The number of job openings fluctuates through time, providing useful information about the current state of the economy and possibilities for the future. Table 14.4.11 shows the computer results of a Box Jenkins analysis of job openings in thousands, annually at the start of each year from 2001 to 2015, while Fig. 14.4.2 shows the data series with the Box-Jenkins forecasts.2 a. What kind of component (auto-regressive or moving average) does the estimated model include? b. How many differences are used in the model? c. Is the model component that you identified in part a significant? d. Is the constant term significant? e. Based on the figure, would you be surprised to see 15,000,000 job openings in 2020? f. Based on the figure, would you be surprised to see 7,500,000 job openings in 2020?

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(Polymorphic Banking Program Using Account Hierarchy) Develop a polymorphic banking program using the Account hierarchy created in Exercise 20.10. Create a vector of Account pointers to Savings Account and Checking Account objects. For each Account in the vector allow the user to specify an amount of money to withdraw from the Account using member function debit and an amount of money to deposit into the Account using member function credit. As you process each Account determine its type. If an Account is a Savings Account calculate the amount of interest owed to the Account using member function calculate Interest then add the interest to the account balance using member function credit. After processing an Account print the updated account balance obtained by invoking base-class member function get Balance. Exercise 20.10 (Account Inheritance Hierarchy) Create an inheritance hierarchy that a bank might use to represent customers bank accounts. All customers at this bank can deposit (i.e. credit) money into their accounts and withdraw (i.e. debit) money from their accounts. More specific types of accounts also exist. Savings accounts for instance earn interest on the money they hold. Checking accounts on the other hand charge a fee per transaction (i.e. credit or debit). Create an inheritance hierarchy containing base class Account and derived classes Savings Account and Checking Account that inherit from class Account. Base class Account should include one data member of type double to represent the account balance. The class should provide a constructor that receives an initial balance and uses it to initialize the data member. The constructor should validate the initial balance to ensure that its greater than or equal to 0.0. If not the balance should be set to 0.0 and the constructor should display an error message indicating that the initial balance was invalid. The class should provide three member functions. Member function credit should add an amount to the current balance. Member function debit should withdraw money from the Account and ensure that the debit amount does not exceed the Accounts balance. If it does the balance should be left unchanged and the function should print the message Debit amount exceeded account balance. Member function get Balance should return the current balance. Derived class Savings Account should inherit the functionality of an Account but also include a data member of type double indicating the interest rate (percentage) assigned to the Account. Savings Accounts constructor should receive the initial balance as well as an initial value for the Savings Accounts interest rate. Savings Account should provide a public member function calculate Interest that returns a double indicating the amount of interest earned by an account. Member function calculate Interest should determine this amount by multiplying the interest rate by the account balance. Derived class Checking Account should inherit from base class Account and include an additional data member of type double that represents the fee charged per transaction. Checking Accounts constructor should receive the initial balance as well as a parameter indicating a fee amount. Class Checking Account should redefine member functions credit and debit so that they subtract the fee from the account balance whenever either transaction is performed successfully. Checking Accounts versions of these functions should invoke the base-class Account version to perform the updates to an account balance. Checking Accounts debit function should charge a fee only if money is actually withdrawn (i.e. the debit amount does not exceed the account balance). After defining the classes in this hierarchy write a program that creates objects of each class and tests their member functions. Add interest to the Savings Account object by first invoking its calculate Interest function then passing the returned interest amount to the objects credit function.

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Please help write an essay-review on Vittorio De Sica’s 1948 film “Bicycle Thieves”

Words: Min 1,000 – Max 1,500. Double space. Make sure no plagiarism.

Due: 12PM (EST, USA) on Wednesday, March 14, 2018

Assignment direction:
“You have carte blanche to write all what you feel like writing. Yet, if you write simply the synopsis of the movie, you will not get an A.
For an “A” you need all of some of this:
_Short synopsis
_Context (period in art and history, and comparison with other movies if you can make one)
_Information about the director
_Remarks on the individuals who intervened as acting or crew, or cinematic components (significance of music, type of camera usage. photography, etc. )
_Your remarks that must not be too personal. All what you say must be presented as a universal consideration: example. Do not say “I liked” but put emphasis on the moment that you liked making readers like the same moment too. No: “I like how he talks to the child,” but “the viewer can all but be struck by the way the father talks to the child. At times one does not realize who assumes the role of guide and mentorship. Father and son at traits seem to be on a level of absolutely parity, with an immature father and a wise son” etc.”

