Discuss the features of the Clinton health care reform plan and provide reasons why it failed and describe the influence of the various interest groups and governmental entities during this process.

You will synthesize your understanding of why Clinton’s Health Plan was unsuccessful. Discuss the features of the Clinton health care reform plan and provide reasons why it failed and describe the influence of the various interest groups and governmental entities during this process. Make sure to discuss both the policy process and the policy environment—that is, the key players involved and other circumstances that shaped this policy-making effort. Consider and discuss the following: Take a position in support or opposition Discuss the context of this legislation – name the expected demanders and suppliers as outlined in our textbook, Chapter 3. Describe the expected interest groups and there specific arguments. Describe the expected interplay between demanders and suppliers, interest groups and analyze the public policy environment.

Describe Mathematical and scientific thinking and learning in early childhood.

This assessment task focuses on how maths and science concepts and processes can be identified, supported and extended through child-led, play-based learning.  You will be provided with a number of images and/ or scenarios to choose from as starting point – these will focus on an everyday item or occurrence or an example of a child’s question or comment. From here you will consider what math and science learning can take place and develop a series of experiences that will extend the child’s learning.  Part A: 200 words (no marks allocated for this section) Select and image or scenario from the provided options as the starting point for your planning. Include a brief explanation of the scenario relating to this image or scenario as well as identification of the age group you will focus on.  Part B: 1000 -1200 words (15/50) Develop a mind map of the maths and science concepts that could evolve from this image or scenario. You mind map must include  • 8-10 follow on suggestions (at least 4 maths and 4 science)  • Clear identification of the maths or science concept – be explicit and specific • Clear inclusion of maths and science processes – be explicit and specific  • Suggestion for experiences that relate to the concepts and process  • Referencing  Part C: 1500-1800 words (30/50) Choose three of your suggested topics outlined in your mind maps.  • One must relate to maths  • One must relate to science  • One must include a storybook as a provocation or resource (and include a maths and/or science focus) Experiences can combine maths and science, but you need to make sure that both maths and science concepts and processes are covered in this section. For each of the three experiences explain:  • How it relates to the original idea in your mind map and how you came to that idea/ what was the progression from the original provocation  • The math and/ or science concepts and processes that will be intentionally included  • A plan for the experience, including the child’s experience and intentional teaching.  • Justification of how math and/ or science learning will be supported  • Connection with theory, research and literature  • Clear links with the EYLF Academic writing and referencing – 5/50 marks

Write a 5-page assessment in which you compare and contrast the research methodologies and results of at least two different studies on motivation and performance associated with a specific emotion.

Write a 5-page assessment in which you compare and contrast the research methodologies and results of at least two different studies on motivation and performance associated with a specific emotion. Positive emotions (happiness, optimism, hope) can improve goal-directed motivation while negative emotions (fear, anxiety, pessimism, depression, learned helplessness, guilt, shame) can interfere with goal-directed motivation. Write a paper comparing and contrasting the research methodologies and results of at least two different studies on motivation and performance associated with a specific emotion. Preparation This assessment requires you to identify a topic to research and then to examine the results and methods of two studies on the selected topic. The topic must be an emotion and its effect on goal-directed motivation. An important skill in conducting research is to narrow the focus of your topic to keep the content manageable and to facilitate finding supportive evidence. To identify a topic: Select a positive or negative emotion that has an effect on goal-directed motivation, and then begin to narrow the focus of the topic. Continue to narrow the focus of your topic with consideration for other relevant factors, such as age of the research subjects (adults versus children), their gender, their educational level, or other demographic or topical factors. Your goal is to identify a research topic that is appropriately narrow and can be sharply defined, and for which research is available. Do some preliminary research to ensure that you have sufficient sources for your topic. You must locate at least two peer-reviewed research journal articles on your chosen topic from the Capella library. To find sources, select key words and enter them into the Summon search engine in the Capella University Library. If you do not find sufficient resources, revise the focus of your topic and try again. Finally, develop a working title for your paper (for example, “The Benefits of Hope in Peak Work Performance” or “Effects of Depression on Adolescent Academic Performance”) that addresses the narrowed and manageable research topic. After you identify a topic, select two studies to use as the focus for your paper. Instructions For this assessment, write a paper in which you complete the following: Describe, based upon current research, the effect of a selected negative or positive emotion on goal-directed motivation. Describe how the negative or positive emotion addressed by current research affects the biological, learned, and cognitive components of goal-directed motivation. Compare and contrast the research methods used in the two selected studies. What is the purpose of these studies? What are the research questions to be answered by these studies? Do the research results address the research questions? Identify the tools (interviews, surveys, questionnaires) and technologies (telephone, audio/videotapes, Internet) that were used in the selected studies. Conclude with what you learned from this research and how it may inform or describe your personal or professional behavior in similar circumstances.

