Describe the production cycle of beef cattle. What does it take to be a successful beef cattle producer? Things you may want to consider: how females and bull should be cared for and managed, how calves should be managed, etc. Lastly, do you think proper handling of cattle impacts their productivity? Why or why not? Describe two things you learned or found interesting during your tour of the Steer-A-Year Barn/HAMB Facility.

Write a 700- to 1,050-word paper discussing the foundations and components of psychoanalysis. Evaluate the contributions and criticisms of psychoanalytic models to the explanation of human behavior.

Include at least two references from scholarly sources.

Format your paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

CASE STUDY 5

Date: January 13, 2016

Due Date: January 19, 2016

LEVERAGED LEASE

Please read the case study carefully and answer the questions below

ABC Company of Kuwait is the largest independent owner-operator of large-scale

automated self-storage complexes in Kuwait City area. The first self-storage complex was

opened in Kuwait in 1997 and now has facilities throughout downtown Kuwait City and

nearby residential areas. The business is based on a franchise management company

located in Michigan state (USA).

Mr. Sarfaz, CEO of ABC, was considering options for financing $1,000,000 of new

forklifts needed for the commercial storage facilities. In Kuwait there was no corporate

tax, therefore ABC could not take advantage of the equipment’s depreciation tax shield.

Mr. Sarfaz was considering a fifteen years lease of the equipment.

The Canadian lessor, DEF Leasing Co., had offered to structure a capital lease for

ABC Company, as long as DEF could arrange non-recourse financing for the equipment.

DEF wanted to purchase the forklifts with $200,000 of its own cash and $800,000

borrowed from a bank in Dubai at 7.5%. The leasing company’s effective tax rate was

30%, and Canadian tax laws permit use of the double-declining balance method for

leasing companies. The forklifts had a tax life of seven years.

DEF Leasing Co. estimated that it could sell the equipment for $200,000 (the

residual value after fifteen years). ABC, the lessee, had requested an early buyout option

(EBO) after ten years. Immediately upon purchase, the lessor would lease the equipment

to the lessee for fifteen years. Rents would be paid monthly, on the same day the debt

services were due, and the rents always would be sufficient to pay debt service.

When Mr. Sarfaz received a fax summarizing the terms of the lease, he could hardly

believe his eyes. The lessor offered ABC a 15-year lease with 180 equal monthly payments

of $8,052. This included an effective interest rate of only 6.5% per annum. Not only was

the rate very attractive, but ABC Company would also receive 100% financing with no

downpayment. He decided to try for the early buyout option and scribbled “Accepted,

as long as we get the EBO!” on the term sheet, signed it, and faxed it back to Toronto.

 

QUESTIONS:

1. Show, with a diagram, the cash flows in this deal, assuming no Early Buyout Option.

2. Would the deal make sense for DEF Leasing, assuming that its shareholders insist

 

on a required return on equity of 15% p.a.?

I need a quick discussion post

 

Think of an example of the principal-agent that you experienced first-hand or read or heard about. What factors led to the problem? Were there serious adverse outcomes arising from the problem? Based on the course material, what suggestions can you offer that would have reduced or eliminated the problem?

Moral Reasoning

The following is a true story – and it made national headlines several years ago. A Houston Texans football player and his wife got the call from a hospital in Dallas that his wife’s mother (the football player’s mother in law) was dying and only had a few minutes left to live. They hopped in the car and sped toward the hospital around midnight. Not many cars were on the road. As they were approaching the hospital, they ran a couple of red lights to get them there faster. A police officer saw this, and pulled them over as they were pulling into the hospital. The couple seeing the lights called ahead to the hospital to have a nurse meet them to substantiate their story that their mother was dying and only had a few minutes left.

When the couple jumped out of their car, the police officer drew his gun and told them to get back into the car. He walked over to them and they explained the situation. The police officer said he did not care, and they drove recklessly and broke the law. The nurse substantiated the claim, and the doctor came out as well and substantiated the claim. The police officer called for back-up and told everyone to stay in their car. He gave the football player a ticket. After the process, they ran inside but it was too late and the mother had died.

