Rapid advances in the field of molecular and cellular biology have unwillingly unleashed the potential for creating viruses and bacteria more virulent than nature's worst. In the summer of 2002, Researchers at the State University of New York at Stony Brook described the first de novo biochemical synthesis of a virus, based on published gene sequence information and using "off the shelf" commercially available DNA material. After they pieced together genetic sequences to form a full-length poliovirus, they successfully replicated and translated this material cell-free in test tubes. The resulting nucleic acids and proteins were then able to assemble spontaneously into fully infectious viral agents. The scientists began their work from genetic blueprints that exist in the public domain, that is, in published journal articles and on internet databases. The ability to manufacture an infectious agent from scratch using preexisting, published knowledge is an unsettling development. The theoretical possibility that current knowledge could permit the creation of potential agents of biological warfare generated intense media interest around the world. As a result of studies like that at Stony Brook, an ethical debate has arisen over whether such research should be pursued, and if so, whether the details of such research should be published. Some argue that the pursuit and publication of such research unwittingly aids would-be terrorists; others argue that the dissemination of information is necessary for the effective sharing of research within the scientific community and for science to progress.

In 250-300 words, explain which side of the debate you support and why (TYPE ANSWER PLEASE).

Give more details on the following answer

Question:

Give a detailed explanation about what is happening with the oil prices.

mention coronavirus, OPEC, Saudi Arabia.

give references

Answer:

Oil prices is dropping.Major causes behind the fall is given below:

• Increase in Supply.
• Decrease in demand and
• fall of monopoly power in oil producers.

The price of oil sunk to levels not seen since 2002 as demand for crude collapses amid the coronavirus pandemic.Oil prices have fallen by more than half during the past month as companies cut back or close production.Oil prices failed to keep pace,with growing (coronavirus)lock down measures and that could drive global demand down 20%,potentially pushing the world to run out of storage capacity.

Organization of petroleum exporting countries (OPEC) controls almost 80%of the world's oil reserves.OPEC is the main influencer in fluctuations in oil prices.OPEC and its allies due to covid 19 outbreak,agreed to historic production cuts to stabilize prices,but they dropped to 20 years lows.Supply and demand influences oil prices to change.From global perspective,political instability in middle east causes oil prices to change.

Saudi Arabia is the second largest oil producer in the world.It will suffer financially from cheap oil.It can afford temporary falls in oil prices because they have substantial reserves.If low prices persist,Saudi Arabia may have to cut back on some of the social programms.

References:

BBC News(30 March 2020) Coronavirus:oil price collapses to lowest level for 18 years

1. Use the SQL Developer to create the four tables EMP, DEPT, PROJ, EMP_PROJ with the appropriate constraints except FOREIGN KEY constraints. For filename, use CREATE.sql accordingly.
2. Import data from the csv files to EMP, DEPT, and PROJ tables.
3. Check that all data for EMP, DEPT, and PROJ tables has been imported.

__________________________

employees.csv

empNo,fname,lname,address,sex,salary,position,deptNo

1000,Steven,King,"731 Fondren, Houston, TX",M,30000,Programmer,60

1007,Diana,Lorentz,"638 Voss, Bellaire, TX",F,24000,Clerk,20

2002,Pat,Fay,"3321 Castle, Spring, TX",F,15000,Sales Representative,80

1760,Jonathan,Taylor,"561 Rice, Houston, TX",M,60000,Manager,20

1740,Ellen,Abel,"890 Stone, Houston, TX",F,65000,Manager,60

2060,William,Gietz,"450 Berry, Bellaire, TX",M,65000,Manager,80

2000,Jennifer,Whalen,"980 Fire Oak, Humble, TX",F,28000,Clerk,60

1444,Peter,Vargas,"975 Dallas, Houston, TX",M,20000,Sales Representative,80

_________________________________

Departments.csv

deptNumber,deptName,Mgr

20,Marketing,1760

60,IT,1740

80,Sales,2060

_________________________

Projects.csv

projNumber,projName,deptNum

10,Product X,20

20,Product Y,20

30,Computerization,60

40,Product Z,80

50,Mobile Apps,60

you will be implementing two functions for the LinkedList class. The function that you are implementing is called reverse and isPalindrome. The isPalindrome function should determine if the linked list is a palindrome or not and the reverse function should reverse the linked list.