Attached are some files to help with the assignment.

Also, there is an example in the link below. It is a review essay that the professor published. You do not have to follow it. It is just an indication of what a review essay is: a bit review, a bit paper
Mother and Son. Reflections after ‘Song of My Mother’ by Erol Mintas

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Topic: What were the effects of desegregation in schools in the Jim Crow south?

Thesis statement: While Brown v. Education created more resistance in the Jim Crow south, segregation in schools are morally wrong because race should not determine the advancement of your education.

Annotated Bibliography

Stewart, M. A. (2008). The promise of justice: essays on Brown v. Board of Education.
Columbus: Ohio State University Press.

This book is comprised of many essays related thee thoughts of authors as it relates to Brown v, Board of education. These writings range from personal views of people surrounding the trial as well as their thoughts of segregation. It humanizes Robert Carter, one of the principal attorneys in the case, on a personal level. The essays also give reference to other cases such as Plessy v Ferguson and other civil rights cases.

Rury, J. L. (2011). The African American struggle for secondary schooling: 1940-1980 ;
closing the graduation gap. New York: Teachers College Press.

This collection of essays published by the Supreme Court Historical Society and CQ Press to commemorate Brown v Education 50th anniversary. The authors explore provincial disparities in high school attendance across the United States and how interracial factors affected attendance within racial groups. Closing chapters focus on desegregation and the “urban crisis” of the 1960s and 1970s that accelerated “White flight” and funding problems for urban school systems. The conclusion summarizes these developments and briefly looks at the period since 1980, when secondary school fulfilment began to be completed for Blacks and Whites more equally.

Cushman, C., & Urofsky, M. I. (2004). Black, white, and Brown: the landmark school
desegregation case in retrospect. Washington, D.C.: Supreme Court Historical
Society/CQ Press.
The essays in Black, White and Brown exposed the injustice of the “separate but equal” clause. It gives reference to the injustice of segregation in education and the impact the Brown v. Education had on race relations in America during the Jim Crow era. Scholars and public opinion are noted as to give a full spectrum of the thoughts related to the case and how it has changed over the years. The lives of those involved in the lawsuit are too examined and documented.

Telgen, D. (2005). Brown v. Board of Education. Detroit, MI: Omnigraphics.

This book provides a detailed factual account of the history to segregation in America and the landmark case that dissolved the “separate but equal” clause. It also provides biographies of leading figures involved in the era in involving civil rights lawyers such as Thurgood Marshall. Collections of documents that provide alternative insights to the case with opinions from one of the “Little Rock Nine” students.

Prendergast, C. (2003). Literacy and racial justice: the politics of learning after Brown v. Board of Education. Carbondale: Southern Illinois University Press.

This author draws from a combination of insights from legal studies and literacy studies to question modern diverse initiatives.  This gives sound historical basis that informs current debates over affirmative action, school vouchers, compensations, and standardized testing. The politics after Brown vs Education reinforced traditional concepts. She challenges the myth of adaptation through literacy, which shows to create issues for African Americans.

Carson, C. (2004). Two Cheers for Brown v. Board of Education. Journal of American History, 91(1), 26. doi:10.2307/3659610

Carson’s journal article is essentially writing a clearer picture of the thoughts associated with Brown v Board of Education.  There are instances where she references how although the lawsuit was a win for desegregation all did not entirely accept the decision. There was initial opposition from the south and even gained interest from the North.  There is also question as to whether desegregating schools would ever bring a balance.  Racial exclusion would prove to seclude African Americans psychologically and therefore begin another issue that the courts did not attempt resolve even when the issues were brought before the Judge in the case.

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gather and integrate your knowledge on the Australian taxation system;
• describe and access the Australian regulatory taxation system;
• interpret legislation to compute taxable income and allowable deductions to determine taxation liabilities;

Megan is a mining engineer. Megan spends nearly 8 months of every year out of Australia for work. She is employed predominately by one (Australian based) mining company which issue her a Payment Summary on an annual basis and pay superannuation on her behalf. Megan earned $180,000 gross income from this mining company during the year and she also salary sacrificed $20,000 into superannuation. Megan has late this year accepted a one-off payment of $75,000 agreeing that next year she will not perform any mining services for any other mining company.