From your lectures and readings this week, please answer the following:

What type of moral reasoning was the police officer using (from Kohlberg’s stages of moral reasoning–preconventional, conventional, or postconventional)?

What type of moral reasoning was the football player using (from Kohlberg’s stages of moral reasoning–preconventional, conventional, or postconventional)?

What would you have done in this situation in both the roles of the police officer and of the football player?

Was the police officer in the right to hold them and do his job as a police officer to enforce the laws, despite a mitigating circumstance?

Discuss the moral and ethical ramifications of the decisions.

This assignment should be a minimum of 500 words long and directly integrate the readings and vocabulary from the readings at least once in your assignment.

University of Phoenix Material

Mass Media: Development and Literacy

Mass Media Developments in American Culture

Place the following examples of mass media in the order of their appearance in American culture, from
1–4, in in the table below. Next, write a 250- to 350-word summary describing how each example of media affected American culture.

Examples of Mass Media:

• Television
• The Internet
• Print Newspaper
• Movies

Examples of Mass Media How did they affect American culture?
1.

2.

3.

4.
Media Literacy: Understanding Your Mass Media Consumption

Select one example of mass media which you have encountered. Examples include but are not exclusive to: a song on the radio; a movie; an Internet news article; an advertisement; a video game. State the name or title of your example in the white box under Your Mass Media Example. In the adjacent white box write a 250- to 350-word description of your media example that responds to the following:

• What message does it communicate?
• Who is the targeted audience for this message?
• How did this media affect you?
• Why is media literacy important?

Your Mass Media Example How did it affect American culture?

<State the name of your example here.>

This is due tonight!!!! By 9pm EST

 

“Variation and Statistical Thinking Strategy” Please respond to the following:

• Compare and contrast the fundamental differences between special-cause variation and common-cause variation. Provide one (1) business process example of each variation to support your response.

What is Sickle Cell Anemia?

Red blood cells with normal hemoglobin (HbA) move easily through the bloodstream, delivering oxygen to all of the cells of the body. Normal red blood cells are shaped like jelly- filled doughnuts with a depression in the center and they are soft and flexible. Sickle cell anemia occurs when an abnormal form of hemoglobin (HbS) is produced. HbS molecules tend to clump together, making red blood cells sticky, stiff, and more fragile. Red blood cells containing HbS can clog blood vessels, deprive the body’s tissues and organs of the oxygen they need, and are short-lived. Normal red blood cells last about 4 months in the bloodstream but sickle cells only last 10 to 20 days, which causes anemia (a low number of red blood cells). People who are anemic tire more easily and often feel weak (NIH, 2007).

Sickle cell anemia is not contagious and cannot be passed from one person to another like a cold or other infection. People with sickle cell anemia have inherited two sickle cell alleles, one from each parent. A child who has inherited the sickle cell allele from only one parent will not develop the disease, but they do carry the sickle cell trait. People carrying a single sickle cell allele can pass the trait to their own children.

One would think that there is little reason for sickle cell disease to remain in the any human population since natural selection should favor reduction of the frequency of the sickle cell allele to near zero. For example, individuals who carry two copies of the sickle cell allele typically die before reaching reproductive age, which will reduce the frequency of the allele in a population and minimize its transfer between generations. Why does the disease exist at all? An understanding of the origin of sickle cell disease and several other red blood cell disorders requires knowledge of a few of the basics about genetics and something about the process of natural selection. There is also another piece of the puzzle: malaria.