When you are finished with the implementation, try to use valgrind to see if there are any other errors or memory leaks to deal with. valgrind ./lab7 or make val

1. Expected Output

This is an example of what the output should look like. Note that the program must compile without any warnings or memory leaks.

==2353315== Memcheck, a memory error detector

==2353315== Copyright (C) 2002-2017, and GNU GPL'd, by Julian Seward et al.

==2353315== Using Valgrind-3.16.0 and LibVEX; rerun with -h for copyright info

==2353315== Command: ./lab7

==2353315==

The word: tenet is a palindrome.

The word: LOLO is not a palindrome.

The word: Zendaya is not a palindrome.

The word: kayak is a palindrome.

The word: step on no pets is a palindrome.

The word: I did did I is a palindrome.

The word: CMSC 202 is not a palindrome.

The word: wasitacatisaw is a palindrome.

==2353315==

==2353315== HEAP SUMMARY:

==2353315==     in use at exit: 0 bytes in 0 blocks

==2353315==   total heap usage: 158 allocs, 158 frees, 76,512 bytes allocated

==2353315==

==2353315== All heap blocks were freed -- no leaks are possible

==2353315==

==2353315== For lists of detected and suppressed errors, rerun with: -s

==2353315== ERROR SUMMARY: 0 errors from 0 contexts (suppressed: 0 from 0)

Current and historical Financial Statements (Income Statement (I/S), Balance Sheet (B/S) and Statement of Cash Flows) from the 3 most current years for the firm
The financial statements must include changes (deltas) between years.

Income Statement (Annual)

Balance Sheet

Statement of Cash Flows

What are the Deltas for each chart for each year?

Vino Veritas Company, a U.S.-based importer of wines and spirits, placed an order with a French supplier for 1,700 cases of wine at a price of 270 euros per case. The total purchase price is 459,000 euros. Relevant exchange rates for the euro are as follows:

Vino Veritas Company has an incremental borrowing rate of 12 percent (1 percent per month) and closes the books and prepares financial statements at September 30.

a. Assume that the wine arrived on September 15, and the company made payment on October 31. There was no attempt to hedge the exposure to foreign exchange risk. Prepare journal entries to account for this import purchase.

b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable.

c.Vino Veritas ordered the wine on September 15. The wine arrived and the company paid for it on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. The company properly designated the forward contract as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the forward rate. Prepare journal entries to account for the foreign currency forward contract, firm commitment, and import purchase.b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency forward contract.

d. The wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a cash flow hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency option.

e. The company ordered the wine on September 15. It arrived on October 31, and the company made payment on that date. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the spot rate. Prepare journal entries to account for the foreign currency option, firm commitment, and import purchase.

QUESTION.

1. Define Common Core State Standards (CCSS) (include the definitions of curriculum versus standards).

2. State the concern that you chose (written below) and then decide if the concern is valid or not. Give your rationales and references for your stance.

The Common Core can't speed up child development

Recent evaluations of the state's preschoolers have determined that only 47 percent are ready for kindergarten, compared to 83 percent judged ready last year. This drastic drop isn't the result of an abrupt, catastrophic decline in the cognitive abilities of our children. Instead, it results from a re-definition of kindergarten readiness, which now means being able to succeed academically at a level far beyond anything expected in the past. For example, a child entering kindergarten is now expected to know the difference between informative/explanatory writing and opinion writing. The concern is that preschoolers without that knowledge will not succeed at meeting the new higher-level Common-Core standards. However, I think a more pressing concern is: Why do we have educational standards that are not aligned with even the most basic facts of human development? Clearly these test results show that the problem is with the standards, not the children.

Educational attainment is part of human development, and fundamentally this is a biological process that cannot be sped up. We cannot wish away our biological limitations because we find them inconvenient. Children will learn crawling, walking, listening, talking and toilet training, all in succession at developmentally appropriate ages. Once in school, for skills that require performing a physical task, that are in what Bloom's Taxonomy classifies as the "psychomotor domain," it is understood that children will only learn when they are physically and developmentally ready. No one expects four-year olds to type fluently on a computer keyboard, play difficult Chopin Etudes on the piano, prepare elaborate meals in the kitchen or drive a car.

