In a journal entry, use utilitarianism to analyze the vaccination issue. Is it ethically permissible for the government to mandate vaccinations, even when parents or individuals wish to refuse the vaccinations? Do the benefits of vaccinations for public health justify overriding individual liberty and autonomy?

no work cites

The ethics of mandatory vaccinations is an issue in the United States. Some people argue that forcing parents to vaccinate their children infringes on a parents rights to make decisions regarding their childs well being. But, when parents refuse vaccinations, they render not only their own children, but also other children and the immune-compromised susceptible to infectious diseases, and possibly death.
In a journal entry, use utilitarianism to analyze the vaccination issue. Is it ethically permissible for the government to mandate vaccinations, even when parents or individuals wish to refuse the vaccinations? Do the benefits of vaccinations for public health justify overriding individual liberty and autonomy?

Federal Taxation

Please respond to the following.. make sure your responce is at least 6-10 sentences.

Avery has always wanted to own their own business. Last year, they took the leap and opened a pet store in a nearby city. They lease the store. They incurred start-up costs and large inventory costs for buying food in bulk. They had to purchase three large tables and a machine that moves the food to higher shelves for storage. They even hired five people: a groomer, two clerks, a stock person, and a bookkeeper. Unfortunately, the bookkeeper has accounting experience but no tax experience. Now, they are lost.
How do they handle the start-up costs? What kinds of assets can they depreciate?
What kinds of records should they keep?

Diet Analysis Project

PART TWO: (written analysis of the reports submitted in part one) i added my data in the files attatched
Your essay will need to include 8 paragraphs outlining:
Introduction
What was it like to track your diet?
Carbohydrates
Fats (use ‘Total Fats’ from your report. You may also include discussion on the various forms of fat such as saturated fat)
Protein
Micronutrient of your choosing
Micronutrient of your choosing
Micronutrient of your choosing
Conclusion
What did you learn through this project?
How did this project impact you?
What is your big ‘take home’ message through this analysis?
How impactful was this to analyze your own diet and incorporate the bounty of knowledge you have gained this quarter?
Have you made any realizations you will take action upon in the future?
In your essay you will need to address your intake in terms of all three macronutrients (carbohydrates, fats, and proteins) as well as THREE micronutrients of your choosing. You will need to discuss if you are under, meeting or exceeding the needs of each of these six categories, as well as what this means in relation to your health and how your body functions. Each of the six topics of discussion (3 macronutrients and 3 micronutrients) will need to be addressed in your paper, thoroughly, and with detail. You will need to tie in information from our nutrition 100 course, your book, and you may (if needed/wanted) tie in information based on further research (PLEASE CITE THESE SOURCES).
At the beginning of your essay you will need an introductory paragraph. This does not need to be super long, but please introduce your reader to your paper and how you found the information you are about to write about. How did you track your diet- was this easier or harder than expected? At the end of your essay you will need a paragraph (paragraph 8) to summarize and reflect on your nutritional status and what you have learned in this class. How has the knowledge of how your body uses food, how it functions, and what you are consuming impact the choices you make or will continue to make in the future regarding your nutrition?
For each macronutrient/micronutrient please discuss the following to receive full credit.
Your average intake of that nutrient (both in grams or milligrams, and the percentage of your RDA)
Your RDA/AI for that nutrient (on the BarGraph report)
The purpose/functions of this nutrient (why do we need this nutrient?)
2-4 foods you ate that attributed to your overall intake of that nutrient
3 foods (other than those you consumed) that are high in this nutrient
If applicable what happens if we get too much or too little of this nutrient?
If you are above/below your recommended amount and what modifications you would make to achieve an intake closer to the appropriate amount for your needs
** While your main paragraphs should cover the same basic information they should NOT be redundant. Please use your writing skills to create a paper that is thorough and interesting to read.**
Formatting for your essay:
*Please make note of these formatting guidelines. If I notice that your margins are larger than what is listed below, or your font is larger (etc) I will change the formatting to what is below. If the length is changed in your paper you will be docked points. These formatting instructions are in place to make sure that you are reflecting enough to complete all points in your paper. If you go over the 4 pages that is okay- but please be mindful of your papers length.
4 FULL pages in length
If you are covering the material listed above in detail, 4 pages at 1.5 spacing should be achievable.
12 point font
1.5 spacing
8-1.0 inch margins (essentially do not increase the margins from the standard Word Document settings)
Include an introductory and summary paragraph.
If using sources other than the ones provided in this class please include a bibliography. You may choose which formatting you prefer for your bibliography. Your bibliography is supplemental to the 4 pages of analysis required for this project.

