgotten.’ But the last part add to the first part make the whole word mean ‘Long-Held Grudge.’ Your mother get angry with me, I tell her her name should be Grudge.”
My father is looking at me, moist-eyed. “See, I pretty clever, hah?”
I nod, wishing I could find some way to comfort him. “And what about my name,” I ask, “what does ‘Jing-mei’ mean?”
“Your name also special,” he says. I wonder if any name in Chinese is not something special. “’Jing’ like excellent jing. Not just good, it’s something pure, essential, the best quality. Jing is good leftover stuff when you take impurities out of something like gold, or rise, or salt. So what is left- just pure essence. And ‘Mei,’ this is common mei, as in meimei, ‘younger sister.’”
B.
TROY: The baby? How’s the baby?
ROSE: They say it’s healthy. I wonder who’s gonna bury her.
TROY: She had family, Rose. She wasn’t living in the world by herself.
ROSE: I know she wasn’t living in the world by herself.
TROY: Next thing you gonna want to know if she had any insurance.
ROSE: Troy, you ain’t got to talk like that.
TROY: That’s the first thing that jumped out your mouth. “Who’s gonna bury her?” Like I’m fixing to take on that task for myself.
ROSE: I am your wife. Don’t push me away.
TROY: I ain’t pushing nobody away. Just give me some space. That’s all. Just give me some room to breathe.
(Rose exits into the house. Troy walks about the yard.)
(With a quiet rage that threatens to consume him) All right… Mr. Death. See now… I’m gonna tell you what I’m gonna do. I’m gonna take and build me a fence around this yard. See? I’m gonna build me a fence around what belongs to me. And then I want you to stay on the other side. See? You stay over there until you’re ready for me. Then you come on. bring your army. Bring your sickle. Bring your wrestling clothes. I ain’t gonna fall down on my vigilance this time. You ain’t gonna sneak up on me no more. When you’re ready for me…when the top of your list say “Troy Maxson”… that’s when you come around here. You come up and knock on the front door. Ain’t nobody else got nothing to do with this. This is between you and me. Man to man. You stay on the other side of that fence until you ready for me. Then you come up and knock on the front door. Anytime you want. I’ll be ready for you.
C. (a new text)

Song on the Subway by Ocean VuongRush-hour on the A train. A blind man staggers forth, his cane tapping lightly down the aisle. He leans against the door,raises a violin to chin, and says I’m sorry to bother you, folks. But please. Just listen. And it kills me, the word sorry. As if something like musicshould be forgiven. He nuzzles into the wood like a lover, inhales, and at the first slow stroke, the crescendo seeps through our skin like warm water, we who have nothing but destinations, who dream of light but descend into the mouths of tunnels, searching. Beads of sweat fall from his brow, making dark roseson the instrument. His head swooning to each chord exhaled through the hollow torso. The woman beside me has put down her book, closed her eyes, the babyhas stopped crying, the cop has sat down, and I know this train is too fast for dreaming, that these iron jaws will always open to swallow a smile already lost.How insufficient the memory, to fail before death. Who will hear these notes when the train slides into the yard, the lights turned out, and the songlingers with breaths rising from empty seats? I know I am too human to praise what is fading. But for now, I just want to listen as the train fillscompletely with warm water, and we are all swimming slowly toward the man with Mozart flowing from his hands. I want nothingbut to put my fingers inside his mouth, let that prayer hum through my veins. I want crawl into the hole in his violin.I want to sleep there until my flesh becomes music.