Is this the same person who owned the camera?

Using the photograph provided, provide a detailed and close analysis using the following: Though you are expected to answer these questions, you are welcome to expand upon the questions or analyze further or into another issue. Though there may be some disagreement within your group, you must come up with a consensus for the assignment (you will, though, have the opportunity to discuss where or if there was disagreement or indecision). 1) What do you see? Describe in detail the photograph. Do this as objectively as possible (without introducing any cultural bias or personal interpretation). You will simply describe in detail the scene you see. 2) Now you can describe more about meaning. You can be more subjective. Rather than focusing on objective details, explain what your group thinks is happening in the photo. 3) What do you think this photo represents culturally? 4) Does the photo have ‘ethnic’ or ‘national’ significance? 5) What does the organization and content of the photograph say about kin structure (the way “family” is defined) in their culture, if anything? What does it say about power within the family, if anything? What do you think this photo means personally to the family or individual? 6) Does the way the people are organized (ordered, posed) represent social values? How? 7) Who do you think took the picture? Is this the same person who owned the camera? Who bought the film? 8) Who wanted or asked for the photo to be taken? Is this the same person who set up the pose? 9) Where do you think this photo was before it was handed in as part of this assignment? 10) In what area is your group most confident in the analysis? 11) In what area is your group least confident in the analysis? 12) Did your group disagree in certain answers? Which ones?

Prepare Income Statements and Balance Sheets for a hypothetical business.

