Canada and Australia are (mainly) English-speaking countries with populations that are not too different in size (Canada’s is 60 percent larger). But Canadian trade is twice as large, relative to GDP, as Australia’s. Why should this be the case?

Please read and answer the “Problems”

1. Canada and Australia are (mainly) English-speaking countries with populations that are not too different in size (Canada’s is 60 percent larger). But Canadian trade is twice as large, relative to GDP, as Australia’s. Why should this be the case?
2. Mexico and Brazil have very different trading patterns. While Mexico trades mainly with the United States, Brazil trades about equally with the United States and with the European Union. In addition, Mexico does much more trade relative to its GDP. Explain these differences using the gravity model.
3. Equation (2.1) says that trade between any two countries is proportional to the product of their GDPs. Does this mean that if the GDP of every country in the world doubled, world trade would quadruple?
4. Over the past few decades, East Asian economies have increased their share of world GDP. Similarly, intra–East Asian trade—that is, trade among East Asian nations—has grown as a share of world trade. More than that, East Asian countries do an increasing share of their trade with each other. Explain why, using the gravity model.
5. A century ago, most British imports came from relatively distant locations: North America, Latin America, and Asia. Today, most British imports come from other European countries. How does this fit in with the changing types of goods that make up world trade?

Canada and Australia are (mainly) English-speaking countries with populations that are not too different in size (Canada’s is 60 percent larger). But Canadian trade is twice as large, relative to GDP, as Australia’s. Why should this be the case?

Please read and answer the “Problems”

1. Canada and Australia are (mainly) English-speaking countries with populations that are not too different in size (Canada’s is 60 percent larger). But Canadian trade is twice as large, relative to GDP, as Australia’s. Why should this be the case?
2. Mexico and Brazil have very different trading patterns. While Mexico trades mainly with the United States, Brazil trades about equally with the United States and with the European Union. In addition, Mexico does much more trade relative to its GDP. Explain these differences using the gravity model.
3. Equation (2.1) says that trade between any two countries is proportional to the product of their GDPs. Does this mean that if the GDP of every country in the world doubled, world trade would quadruple?
4. Over the past few decades, East Asian economies have increased their share of world GDP. Similarly, intra–East Asian trade—that is, trade among East Asian nations—has grown as a share of world trade. More than that, East Asian countries do an increasing share of their trade with each other. Explain why, using the gravity model.
5. A century ago, most British imports came from relatively distant locations: North America, Latin America, and Asia. Today, most British imports come from other European countries. How does this fit in with the changing types of goods that make up world trade?

Do you agree with one argument or find that both have elements of arguable truth, or would you like to make a third argument that deviates from both of these polarities?

TAKE OR MAKE A POSITION! Position 1: “The first image we see of Beyoncé, in her 2016 released video for her song “Formation,” is the pop star atop a New Orleans police car, partly submerged in flood water. At once invoking the tragedy of post-Katrina devastation and police brutality—both extensions of state violence against black lives—Beyoncé strategically positions her body, clad in a country-style red dress (a power of color, of life and bloodlines), at the crossroads between life and death.” -from Janell Hobson’s Beyoncé as Conjure Woman: Reclaiming the Magic of Black Lives (That) Matter in ms magazine. http://msmagazine.com/blog/2016/02/08/beyonce-as-conjure-woman-reclaiming-the-magic-of-black-lives-that-matter/ Position 2: “Our obsession with Black celebrity–and our need to defend it–is undermining our movement.” -from Amanda H’s My (Apparently) Obligatory Response To ‘Formation’: in List Form on Radical Faggot: Black Knowledge/Queer Justice. http://radfag.com After watching Beyoncé’s “Formation” and sorting through the compelling and in some cases contradictory narrative(s) of the performance, please read the following two reviews by Janell Hobson on the ms magazine blog and “Amanda H” on the Radical Faggot: Black Knowledge/Queer Justice blog. Your charge is to argue for one (or both) of these positions. While Hobson locates Beyoncé in a tradition of African-American pop-artists who uncover black female oppression and work to empower both, Amanda H views Beyoncé’s work and cannon in a different cultural context arguing that Beyoncé coopts radical African American queer and feminist cultural forms and in so doing, diverts a growing radical grassroots movement for change. Do you agree with one argument or find that both have elements of arguable truth, or would you like to make a third argument that deviates from both of these polarities? Whether you argue that Formation is a liberatory expression of Black womanhood and LGBT/Q + expression or that it co-opts and capitalizes on African-American female/femme and trans bodies and culture, there are three criteria that you will include in your paper of argument: 1) You will state your argument/position clearly into the introduction; 2) You will quote from the lyrics at least once during the article, 3) You will describe some aspect of the setting, the cinematography, choreography and/or composition of the music video; 4) You will describe some aspect of the music itself 5) You will use either or both of the articles at least once in the body of your paper as evidence for your original argument.

How might an African American find their plight similar to that of people of Chinese, Japanese, and other Asian countries?

Students are to read the following documents from their textbook (Voice of Freedom): ″Women and Economics (1898)″ p. 708;″ The Workingman′s Conception of Industrial Liberty″ p. 709; ″What It Means to be Colored in the Capital of the United States (1906)″p. 731; ″Woodrow Wilson, War Message to Congress (1917)″p. 754; and ″Speech to the Jury Before Sentencing″p. 755. Once completed, type up an essay in Microsoft Word answering the below questions. I expect a long paragraph (250-350 words minimum) for each response, with each response supported by evidence from the documents you read. Once your essay is typed, submit it to the below submission link. 1. From these documents, describe how the notion of freedom for workers was just a notion and not a reality. Be sure to note how freedom of speech, petition, and assembly played apart. 2. How might an African American find their plight similar to that of people of Chinese, Japanese, and other Asian countries? Why might a African American male who served in armed forces find it difficult to serve in World War I? 3. After reading these documents, in your estimation how far should an American citizen being able to go in voicing dissent? Is voicing dissent really unpatriotic as some believe?