The author is Ursula Le Guin. a thesis about Ursula Le Guin’s oeuvre. Suggested avenues of research include: gender, race, and class concerns, issues, and relations within an authors body of work; critical and societal reaction to an author; frequently used themes, motifs, and imagery within an authors body of work; lasting impact of an authors body of work and its influence on literature.

The author is Ursula Le Guin. a thesis about Ursula Le Guin’s oeuvre. Suggested avenues of research include: gender, race, and class concerns, issues, and relations within an authors body of work; critical and societal reaction to an author; frequently used themes, motifs, and imagery within an authors body of work; lasting impact of an authors body of work and its influence on literature.

social studies homework

Objective question answer
Terrorism and the Civil War
The short, middle-aged American doctor walked slowly through the thatched hallway that served as a hospital, along the rows of the fevered, the dead and the dying. A yellow fever epidemic was raging in Bermuda, and Dr. Luke Blackburn, a doctor well known for treating the deadly disease in the American South, had come to help. There was no need, he told grateful Bermuda physicians, to pay him for his services. Making his rounds on a warm night in April 1864, Blackburn sometimes wiped sweat from men’s brows with a soft white cloth or poured lemonade and bits of ice through parched lips. He held patients in his arms, cradling their heads as they vomited black bile, a sure sign the end was near.
On this night, he asked a nurse to help him take new woolen shirts from a trunk to cover the patients. Later, she remembered him saying that their rough warmth would aid “sweating.” After the dead were carried away, the nurse saw the doctor collect a pile of dirty bedding and shirts as well as perspiration-stained white cloths. He neatly packed them in trunks along with brand-new clothing fit for a fine gentleman, such as a president. An odd act, but the nurse did not question the doctor, who slipped out of Bermuda with his trunks the next day. Blackburn’s destination was Toronto. His aim was nothing less than a deadly bioterror attack on Washington and President Abraham Lincoln.
Both sides in the Civil War contemplated acts beyond traditional warfare. Artillery shells filled with chlorine for use on the battlefield were proposed by a New York school teacher early in the war. Lincoln refused to consider such chemical weapons, viewing them as being outside the rules of war. Sure that the Confederacy would quickly win the war, President Jefferson Davis initially rejected such measures as well.
But as the conflict continued from months to years, and the casualties mounted from the thousands to the hundreds of thousands, the South’s desperation led to a largely untold story: a series of terrorist plots against Washington and New York.
Hatched by politicians, rogue scientists, rebels and foot soldiers fanatically loyal to the Confederacy, the plans included spreading yellow fever to Washington and the White House; burning New York City to the ground; poisoning New York’s water supply; and attacking Northern ports with a newly developed chemical weapon. There was even a scheme in the war’s last days to blow up the White House, though Lincoln refused to take it seriously.
While most of the plots failed, their intent was clear. Then as now, they were designed to kill, terrify and demoralize civilians. Many of the plots against Washington and New York were dreamed up in Canada, a haven for Confederate agents throughout the Civil War who considered — and embraced — all kinds of acts of terrorism. Their schemes took on even greater urgency after a one-legged colonel named Ulric Dahlgren led a Union force on a mission to take Richmond, the Confederate capital, in the winter of 1864. When Dahlgren was ambushed and killed just outside the city, papers found on his body included detailed instructions for the assassination of President Davis and his cabinet. The failed raid shocked Richmond, increasing its resolve to use whatever means necessary to destroy the North. Increasingly, Confederate funds flowed north to plotters in Toronto.
Dr. Blackburn, from Kentucky, was too old to fight and too fired up not to, and thus hatched a plan to inflict a yellow fever epidemic on the North. The deadly disease had long been a problem in the South, where Blackburn had treated and saved many victims. Known as “yellow jack,” “bronze John” and “black vomit,” the disease includes symptoms such as fever, headache, vomiting, jaundice, bleeding, delirium, seizures and, finally, coma. With a 30 percent fatality rate and no known cure, any outbreak of yellow fever caused panic and despair.
By the spring of 1864, yellow fever was taking hundreds of lives in Bermuda. Blackburn set off for the island, promising his fellow Confederates that the trip would yield “a fool-proof plan against the Northern people solely to create death.”
When he returned from Bermuda, Dr. Blackburn was carrying several suitcases that he believed were filled with disease. He handed them over to his assistant, Godfrey Hyams, a poor Englishman who had lived in the American South for nine years. For a promised payment of $100,000, Mr. Hyams had agreed to smuggle the suitcases into Washington and other northern cities. A special suitcase packed with fancy dress shirts and infected rags was to be delivered directly to President Lincoln.