II. Short comparative analysis essay. (35 pts.)
Explore the two excerpts that follow through writing in these ways:
1.First-briefly- identify genre/kind of text each excerpt is from and each author (5 pts)
2.Then explain with reference to specific parts of each excerpt/passage: What comes across as the central topic of each text in the pair? Where and how does each text develop a significant idea or ideas (theme) about the topic? (15 pts)
3.How do these texts dialogue or “speak” with each other? Present/point out evidence, and describe: Where and how do you notice parallels or resonances in topic and theme? Differences? Tie your observations directly and explicitly to evidence from language choices (words, phrases, lines, sentences, etc.) from each excerpt and across them. (15 pts)
Excerpt/passage 1:
Then Sugar surprises me by sayin, “You know, Miss Moore, I don’t think all of us here put together eat in a year what that sailboat costs.” And Miss Moore lights up like somebody goosed her. “And?” she say, urging Sugar on. Only I’m standin on her foot so she don’t continue.
“Imagine for a minute what kind of society it is in which people can spend on a toy what it would cost to feed a family of six or seven. What do you think?”
“I think,” say Sugar pushing me off her feet like she never done before, cause I whip her ass in a minute, “that this is not much of a democracy if you ask me. Equal chance to pursue happiness means an equal crack at the dough, don’t it?”
Miss Moore is beside herself and I am disgusted with Sugar’s treachery. So I stand on her foot one more time to see if she’ll shove me. She shuts up, and Miss Moore looks at me, sorrowfully I’m thinkin. And something weird is goin on, I can feel it in my chest.
Excerpt/passage 2:
“We used to sit around in a circle to tell many stories. Nowadays in our circles, when we manage to have them, there are mostly elders and adults. There aren’t many children to receive the stories. We, the elders, our hearts cry, because we worry that we may lose our connection to the different moons to come, to the moons that have passed, and to the sun today. The sun will set without our whispers. The ears and voices of those gone will be closed to us. Our grandchildren will have weak backbones and they won’t have the ears to understand the knowledge that lies within them, that holds them firm on this earth. A simple wind of despair will easily break them. What must we do, my friends?” All the faces in the crowd became serious. “We must live in the radiance of tomorrow, as our ancestors have suggested in their tales. For what is yet to come tomorrow has possibilities, and we must think of it, the simplest glimpse of that possibility of goodness. That will be our strength. That has always been our strength. This is all I wanted to say.” She turned away from the crowd. (167)
III. Litany poem based in model (25 pts)
A litany is a kind of prayer constructed of a series that some of you are probably familiar with from church services- where it has its origins. In churches, it is commonly structured where a leader speaks or chants invocations or supplications and the congregation repeats an identical response in between each. This is a form adapted into poetry outside of churches, as well; it is often used to evoke a kind of incantatory mood around a topic.
FIRST STEP: Read this example aloud – to hear how litany structure is used by poet Mónica Gomery using specific repeated words. See how she places these at the beginnings of phrases and sentences: reverse, repeat, replace, strange, reverse- in blocks of varying proportion. Notice also how she uses the non-repeating parts to develop an idea across the entire series about “I” the speaker and “you” the addressee.)
Spring Song
Reverse the peeling apart. Reverse the hush hanging on us. Reverse the way your eyes held me in place when you whispered you’re selfish. Reverse the last time we lingered. Reverse the last time we touched.
Repeat the bright holy bridge strung between our two sets of shoulders.
Reverse shame. Reverse tired. Reverse sleepless nights. Reverse homework. Reverse panic. Reverse dehydration.
Repeat hands quilting skins. Repeat our strange language. Reverse all the ways we fell away from each other.
Reverse silhouettes. Sexism. Scraping the barrel. The times I cringed at your height. The times you spoke me into smallness. Reverse I made you feel guilty. Reverse I made you feel shame. Reverse all the busses, trains, all the highways between us.
Reverse pulp of blame. Reverse gauze of intention. Reverse what went sour and replace it with seashells. Reverse ambiguity.
Replace with some dignified memory of clear steady speech.
Repeat brother, repeat fireplace, repeat season of turning, repeat autumn, and starlight, and songs without words.
Reverse hesitations and stammering tongues. Repeat sitting on a rock and sighting a coyote together.
Strange is the synchronous. Strange is the cusp. Strange was the tilt of me toward you the instant I met you. Strange is the shape of you in front of a campfire the first time I saw you. Strange is the crackle and snap of a fire. Be safe in the fire, you said when you blessed me before I got on the plane. Strange is desire, how it disregards rules. Strange is your beard. Strange are your limbs. Strange how I thought I would never.
Reverse all the explaining. Reverse all the pride. Reverse when I told you it wasn’t enough. Reverse your wounded ego. Reverse my wounded ambivalence. Reverse all the ways I had already learned not to trust myself by the time that I met you.
Reverse the elk in the road. Reverse the sky over the road. Reverse the slamming together and the slamming apart. Repeat the light pouring out through the whites of your eyes.
Reverse me boarding a plane. Reverse you measuring soil samples. Reverse maps, distances, reverse our ambitions. Reverse all the times I expressed dissatisfaction to other people.
Reverse wounds and withholding. Reverse making excuses. Reverse all the edges of what I’m trying to say.
Reverse that I asked you for solitude and then you gave me solitude. Reverse that I told you to stop crowding me, and then you stopped crowding. Reverse when you went much farther away than I ever meant when I asked.
Reverse I was cold. Reverse you were needy. Reverse all the un-grace that is part of our story. Reverse when you asked me to guard your life through the summer. Reverse how I chose silence and now there is just silence.
By Mónica Gomery / Source: Here is the Night and the Night on the Road, Cooper Dillon Books, 2018
SECOND STEP: Now, create your own litany poem using elements of Gomery’s form.
Use these guidelines:
You may use some of Gomery’s litany words (reverse, repeat, replace, strange (the only adjective), reverse) to begin your stanzas/blocks to start off your ideas
All the non-litany (non-repeated parts) must be your own ideas and phrasing (do not merely paste Gomery’s or copy too much of her phrasing)
You may add in a few litany verbs from this list to build your poem: burn, build, break, brilliant (adjective), blaze, brighten, render, reduce, revel, risk, reveal, resplendent (adjective).
Build an original poem around a single topic – developing that idea over the course of the series.
2/ presentation PowerPoint about Management in a time of Covid 19.
The presentation should be 10 minutes and I want a PowerPoint about What should I said and a PowerPoint about what I should show to the audience because I don’t have to write everything in the slides.
3/
In this presentation, typical of the hour-long “book talk” genre commonly held at universities and bookstores, Ishmael Beah explains various aspects of the novel, some of the history of Sierra Leone