What are the strategies for law enforcement leaders to maintain public safety and enhance funding during an economic downturn?

Uwazie et al., Preface (pp. xvii-xx); Introduction (pp. 1-11); Chapters 2, 3, & 4; and Highlight B (pp. 315-317) * Snyder Chapters 17; and * Whitehead Chapters 17 * An article was written by Whitehead, Criminalizing Childhood: School Safety Measures Turn Schools into Prisons and Dont Make Kids Safer Question 1. UWAZIE et al., CHAPTER 2 (Moffatt & Repa: Public Safety for All?) After reading about historical injustices experienced by racial and ethnic minorities during encounters with law enforcement, what strategies would you use to enhance police-community relations in todays modern era? Question 2. UWAZIE et al. CHAPTER 3 (Huang: Economy, Police Staffing, and Crime Rates) Discuss the possible impacts of the economic downturn on law enforcement and other components of the criminal justice system. What are the strategies for law enforcement leaders to maintain public safety and enhance funding during an economic downturn? Question 3. UWAZIE et al. CHAPTER 4 (Getty & Michaud: Has Policy Changed? Lessons Through the Looking Glass) What obstacles do the police have in the early 1900s versus the modern police? Are there any advantages to policing in any time period? Question 4. UWAZIE et al. HIGHLIGHT B (pp. 313-317) (Canton: Implicit Bias & Law Enforcement) What is implicit bias? What factors, or variables, influence biases, specifically racial bias? What can be done to reduce implicit bias within law enforcement, and other criminal justice agencies? Question 5. WHITEHEAD One area that needs improvementsmarter policingis in our nations schools. In fact, John Whitehead has made the same argument and has even gone on to assert very strongly that law enforcement presence in our schools is making things much worse. Whitehead claims that our schools are part of the battlefield, which he writes about in his book, Battlefield America. After reading Part 1 of Whiteheads book, the first couple of chapters of Uwazie et al., and an article written by Whitehead, Criminalizing Childhood: School Safety Measures Turn Schools into Prisons and Dont Make Kids Safer, what are your thoughts? Do you think that having a law enforcement presence in schools is helpful? Harmful? A mix of both? Be sure to explain your thoughts and reasoning. Read the article: Criminalizing Childhood: School Safety Measures Turn Schools into Prisons and Dont Make Kids Safer [Week 1 materials] Question 6. SNYDER/WHITEHEAD In Timothy Snyders book, On Tyranny: Twenty Lessons from the 20th Century, he provides readers with his thoughts, suggestions, and advice on how to navigate through the different crises were facing today and what we might face in the future if were not paying attention, learning from our mistakes of the past. (a) Chapter 1, Do not obey in advance, is a critical part of the book. Snyder maintains that anticipatory obedience is a political tragedy. What does he mean by that? (b) Yale psychologist, Stanley Milgram, wanted to find out if there was a certain type of personalitythe authoritarian personalitythat explains why some people, sometimes on a large scale such as Germany during WWII, behave in an obedient manner, engaging in behaviors that are shocking and hard to imagine. Briefly discuss Milgrams study in 1961. What might the studys findings reveal about the state of our society today, people in general in the U.S. in particular, in terms what John Whitehead calls the rise of the police state? In other words, are we all unwittingly allowing what is happening in various communities, our schools, etc. with respect to the police and its apparent and obvious militarization? Please be sure to explain your responses thoroughly. Watch the video: Stanley Milgram: Obedience to Authority [Week 1 materials]

Analyze the impact of the author’s choices, discussing how these decisions affect the story’s meaning.

Analysis Essay Assignment Write an essay in which you analyze the theme of war in A Farewell to Arms. The essay should contain an introduction, body, and conclusion, be 1-2 pages in length, typed, and use MLA format. Cite the source to avoid plagiarism. Please save your essay as a Word document and submit as an attachment to be graded. • Analysis is not summary. Do not summarize the story; your audience already knows the story. Analysis is the practice of looking closely at small parts to see how they affect the whole. What is the main message Hemingway is relaying in this story? • Analyze the impact of the author’s choices, discussing how these decisions affect the story’s meaning. • Organize your ideas so that each new idea builds on the one it follows to create a unified whole. Take notes on its theme of war, characters, setting, plot, and so on. Be sure the notes include looking beyond the surface to the deeper meaning the author is trying to relay. Analysis also looks at why the meaning is important.

Discuss the difference if the poem is read following the rules of punctuation or read as Brooks and Morgan Freemen do with pauses at the end of every line (after the word We.)

In Gwendolyn Brooks We Real Cool, the poet put the word “We” at the end of almost every line. The lines themselves are enjambed: there is no punctuation to indicate a pause or a stop at the end of the lines until the last line of the poem. Usually poems with enjambed lines are read using punctuation as a guide, but Brooks said she intended there to be a pause at the end of every line. Discuss the difference if the poem is read following the rules of punctuation or read as Brooks and Morgan Freemen do with pauses at the end of every line (after the word We.) How does the difference affect the tone and interpretation of the poem? What is the effect of the omission of We from the last line of the poem (Die soon.)?