Megan performed some freelance services for a number of other mining companies (also Australian based) during the year on an ad hoc basis for which she provided an ABN and a tax invoice. These various invoices totaled $121,000 including GST. Megan also received a case of vintage champagne valued at $1,800 together with a cash amount of $5,000 as Christmas gifts from 2 of these mining companies.
During the year Megan together with a fellow mine engineering specialist designed a particularly useful item of mining equipment which one mining company paid $440,000 which included all rights to the equipment including its intellectual property. This is a one off venture and Megan has no intention of including her half share in her tax return as assessable income this year.
Megan also performs landscape painting activities. During the year her painting skills were recognised via an exhibition of her artwork to such an extent that people paid her $22,000 for the various works exhibited. Megan then won an award of $33,000 from an art industry representative entity for her exhibition. Megan has no intention of including these amounts in her next tax return as she has always enjoyed her painting as a hobby.
Required
You are to advise Megan of the assessability or non-assessability of the income earned in the current year for each of the activities in which she is involved. Your response will identify the key issues raised and provide a coherent argument for your conclusion based upon relevant legislation, case law and other material.

Rationale
This assessment task covers Topics 1 to 9. More specifically it tests your understanding of the tax forumla in relation to different types of income and the general rules relating to deductions. This assessment has been designed to ensure that you are engaging with the subject content on a regular basis and to assess your ability to:
• gather and integrate your knowledge on the Australian taxation system;
• describe and access the Australian regulatory taxation system;
• interpret legislation to compute taxable income and allowable deductions to determine taxation liabilities;
• investigate in depth the cases, rulings and legislation that are fundamental to taxation law;
• demonstrate your ability to apply that knowledge to a hypothetical, practical situation;
• exercise critical and reflective judgment;
• demonstrate your ability to conduct research using provided materials as well as other legal resources; and
• develop your written skills

Marking criteria
In assessing your assignment the marker will expect you to:
• present an essay that is readable and coherent;
• use appropriate language, correct spelling and grammar;
• identify and analyse relevant issues;
• explain and apply relevant cases, rulings and legislation;
• reach a sound and well-reasoned conclusion;
• use appropriate referencing; and
• demonstrate time management skills.
Your mark will depend upon the degree in which you demonstrate your understanding of the topics covered thus far, and the overall presentation of your advice to your client. For guidance, please refer to the section. “Presentation”.
The following criteria will form the basis of assignment of marks for the problem solving question.