Knowing that yellow fever was safely on its way to the North, Blackburn returned to Toronto. Soon he was at work on a deadly, new plot: figuring out how much arsenic and strychnine would be needed to poison New York’s water supply.
Eight operatives, led by Confederate officer John Headly, left Toronto for Manhattan in late fall of 1864 to carry out the boldest terrorist attack of the Civil War: the effort to torch New York. Headley eventually published a book that gave details about the plot. The book described how he and his companions were “ready to create a sensation in New York” with “Greek fire,” a clear destructive liquid made of phosphorus in a bisulphite of carbon.
The fires would be ignited “so as to do the greatest damage in the business district on Broadway.” The men set off on their mission on the evening of November 25, 1864, with bottles of Greek fire wrapped in paper and stuffed in their coat pockets.
“I reached the Astor House at 7:20 o’clock, got my key and went to my room,” Headley wrote. “I opened a bottle carefully and quickly and spilled it on the pile of rubbish. It blazed up instantly . . . I locked the door and walked down the hall and stairway to the office, which was fairly crowded with people. I left the key at the office as usual.”
The seven other men apparently did the same in other locations, pouring bottles of Greek fire on mattresses and hallways, lobbing them against doors and hurling them against wooden docks. Fire alarms began to sound. Before the night was over, fifteen hotels and the Barnum Museum, which housed a jumble of animals, freaks and frauds, had been set ablaze. Fire brigades tore through the streets and eventually put out the blazes, which caused much damage but no deaths. Within days, New York papers called the plot an act of evil.
Meanwhile, Richard McCulloh, a chemistry professor, had filled a small Richmond laboratory with cats. Early in 1865, as a group of Confederates watched through a small glass window in the door, McCulloh dropped a handkerchief soaked with liquid into the room. Within a minute, the cats began to gasp for breath. Seconds later, they suffocated as the handkerchief burst into flames.
McCulloh’s new chemical weapon had performed perfectly. Supporters excitedly reported the results to President Jefferson Davis in February of 1865. McCulloh had spent a year hunkered in his secret laboratory, trying to perfect his formula for the Confederacy. Its contents were — and remain to this day — a mystery. Before it could be put to use, however, Richmond fell on April 3, 1865. McCulloh’s laboratory was abandoned as he fled. He was captured two months later off the coast of Florida and served nearly two years in prison, most of it in solitary confinement in the Virginia State Penitentiary.
As for Dr. Blackburn, he abandoned his scheme to poison New York’s Croton Reservoir and — just five months after his first visit — returned to Bermuda, which in September 1864 was battling a new and even more terrible yellow fever epidemic. Once again, Blackburn collected infected clothing and packed it in trunks. A hotel keeper in Bermuda agreed to store the trunks until final shipping arrangements could be made.
However, by the time Blackburn had returned to the U.S., his assistant, Mr.Hyams (the Englishman who had smuggled Blackburns first set of suitcases), had gone to the authorities with a terrible tale to tell. Angry that Blackburn had never paid him, Hyams made a lengthy statement to the authorities about Blackburn’s efforts at bioterrorism. He acknowledged delivering several suitcases to Northern cities, although he stated that he never delivered any of the suitcases to President Lincoln.
On April 14, the day Lincoln was assassinated, a Confederate agent appeared at the hotels office in Bermuda and repeated many of the allegations made by Hyams. A bombshell discovery followed – three infected suitcases were found in the Bermuda hotel. They were quarantined immediately and, according to one of the agents, contained “dirty flannel pants and shirts . . . taken from the sick and dying . . . ”
Blackburn was arrested in Montreal on May 25, 1865. The New York Times trumpeted news of “The Yellow Fever Fiend,” also known as “Dr. Black Vomit.” He was called “a hideous devil” responsible for “one of the most fiendish plots ever concocted by the wickedness of man” and blamed for outbreaks of yellow fever.
But though yellow fever epidemics occurred regularly during the Civil War, they owed nothing to Blackburn’s efforts. He and others were mistaken in thinking that soiled clothing could spread the disease. It is now known that yellow fever is spread by the bite of a mosquito.

Principle of Art: Rhythm, Pattern, Unity/Variety

Post an artwork (drawing, painting, sculpture, print, or photograph) made in the Rococo style or Neoclassical styles where the dominant principle is Rhythm. Be sure to include the artist’s name, the date the work was made, and the title. Try not to duplicate another colleague’s post.