Note: This assignment includes a 400-500 page essay, along with excel income and balance work sheets. Please also use one source from the uploaded material. Assignment Instructions  Learning Objectives: Describe the purpose and content of the income statement and balance sheet. Prepare Income Statements and Balance Sheets for a hypothetical business. Prompt: Review Lesson 3 and its resources, as well as Chapter 9, Accounting and Cash Flow of your textbook Small Business Management in the 21st Century  (https://saylordotorg.github.io/text_small-business-management-in-the-21st-century/s13-accounting-and-cash-flow.html). Read the following situation then complete the three items below  including a well written essay discussing the state of the business based on the statements (400-500 words).  Include the requested statements as an appendix to your essay or as a separate Excel spreadsheet. Include sources and citations where appropriate and a reference list at the end of your essay.    Adhere to all APA 7th ed. rules. 9.2 Financial Accounting Statements – Exercises from Chapter 9, Accounting and Cash Flow of your textbook Small Business Management in the 21st Century Edwina Haskell was an accomplished high school student who looked forward to attending Southern New England University (SNEU). SNEU was unique in that it operated on a trimester basis, its policy was to actively foster independent development among the students. Edwina’s mother and father each own their own small businesses. Soon after freshman orientation at SNEU, Edwina recognized a need among the students that could be the basis for developing a small business. Freshman students could not bring their cars on the campus. In effect, they were confined to the dorm; if they wished to travel, they had to take school-provided buses that operated on a fixed schedule. Further, the university’s cafeteria closed at eight in the evening. Students who wanted to have some food or snacks after 8:00 p.m. had to call local restaurants that delivered. The few restaurants in the neighborhood around SNEU that had delivery services often were late in their deliveries, and hot food, such as pizza, was frequently delivered cold. Edwina felt that there was a niche market on the campus. She believed that students would be interested in ordering sandwiches, snacks, and sodas from a fellow student provided that the food could be delivered in a timely fashion. After talking with several students in her dorm complex, she believed that offering a package of a sandwich, a soda, and a small snack, such as potato chips, for $5 and a guaranteed delivery of 15 minutes or less would be a winner. Because her dorm complex consisted of four large adjoining buildings that house nearly 1,600 students, she felt that there would be sufficient demand to make the concept profitable. She talked about this concept with her roommates and with her parents. Her roommates were willing to help prepare the sandwiches and deliver them. She planned on paying each of them $250 per trimester for taking orders, making sandwiches, and delivering them. All three roommates, whom she knew from high school, were willing to be paid at the end of the trimester. Edwina recognized that for this business plan to work, she would have to have a sufficient inventory of cold cuts, lettuce, tomatoes, soda, chips, and condiments to be able to meet student demands. The small refrigerators in the dorm rooms would not be sufficient. After talking to her parents, they were willing to help her set up her business. They would lend her $1,000 to buy a larger refrigerator to place in her dorm room. She did not have to repay this loan until she graduated in four years, but her parents wanted her to appreciate the challenges of operating a small business. They set up several conditions. First, although she did not have to pay back the $1,000 for the refrigerator for four years, she had to pay interest on this “loan.” She had to repay 3 percent of this loan each trimester. Further, they reminded her that although she could pay her friends at the end of the semester, she would need funds to buy the cold cuts, bread, rolls, soda, snacks, condiments, and supplies such as foil to wrap the sandwiches, plus plates and paper bags. Although Edwina was putting $500 of her own money into her business, her parents felt that she might need an infusion of cash during the first year (i.e., the first three trimesters). They were willing to operate as her bank—lending her money, if needed, during the trimesters. However, she had to pay the loan(s) back by the end of the year. They also agreed that the loan(s) would be at a rate of 2 percent per trimester. Within the first three weeks of her first trimester at SNEU, Edwina purchased the $1,000 refrigerator with the money provided by her parents and installed it in her dorm. She also went out and purchased $180 worth of supplies consisting of paper bags; paper plates; and plastic knives, spoons, and forks. She paid for these supplies out of her original $500 personal investment. She and her roommates would go out once or twice a week, using the SNEU bus system to buy what they thought would be the required amount of cold cuts, bread, rolls, and condiments. The first few weeks’ worth of supplies were purchased out of the remainder of the $500. Students paid in cash for the sandwiches. After the first two weeks, Edwina would pay for the food supplies out of the cash from sales. In the first trimester, Edwina and her roommates sold 640 sandwich packages, generating revenue of $3,200. During this first trimester, she purchased $1,710 worth of food supplies. She used $1,660 to make the 640 sandwich packages. Fortunately, the $50 of supplies were condiments and therefore would last during the two-week break between the trimesters. Only $80 worth of the paper products were used for the 640 sandwich packages. Edwina spent $75 putting up posters and flyers around the campus promoting her new business. She anticipated that the tax rate would be approximately 35 percent of her earnings before taxes. She estimated this number at the end of the first trimester and put that money away so as to be able to pay her tax bill. During the two weeks off between the first and second trimester, Edwina and her roommates talked about how they could improve business operations. Several students had asked about the possibility of having warm sandwiches. Edwina decided that she would purchase two Panini makers. So at the beginning of the second trimester, she tapped into her parents’ line of credit for two Panini grills, which in total cost $150. To make sure that the sandwiches would be delivered warm, she and her roommates spent $100 on insulated wrappings. The $100 came from cash. The second trimester proved to be even more successful. The business sold 808 sandwiches, generating revenue of $4,040. During this second trimester, the business purchased $2,100 worth of food supplies, using $2,020 of that to actually create the 808 sandwich packages. They estimated that during the second trimester, they used $101 worth of supplies in creating the sandwich packages. There was only a one-week break between the second and third trimesters, and the young women were quite busy in developing ideas on how to further expand the business. One of the first decisions was to raise the semester salary of each roommate to $300 apiece. More and more students had been asking for a greater selection of warm sandwiches. Edwina and her roommates decided to do some cooking in the dorms so as to be able to provide meatball and sausage sandwiches. Edwina once again tapped into her parents’ line of credit to purchase $275 worth of cooking supplies. One of the problems they noticed was that sometimes students would place calls to order a sandwich package, but the phones were busy. Edwina hired a fellow student to develop a website where students could place an order and select the time that they would like a sandwich package to be delivered. The cost of creating and operating this website for this third trimester was $300. This last semester of Edwina’s freshman year proved to be the most successful in terms of sales. They were able to fulfill orders for 1,105 sandwich packages, generating revenue of $5,525. Edwina determined that the direct cost of food for these sandwich packages came out to be $2,928.25. The direct cost of paper supplies was $165.75. At the end of her freshman year, Edwina repaid her parents the $425 that came from her credit line that was used to purchase the Panini makers and the cooking utensils. Prepare a beginning balance sheet for the first day of Edwina’s business. Prepare income statements for the end of each trimester. Prepare balance sheets for the end of each semester.