Criteria High Distinction Distinction Credit Pass Fail
Students are required to answer one problem type question in order to demonstrate: To meet this level you will achieve a cumulative mark of 85-100%. A mark in this range indicates that a student: To meet this level you will achieve a cumulative mark of 75-84%. A mark in this range indicates that a student: To meet this level you will achieve a cumulative mark of 65-74%. A mark in this range indicates that a student: To meet this level you will achieve a cumulative mark of 50-64%. A mark in this range indicates that a student: To meet this level you will achieve a cumulative mark of 50-64%. A mark in this range indicates that a student:
Identification of relevant legal issues
15% Comprehensive coverage and identification of all legal issues, which are discussed with consideration and evidence of all contextual factors and analysis of the relevant law. Correctly identifies legal issues and formulates them with consideration of contextual factors and analysis of relevant law, with only minor errors. Identifies and correctly formulates most major legal issues and supported by relevant law. Identifies some legal issues. May or may not formulate them correctly. Considers and links to relevant law. IIdentifies no relevant issues or only a few of them. Some of these may be unclearly formulated.
Explanation of law and citation of relevant legal authority
30% Provides a complete explanation of the taxation law, justified by relevant law, with no errors. Discussion identifies key statute and case law stating relevant principles and shows insight in identification and discussion of potentially hidden issues. Research of relevant legal authority shows a breadth of investigation through detailed analysis and discussion. Provides a comprehensive explanation of the taxation law with few errors, substantiated by relevant case and statute law stating relevant principles.. Research of relevant legal authority shows a breadth of investigation through detailed analysis and discussion. Provides a substantial explanation of the taxation law and partnership but with some errors, substantiated by significant legal authority in the form of statute and case law. Provides a basic explanation of the taxation law but with significant errors, substantiated by some legal authority. Provides incorrect or limited explanation of the taxation law using no, or only a limited range of, authority.
Application of legal principles to the facts
30% Applies the law to the facts so as to reach a correct conclusion on all issues, with no errors. Argument discusses linkages between facts and the law and considers counter-arguments, completes tax computations correctly if required and evaluates the impacts of applying the law to the situation considering a broad range of factors that may affect the application. Conclusion draws together advice for client. Applies the law correctly to the facts so as to address all issues, with only minor errors. Argument discusses linkages between facts and the law, completes tax computations correctly if required and evaluates the impacts of applying the law to the situation considering factors that may affect the application. Conclusion draws together advice for client. Applies the law correctly to most issues arising from the facts, but with some errors. Argument discusses application of the law and completes tax computations correctly if required with some minor errors. Conclusion summarises advice for client. Makes a basic attempt to apply the law to the facts, but applies wrong law and / or contains significant errors in the application. Argument summarises application of the law, formula for computation tax identified and completed with errors. Advice to client is incomplete. Paper does not correctly apply law to the facts and / or applies incorrect law. May be descriptive, rather than putting forward a reasoned argument..
Compliance with the Style Guide and overall structure.
20% Uses Style Guide comprehensively, accurately and consistently. Uses ILAC model and tax computation format. Extremely well structured and organised, with one main argument introduced per paragraph, supported by well-written supporting sentences. Uses Style Guide accurately and with only minimal errors. Uses ILAC model and tax computation format. Well structured, with one main argument introduced per paragraph. Adequate use of Style Guide, with some errors or lapses. Uses ILAC model and tax computation format and is clearly structured. Limited or inconsistent use of Style Guide. Some attempt at use of ILAC model and tax computation format and at structuring of answer. Poor, inconsistent or inaccurate use of Style Guide. Poorly structured. Inadequate or no use of paragraphs. May have disregarded the ILAC model.
Written expression and editing.
5% Uses appropriate academic writing which is formal, impersonal and which contains no spelling, grammar and punctuation errors. Paper demonstrates careful proofreading. Uses appropriate academic writing which is formal, and impersonal with only very minor spelling, grammar and punctuation errors. Paper demonstrates careful proofreading. Uses appropriate academic writing which is formal and impersonal, with a few spelling, grammar and punctuation errors. Paper demonstrates evidence of proofreading. Significant spelling, grammar and punctuation errors but the paper is readable and demonstrates some attempt at proofreading. Poor grammar, spelling and/ or punctuation. Paper gives no evidence of having been proof-read.
Appropriate referencing
10% All work acknowledged and referenced correctly. Others’ work has been clearly acknowledged in the body of the work and in a reference list at the end. Few errors or omissions detected. Others’ work has been acknowledged in the body of the work and in a reference list at the end. Some errors or omissions evident. Others’ work has been acknowledged, although it does not comply with the required referencing style. Others’ work has not been acknowledged
The above rubic marking assessment was adopted from Bede Harris, Senior Lecturer of Law, Charles Sturt University.

Presentation
General Guidance for Law Assessment Tasks:
• Word-process or type your assignment clearly.
• Clearly show the subject name, your name and the date at the beginning of the assignment.
• Use size A4 paper and leave at least a 3 cm margin on the right-hand side of the page. (This is the best format for both marking and photocopying.)
• Retain a copy of each assignment. This overcomes any problems should your assignment be lost in transit, even though this rarely happens.
• Number each page of the assignment.
• The answers should be confined to 3,000 words in total, bibliography excluded. Both assignments should be neatly typed in Times New Roman, 12 point font.
• A consistent system of footnotes or the APA Referencing System is required. Case and statute names should be italicised.
• Answers must be original. They should demonstrate that students not only have read and understood the Study Guide and prescribed readings but also have broadened their knowledge by having read other reference works. Marks will not be awarded for duplication of paragraphs from the Modules or textbooks.
• Answers should have a complete bibliography listing all books and articles consulted. Beware of using the unacknowledged work of others. Plagiarism will result in zero marks and possible failure of the subject. (Refer to handbook rules).
• Students must, in the course of answering questions, refer to and discuss relevant case authorities and appropriate statutory provisions in order to support the propositions and submissions made

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