ENC 1102 USF Florida State Should Decrease Funding for Its University Discussion Writing Assignment Help

I’m working on a communications discussion question and need an explanation to help me understand better.

Eleven million people in the United States are allergic to one or more food ingredients. Each year, 30,000 of these people end up in the emergency room after suffering allergic reactions, and hundreds of them die. Many of these tragic events are tied to poorly written food labels that either fail to identify dangerous allergens or use scientific terms that most consumers don’t recognize. Do food manufacturers have a responsibility to ensure consumers read, understand, and follow warnings on food products? Explain your answer.

This week, we have studied coherence — the flow from one idea to the next — in writing. Let’s practice introducing and recognizing coherence. We looked at four specific ways of improving coherence:

• Transitional words and phrases

Internet users do not always think about how their internet data is being used. Nonetheless, collecting and using data about search habits is big business.

• Repetition of key works and phrases

Companies are able to track the searches made by various demographics and use data about these searches to target advertisements to likely customers. Customers will see advertisements that match their interests, but they have give up some privacy in return.

• Pronoun reference

For some customers, this loss of privacy is acceptable, while others are deeply concerned.

• Parallelism

Customers may worry about their search data getting into the wrong hands or about further intrusion into their private lives.

Initial post (by Friday):

Select one paragraph of your research paper draft and examine it for examples of the above four coherence tools. If you do not find at least two of the tools in use, revise your paragraph so that it uses at least two of the tools. Post your paragraph here. Do not identify the coherence tools you used; you will be analyzing each other’s paragraphs in your guided response.

1. Lesson Plan on algebra 1, 9th grade. A1.A.REI.B.3a Use the method of completing the square to rewrite any quadratic equation in x into an equation of the form (?? – ??)2 = ?? that has the same solutions. Derive the quadratic formula from this form.

2. Standards https://www.tn.gov/content/dam/tn/education/standa… page 34

3. See attachment “FHU lesson Plan” for how to complete lesson plan.

4.

• Subject
• Grade
• Standards
• Learning Segment
• Central Focus
• Learning Context
• Lesson Title
• Objectives
• Asessments (continue to fill in the table you started with the objectives)
• Bloom’s Levels for Assessments
• Vocabulary (General and Academic)
• Language Function
• Discourse
• Syntax
• Questioning (the entire table)
• Lesson Activities
• Length of Lesson (Remember the “length of lesson” should have how many classes (always 1) and how long the class is. For example, “1 Class of 55 minutes.”)

Requirements: Lesson Plan

Q1: Imagine a society that produces military goods and consumer goods, which we’ll call “guns”

and “butter.”

A) Draw a production possibilities frontier for guns and butter. Using the concept of opportunity cost, explain why it most likely has a bowed-out shape.

B) Show a point that is impossible for the economy to achieve. Show a point that is feasible but inefficient.

C) Imagine that the society has two political parties, called the Hawks (who want a strong military) and the Doves (who want a smaller military). Show a point on your production possibilities frontier that the Hawks might choose and a point the Doves might choose.

D) Imagine that an aggressive neighboring country reduces the size of its military. As a result, both the Hawks and the Doves reduce their desired production of guns by the same amount. Which party would get the bigger “peace dividend,” measured by the increase in butter production? Explain.

Q2: Suppose that there are 10 million workers in Canada and that each of these workers can produce

Either 2 cars or 30 bushels of wheat in ayear.

A) What is the opportunity cost of producing a car in Canada? What is the opportunity cost of producing a bushel of wheat in Canada? Explain the relationship between the opportunity costs of the two goods.

B) Draw Canada’s production possibilities frontier. If Canada chooses to consume 10 million

cars, how much wheat can it consume without trade? Label this point on the production

possibilities frontier.

C) Now suppose that the United States offers to buy 10 million cars from Canada in exchange for 20 bushels of wheat per car. If Canada continues to consume 10 million cars, how much wheat does this deal allow Canada to consume? Label this point on your diagram. Should Canada accept the deal?

Q3: Suppose the demand function for corn is Qd = 10 − 2p, and supply function is Qs = 3p − 5. The

government is concerned that the market equilibrium price of corn is too low and would like to

implement a price support policy to protect the farmers. By implementing the price support

policy, the government sets a support price and purchases the extra supply at the support price.

In this case, the government sets the support price ps = 4.

(a) Calculate the original market equilibrium price and quantity in absence of the price

support policy.

(b) At the support price ps = 4, find the quantity supplied by the farmers, the quantity

demanded by the market, and the quantity purchased by the government.

• Avoid plagiarism