MalariaThe plasmodium parasite that causes malaria in humans is transmitted by mosquitos and the parasite spends part of their life cycle in mosquitos and part of it in human hosts. The parasite enters the human bloodstream via the saliva of an infected female mosquito obtaining a blood meal. Once in the blood stream and liver the parasites replicate to the point that the liver cells are filled with new copies of the parasite. These are then released into the bloodstream where they invade circulating red blood cells. After penetrating the red blood cells, the parasites consume hemoglobin in the red blood cells and enlarge until they fill the cell completely. During their growth these plasmodia particles reproduce forcing red blood cells to lyse (break apart) releasing new copies into the blood stream where they continue to infect new red blood cells. A mosquito taking a blood meal from a person whose red cells contain malaria-causing parasites then becomes a host furthering the transmission cycle.

Defenses Against Malaria

One point at which the life cycle of the malarial parasite can be stopped in humans is at the phase of red blood cell invasion and multiplication. Red blood cells are constantly created and destroyed as part of their life cycle. Any defense mechanism that could somehow destroy both the infected red blood cells and the parasite could potentially eliminate the malaria parasite because healthy red blood cells would eventually replace infected cells.

Interestingly enough, carrying just one copy of the sickle cell allele trait provides a survival advantage over people with normal hemoglobin in regions where malaria is endemic. People (and particularly children) infected with the malarial parasite are more likely to survive the acute illness if they possess just one copy of the abnormal allele than are people with two normal hemoglobin alleles. These individuals are therefore more likely to reach reproductive age and pass their genes on to the next generation. On the other hand, people carrying two copies of the abnormal allele encoding hemoglobin have a significant chance of dying of acute malarial infection in childhood. The precise mechanism by which sickle cell trait imparts resistance to malaria is unknown but a number of factors likely are involved.

References:

NIH. (2007). Sickle Cell Disease. Retrieved from http://ghr.nlm.nih.gov/condition/sickle-cell- disease.

Overview of the Activity

In this activity we will study the incidence of hemoglobin alleles and malaria using a simplified population genetics model. Our population genetics model will focus on a single gene, hemoglobin, and its two forms: the allele that codes for normal hemoglobin and the allele that codes for the sickle cell trait. We will use Hn to refer to the normal hemoglobin allele and Hsto refer to the sickle hemoglobin allele. In this activity we will use shorthand notations for frequency. For example, f(Hn) is the frequency of the Hn allele; f(Hs) is the frequency of the Hs allele; f(Hn Hn) is the frequency of people with two Hnalleles; f(Hn Hs) is the frequency of people heterozygous; and f(Hs Hs) is the frequency of people homozygous for the Hsallele.

You will explore three versions of this population genetics model. The first scenario models the how the frequency of this gene might change from one generation to the next in the absence of natural selection. The last two versions model the behavior of the hemoglobin gene in response to natural selection. In Natural Selection I the population is located in the United States and in Natural Selection II the population is located in equatorial Africa.

To mimic the frequency of each allele in a population you will beans of two differing colors to represent the allele coding for normal and abnormal hemoglobin. You will begin a hypothetical population with a certain allele frequency (the number of occurrences of each allele in the entire population) and ask what happens to the allele frequency under different selection environments. You will complete the exercises outlined below and submit your answers to the accompanying questions in the appropriate discussion board.

 

References:

NIH. (2007). Sickle Cell Disease. Retrieved from http://ghr.nlm.nih.gov/condition/sickle-cell- disease.

Hemoglobin and Fitness Instructions

Directions: Neutral Evolution

1. Obtain 20 beans of two different colors (e.g., white and red). Count out 16 white and 4 red beans. The white beans represent the Hn allele and the red beans represent the Hs allele. This is the genetic makeup of your starting population. (Note: You can use any objects that can readily be categorized into two groups, such as coins, colored rocks, or paper clips.)2.            Calculate the frequency of both alleles [f(Hn) and f(Hs)] and record them in Table 1. In our experiment frequency is a measure of how many copies of a given allele exist in the gene pool (i.e., a proportion). Use decimal values.
2. Arrange the beans into pairs. These pairs represent the genotype of each of 10 individuals in the population. Record the number of individuals with each genotype [f(Hn Hn), f(Hn Hs), and f(HsHs)] in Table 1.
3. Now imagine that the individuals are living and reproducing with each individual reproducing at the same rate (i.e., all individuals produce two copies of each of their alleles into the next generation). Obtain enough beans to represent the next generation— the offspring generation—and then let the parental generation “die”.