However, for skills in what Bloom calls the "cognitive domain," the school curriculum has become blind not only to the progression of normal child development but also to natural variations in the rate that children develop. It is now expected that pre-school children should be able to grasp sophisticated concepts in mathematics and written language. In addition, it is expected that all children should be at the same cognitive level when they enter kindergarten, and proceed through the entire grade-school curriculum in lock step with one another. People, who think that all children can learn in unison, have obviously never worked with special needs children or the gifted and talented.

Demanding that children be taught to developmentally inappropriate standards for language and math comprehension is not a harmless experiment. This exercise in futility wastes the time of teachers and students and unethically sets all of them up to fail. It exacerbates the very problems that the new curriculum is supposed to fix. It leaves boys, whose verbal development for biological reasons already lags behind girls, even further behind and will accelerate the trend of fewer boys going on to college. Even today boys only make up about 40 percent of college students nationwide and their numbers will continue to dwindle.

The new curriculum standards and testing regimens are motivated by a well-intentioned desire to close achievements gaps that exist between the various socio-economic and ethnic and racial groups. There is a belief that by demanding that all children meet a set of rigid and arbitrarily high academic standards, achievement gaps can be closed and economic opportunities increased for all. The apparent reasoning is that if all children receive the same education and are held to the same academic standards, then all children will have equal opportunity to succeed as adults.

However, addressing pervasive economic inequality by pretending that in an ideal world all children should be alike isn't a solution. The inequalities that plague our society are inherent in the structure of our political and economic systems. A new curriculum will not change the underlying pathologies corrupting these structures. It is a mistake to conflate unjust economic inequalities that arise from our broken political and economic systems with normal differences in abilities and dispositions among people that arise from being human. If all barriers to inequality were broken down, people would still be different from one another and normal human development would still unfold.

Education should be about helping each child, regardless of background or academic readiness, achieve his or her full, unique potential as a human being. It should instill not just academics but also physical, emotional and social skills, which are also essential for making meaningful contributions to the well being of our families, communities and the economy. Differences between people that arise across all skill sets and educational domains are an inherent and valued part of the human experience that should be celebrated in school, not erased.

In 1885 Woodrow Wilson, having not yet completed his doctoral program at Johns Hopkins University, began his teaching career at the newly founded Bryn Mawr College for Women. While reportedly a lecturer of genius, he resented having to teach women. As he told an associate, such an activity “relaxes one’s mental muscle.” In 1887 he summed up his life by saying, “Thirty-one years old and nothing done!” In retrospect, Wilson seems to have been like many other ambitious academics seemingly stuck in a post that did not do justice to talent. And he chose as the way out the now traditional road to high academic fame, fortune, and position: he wrote and published and was saved! American public administration as a field of study traditionally traces its origin to an 1887 Political Science Quarterly article by this frustrated young academic. In “The Study of Administration,” Wilson attempted nothing less than to refocus the newly emerging field of political science. Rather than be concerned with the “lasting maxims of political wisdom,” he argued that political science should concentrate on the more generally neglected details of how governments are administered. This was necessary because “it is getting harder to run a constitution than to frame one.” Wilson wanted the study of public administration to focus not only on the problems of personnel management, as many other reformers of the time had advocated, but also on organization and management in general. The reform movement of the time had an agenda that did not go beyond the abolition of the spoils system and the installation of a merit system. Wilson regarded civil service reform “as but a prelude to a fuller administrative reform.” He sought to push the concerns of public administration into investigations of the “organization and methods of our government offices” with a view toward determining “first, what government can properly and successfully do, and secondly, how it can do these proper things with the utmost possible efficiency and at the least possible cost either of money or energy” (Wilson, 1887 in Classics of Public Administration, 2012, p. 16). He was concerned with overall organizational efficiency and economy—that is, productivity in its most simplistic formulation. What could be more current—then or now? In his essay, Wilson also proclaimed the existence of a major distinction between politics and administration. This was a common and necessary political tactic of the reform movement because arguments that public appointments should be based on fitness and merit, rather than partisanship, necessarily had to assert that “politics” was out of place in public service. As Wilson said, “Although politics sets the tasks for administration, it should not be suffered to manipulate its offices.” In reinforcing what became known as the “politics–administration dichotomy,” Wilson was really referring to “partisan” politics. While this subtlety was lost on many, Wilson’s main themes—that public administration should be premised on a science of management and separate from traditional politics—fell on fertile intellectual ground. The ideas of this then obscure professor eventually became the dogma of academic public administration. And what happened to the young Bryn Mawr professor who plaintively wrote in 1888, “I have for a long time been hungry for a class of men”? Shortly thereafter, he took up an appointment at Wesleyan University in Connecticut. From there he went to Princeton, made good, and became president of that university. In later life he found a job in Washington. But if Wilson had not found that job in Washington, had not become president, his now seminal article would have continued to enjoy the obscurity its verbosity warrants. The article’s significant influence came only after World War II—more than half a century after it was published. Administrative historian Paul van Riper found that none of the early public administration scholars, Wilson’s contemporaries, cited the article in their otherwise heavily referenced works. “In reality, any connection between Wilson’s essay and the later development of the discipline is pure fantasy! An examination of major political and social science works of the period between 1890 and World War I shows no citation whatever of the essay” (Van Riper, 1983, p. 477). So how did it get rediscovered and become required reading for generations of students? According to a historical analysis by Daniel W. Martin, “The simple answer . . . is the glowing reprint of Wilson’s article in the December 1941 Political Science Quarterly. It was a masterwork of public relations, complete with a photostatic copy of Wilson’s tentative letter of submission” (Martin, 1988). Thereafter, Wilson’s essay, cited only modestly in the interwar period, grew to its current influence.