Indicate how the artist is giving you a sense of rhythm, in your post. What elements and/or principles did the artist use?

Also, make sure it is a Rococo style or Neoclassical work.

Post an artwork (drawing, painting, sculpture, print, or photograph) made in the Rococo style or Neoclassical styles where the dominant principle is Pattern. Be sure to include the artist’s name, the date the work was made, and the title. Try not to duplicate another colleague’s post.

Indicate how and/or where the artist has included pattern in your post. What elements and/or principles did the artist use?

Also, make sure it is a Rococo style or Neoclassical work.

Post an artwork (drawing, painting, sculpture, print, or photograph) made in the Rococo style or Neoclassical styles where the dominant principle is Unity/Variety. Be sure to include the artist’s name, the date the work was made, and the title. Try not to duplicate another colleague’s post.

Indicate how the artist is giving you a sense of unity and/or variety in your post.

Also, make sure it is a Rococo style or Neoclassical work.

What were the impacts of the Great Depression on American Indians, according to the article?

For this week’s discussion blog, please answer the following questions:
1) What were the impacts of the Great Depression on American Indians, according to the article?
2) What were the impacts of the Indian Citizenship Act?
3) What was the Meriam Report, and what were its impacts?
4) What did Roosevelt’s New Deal entail, and what were its effects on Native Americans? How did the New Deal build off of/connect to previous events from previous lessons?
5) Briefly define what Termination and Relocation policies were. Next, explain the events that led up to these decisions, and what the lasting effects of these policies were.
6) Lastly, compare/contrast the American government’s perspective versus American Indian tribes’ perspectives regarding Termination and Relocation, as discussed in Prof. Mayfield’s lecture.
7) Lastly, please reflect on what resonated from this week’s materials overall. Please share your thoughts, reactions, or connections here.
Resources:
https://www.encyclopedia.com/economics/encyclopedias-almanacs-transcripts-and-maps/native-americans-impact-great-depression
http://rustbeltlegacy.net/history.html

write a summary in memo form to summarize chapter 2 (page 47-66) of Markel and Selber’s technical communication book.

write a summary in memo form to summarize chapter 2 (page 47-66) of Markel and Selber’s technical communication book.
Mention all the main points and describe what
you perceive as the broader argument the authors are making or the central idea
they are expressing.

Describe clearly (without plagiarizing or
quoting) the evidence they present to support their point of view or
conclusions.
Briefly
express how you think the information in this chapter might be of use to those
who are new to the subject and/or profession.
Using the criteria above, create
a Word document presenting a summary of your reading of the chapter. You should
emphasize the aspects that you feel
are significant.

-Discuss social factors that influence people or groups to conform to the actions of others.

Please reivew the article in the attahced. You will then demonstrate your
understanding of the article by
relating the research and conclusions contained therein to current events. You will then be critiquing the article and framing
the research and conclusions presented in the article in the context of how they can be applied to behavior and social
psychology during such an event as the COVID-19 pandemic.
Write an article critique that
addresses the following elements.
-Explain the research methodology that was used in the study.
-Discuss social factors that influence people or groups to conform to the actions of others.
-Indicate how behaviors and motivation are impacted by the presence of others. (How does this apply to COVID-19?)
-Indicate the structures of the brain that are involved in emotion and motivation. (How could a persons emotions related to
fear drive their behaviors during this pandemic?)
-Examine the articles generalizability to various areas of psychology.
-Why would some people choose to follow the orders to avoid social contact and others allow desire for human
interaction to be their driving force?
In addition, your article critique should clearly identify the articles premise and present an insightful and
thorough analysis
with strong arguments and evidence. You should present your own informed and
substantiated opinion on the articles
content and its relation to social psychology during the COVID-19
pandemic.
Your article critique must be a minimum of three pages in length, not including the title and reference
pages. All sources
used must be properly cited. Your article critique, including all references, must be
formatted in APA style.

Borderline personality disorder

Write Annotations for These Sources
Now, you will write annotations for the two scholarly articles and one e-book. Write the annotations in your own words on the Library Sources Annotated Bibliography template. The annotations must be two paragraphs long and must address the points below. Provide brief descriptions or explanations to support your answers:
Paragraph 1: Summarize
What kind of source is this?
What is the thesis or main claim of the source?
What evidence or claims does the source present in support of the thesis? Present at least two examples of support the source uses.
What other important claims does the source make?
Paragraph 2: Evaluate
How adequately does the source support its thesis?
How current is the information in the source relative to your research question?
How credible and authoritative is the source for your research question?
What limitations, if any, did you note in the source?
How does the source help answer your research question?