5.Calculate the frequency of each allele in the offspring generation and record it in Table 1.

6.Answer the questions that follow in Table 1.

 

 

 

Table 1

	f(HnHn)	f(HnHs)	f(HsHs)	f(Hn)	f(Hs)
Original Generation
Offspring Generation

 

Answer the following questions

1. What happened to the frequency of the common allele?

 

 

1. What happened to the frequency of the rare allele?

 

 

1. What happened to the frequency  of the common and rare alleles when the starting frequencies were different from yours (Ask a neighbor)

 

 

1. What happens to allele frequencies from one generation tot eh next if there are no evolutionary forces acting on the population?

 

Directions: Natural Selection I (United States)

1. Obtain 40 beans: 32 white and 8 red. This is your original population.
2. Calculate the frequency of both alleles [f(Hn) and f(Hs)] and of the three genotypes

[f(HnHn), f(HnHs), and f(HsHs)] and record them in Table 2. Use decimal values.

Use Table 2 for the remainder of this exercise.

3. Arrange the beans into 20 pairs (individuals within the population) in any way you wish.
4. Apply natural selection by allowing only the following proportions of individuals

exhibiting each genotype to “survive”:

HnHn                  1.0            100%

HnHs                  0.7            70%

HsHs                  0.2            20%

 

(Note: Interpret this table by keeping all individuals with the HnHn genotype but only 70% of HnHs individuals and 20% of HsHs individuals.) Round off the number of surviving individuals to whole numbers. These proportions represent the fitness of the different genotypes in the US. In so doing we are making a simplifying assumption that all fitnesses are due to survival differences alone.

5. Calculate the new allele frequencies after selection and record in Table 2. Have allele frequencies changed? If so, what allele is more common? Do these changes make sense in the light of what you did in step 4? Also, calculate the genotype frequencies and record.
6. This step is a little complicated so please be patient. You will use the new allele frequencies (after selection) to tell you the expected frequencies of each genotype in the next generation. This should be familiar if you remember p2 +2pq + q2.

To calculate the expected frequencies of HnHn square the frequency (expressed as a decimal) of Hn and multiply by 20. This is the expected number of HnHn individuals in the new generation. To calculate the frequencies of HnHs first multiply the frequency of Hn (expressed as a decimal) by the frequency of Hs, then multiply this value by 2, and finally multiply by 20. This is the expected number of HnHs individuals in the new generation.

To calculate the expected frequencies of HsHs square the frequency (expressed as a decimal) of Hs and multiply by 20. This is the expected number of HsHs individuals in the new generation.

7. Calculate the new allele frequencies (before selection) for the new generation. These should be the same as the allele frequencies after selection in the previous generation. Can you understand why? Also, calculate the new genotype frequencies.
8. Repeat steps 3 – 7 for two more cycles.
9. Answer the questions that follow Table 2.

 

Table 2

		f(HnHn)	f(HnHs)	f(HsHs)	f(Hn)	f(Hs)
Original Generation	Before selection
	After Selection
1st Offspring Generation	Before Selection
	After Selection
2nd Offspring Generation	Before Selection
	After Selection
3rd Offspring Generation	Before Selection
	After Selection

 

 

 

Answer the following questions

1. What happens to allele frequencies with natural selection?

 

 

1. Specifically, what happened to the frequency of H_n? Of H_s?

 

 

 

1. What would happen to allele frequencies if natural selection stopped acting?

 

Directions: Natural Selection II (Africa)

1.

Proceed with steps 1 – 7 in Natural Selection I but use the following values for fitness, which represent the fitness of each genotype in Africa:

HnHn                  0.9            90%

HnHs                  1.0            100%

HsHs                  0.2            20%

Put your results in Table 3.