us history amendment

What were some things former slaves looked forward to after the passage of the 13thAmendment? What did independence mean to many former slaves and how did they try to achieve this independence?
What was the effect of the end of slavery on the Southern economy and white society? How did former slaveowners and poor whites respond to the end of slavery?
What kinds of laws were passed in the South after Reconstruction? How did these laws “criminalize black life” and what were the intended outcomes of these laws?
Under what conditions did convicts labor in the South? Why did some observers argue that the new convict leasing system was in fact worse than slavery?

Dissolution of partnership firm

5. M, N. and O were partners in a firm sharing profits and losses in the ratio of 2:2:1. As there was lack of faith and understanding between the partners. The firms was continuously running into losses. As a result, they finally decided to dissolve the firm. N was deputed to realize the assets and to pay the liabilities. He was also paid commission of Rs 1,200 for her service. Following was agreed upon:
(1) A creditor for Rs 1,40,000 accepted machinery valued at Rs 1,80,000 and paid to the firm Rs 40,000.
(ii) Z, and old customer whose account for Rs 60,000 was written off as bad debt in the previous year, paid 90%.
(iii) There was an old typewriter which had been written of completely. It was estimated to realize Rs 600. It was taken away by O at 25% less than the estimated price.
(iv) Loss on realization was Rs 54,000.
Based on the above information you are required to answer the following question
(1) Pass the journal entry for realisation of typewriter.
(ii) What amount will be credited to Realisation A/C for settlement of creditor?
(ii) Which account will be credited and by how much amount when cash is received from Z?

Discussion 3 The Tax Game

For assignment 3 you will use a simulation to study the impact of taxes. For practice, go to the simulation The Tax Game (Links to an external site.)
For the discussion, choose one tax of interest to you. Make a decision about the rates for that tax. Post that decision here and explain why you chose those rates.
After your teammates have posted their choice, comment on their choice. Do you agree? Why? Do you disagree? Why?
( I will be sending a classmate’s answer, if I do need help with it, so PLEASE don’t accept if you’re not up for that part even after the time limit is over for the question. )

Triggers, SQL Server

Throughout this week, you will work with VIEWS, stored procedures, functions, and triggers. These are advanced SQL skills used to manage SQL Server databases.
Respond to the questions below, which will address security risks associated with triggers. Remember to use your textbook and another academic resource for your research.
1.Provide (from your own experience if possible) an example of how a trigger might be used to execute an event.
2.Discuss the Dutch origin of the word trigger, and describe how the Dutch meaning can be directly associated with the description of a database trigger.
3.Discuss how to create a trigger SQL Server.
4. Assess, and then outline how security can be an issue when using triggers in SQL Server.

History Question

Require:
What is the context of the artifact or document? Describe the artifact or document. What can be learned from the artifact or document?
Prompt:
At the end of each chapter there are a set of primary documents – sources created by people in the time period discussed in the chapter. These are in the “Working with Evidence” section and numbered, for example 1.1 through 1.5. Each item is followed by a set of questions. Item 1.1, for instance, has three prompts.
Instructions:
In this assignment, you should choose ONE of the “Working with Evidence” documents in EITHER Chapter 1 (189th pages) or Chapter 2 (281st pages).
Write a 250 word essay that answers a question of your choosing.

Management Question

Using APA style reference
Using Times New Roman (size 12, double-spaced) font
You must consider the number of words in each question
Please read the terms of duty in the file and follow them
Please finish it before the period thank you
Also, do not copy any sentence and reformulate it in your own way