Read the short case study above and answer the questions below.

1) Briefly describe Woodrow Wilson’s early career and how it influenced his theories on public administration.

2) Then explain Woodrow Wilson’s views on the definition and scope of activities of public administration. How did he see public administration best utilizing tools, techniques, and theories from business administration?

3) Evaluate Woodrow Wilson’s major contributions to the field of public administration. To what extent were concepts like the “politics administration dichotomy” and “efficiency and economy” in administration significant at the time? To what extent are they still relevant today?

With double-digit annual percentage increases in the cost of health insurance, more and more workers are likely to lack health insurance coverage (USA Today, January 23, 2004). The following sample data provide a comparison of workers with and without health insurance coverage for small, medium, and large companies. For the purposes of this study, small companies are companies that have fewer than 100 employees. Medium companies have 100 to 999 employees, and large companies have 1000 or more employees. Sample data are reported for 50 employees of small companies, 75 employees of medium companies, and 100 employees of large companies.

1. Conduct a test of independence to determine whether employee health insurance coverage is independent of the size of the company. Use  = .05. Use Table 12.4.
   
   Compute the value of the x² test statistic (to 2 decimals).?
   
   
   The p value is ?
   
   What is your conclusion?
   Conclude health insurance coverage is not independent of the size of the company/Cannot reject the assumption that health insurance coverage and size of the company are independent
2. The USA Today article indicated employees of small companies are more likely to lack health insurance coverage. Calculate the percentages of employees without health insurance based on company size (to the nearest whole number).
   

   Small	%
   Medium	%
   Large	%

   
   
   Based on the percentages calculated above, what can you conclude?

Recent trends in globalization have forced businesses around the world to more keenly focus on profitability. This trend is also present in Japan, where historical links between banks and businesses have traditionally blurred the goals of firms. For example, the Japanese business engineering firm, Mitsui & Co. Ltd., recently launched “Challenge 21”. A plan directed at helping the company emerge as Japan’s leading business engineering group. According to a spokesperson for the company.” [ This plan permits us to] create new value and maximize profitability by taking steps such as renewing our management framework and prioritizing the allocation of our resources into strategic areas. We are committed to maximizing shareholder value through business conduct that balances the pursuit of earnings with socially responsible behavior.” Ultimately, the goal of any continuing company must be to maximize the value of the firm. This goal is often achieved by trying to hit intermediate targets, such as minimizing costs or increasing market share. If you as a manager- do not maximize your firm’s value over time, you will be in danger of either going out of business, being taken over by other owners (as in a leveraged buyout), or having stockholders elect to replace you and other managers. Source: “Mitsui & Co., Ltd. UK Regulatory Announcement: Final Results.” Business Wire, May 13, 2004.

Questions

1. What is (Challenge 21 ) plan of Mitsui & Co., Ltd.

2. What were the objectives of the management of Mitsui & Co., Ltd

. 3. What are the threats of not maximizing a firm’s value.