 

Table 3

		f(HnHn)	f(HnHs)	f(HsHs)	f(Hn)	f(Hs)
Original Generation	Before selection
	After Selection
1st Offspring Generation	Before Selection
	After Selection
2nd Offspring Generation	Before Selection
	After Selection
3rd Offspring Generation	Before Selection
	After Selection

 

Answer the following questions:

1. What happens to allele frequencies with natural selection?

 

 

1. Specifically, what happened to the frequency of H_n? Of H_s?

 

 

 

1. What would happen to allele frequencies if natural selection stopped acting?

 

 

Summary Questions:

Respond to the following questions in a few paragraphs and submit it in the form of a discussion question response.

1. What advantage does the sickle cell trait offer to people living in areas where malaria is prevalent?
2. What have you learned about changes in allele frequencies with and without natural selection? What impact does this have on evolution in populations?
3. Why is the sickle cell allele relatively common in parts of Africa but relatively rare in the US?
4. Why isn’t the sickle cell allele eliminated from human populations entirely?

need A GRADE ON MY BOTH PAPERS….APA FORMATTING….INSTRUTIONS ARE Below…0%plagiarism
Paper 1:
Orally Article Review:

For this assignment you will review a single scholarly article in the APUS Library and summarize what it says about a specific infant and toddler disorder of your choice (Infantile Autism, Tay-Sachs Disease, Sickle Cell Anemia and Cerebral Palsy are some examples). This 2-3 page paper must be a review of scholarly research, not commercial Psychology Today, Wikipedia or WebMD style publications or self-help or parent support organization material (the latter is very valuable to families in need of easy to digest and access information, but isn’t applicable to this assignment).

Specific Instructions for this assignment can be found in the attached document. The grading rubric is listed below.
IMPORTANT: A Turnitin Originality Report will be generated for this assignment. Additional information on Turnitin can be found in the Student Services section of the APUS Library. .
Grading Rubric for this Assignment

Grading Rubric

Topic Possible points Points earned
Introduction/Description of Disorder 20

Appropriate Journal Article Selected 10

Article Summary
– Focus of the research 5
– Description of hypothesis 5
– Description of how study was conducted 10
– Description of results 5

Review of article
– Potential problems of methodology 10
– Three ideas inspired in you by the article 10
– Description of the impact of the research 10

Writing Mechanics 10
APA format 5

TOTAL POINTS POSSIBLE 100 100

Paper 2:

The ideal setting for childcare

what constitutes an ideal childcare setting for a 6 month old?
Course Objectives Addressed

5. Demonstrate the ability to research a controversial topic in the field, and come to an evidence-based conclusion.

Description of assignment

Suppose you were seeking a child-care setting for your 6-month-old baby. What would you want it to be like, and why? Address issues such as (but not limited to):

Physical setting
Personnel qualifications
Health, safety, and nutrition
Mental, emotional, and cognitive stimulation
Cost
Proximity
Support your opinions with citations from at least three academic sources (not websites or popular press).
Format : Word document with separate title page and reference list, not included in the word count

Length : 1200-1500 words

Grading Rubric
Student grade

The paper addresses the issues specified by the assignment

30
The author shows insight and sophistication in thinking and writing

40

Paper was well organized and easy to follow. Paper was the required length. Cover page, paper body, citations and Reference list were in the correct APA format, and not included in the word count.

20

Few to no spelling, grammar, punctuation or other writing structure errors

10

TOTAL

100

Prepare a 12- to 15-slide Microsoft® PowerPoint® presentation in which you explore
Managed Health Care and Prescription Privileges.
Include the following in your presentation:
● Definitions of the issues
● Populations most affected by the issues
● Effects the issues have on the field of psychology
● Any potential challenges in treatment options
● Any potential changes you foresee occurring with these issues
Include speaker notes with your presentation. (300 words)
Incorporate information from at least five peer-reviewed publications.
Cite each outside source on a slide titled References.
Format your presentation consistent with APA guidelines.

3 slides are needed for the first two underlined bullets