3 parts- see attached Assignment Content Contract Scenario Calvin had been an avid coin collector for many years, and the most valuable coin in his collection was an uncirculated, mint condition, 1943 Lincoln penny made of copper (most pennies made during World War II were made of zinc because copper was needed in the war effort). That penny had a value of between $60,000 and $95,000. In August of 2017, Calvin had a serious stroke that left him unable to speak or walk, but his doctor assured his family that Calvin would recover over time with intensive therapy. Calvin was a widower and did not have any children, but he had several nephews who visited him from time to time as he recovered. None of the nephews had any real interest in Calvin’s coin collection. One of Calvin’s nephews, Billy, who visited Calvin more often than the other nephews, sometimes listened to Calvin talk (talking was a part of Calvin’s therapy) about his mounting medical bills and his coin collection, but Billy never showed much interest in the medical bills or the coin collection. In October, as Calvin’s recovery progressed slowly, Billy visited Calvin and told Calvin that he had been reading about coin collecting, and he realized that Calvin’s collection, especially the 1943 Lincoln copper penny, was valuable, and Billy suggested that Calvin should consider selling the 1943 Lincoln copper penny and use the proceeds to pay his medical bills. Calvin resisted the idea at first, but Billy continued to urge Calvin to sell the penny so that he would not have to worry about the medical bills. Finally, when Billy told Calvin that he would arrange the sale of the penny for a commission of just 5% of the sale price of the penny, Calvin began to think that selling the coin might be a good idea. He was still a little confused about how the sale would work and what Billy would do to make sure that the penny would be sold for the best price. Calvin told Billy that he thought that the penny was worth almost $100,000, but Billy assured Calvin that the market had changed recently, and that the penny was now worth $40,000 to $45,000. Eventually, Calvin allowed Billy to sell the penny for the best price he could get and to take a 5% commission for arranging the sale of the penny. Billy then sold the penny to a friend for $40,000, took his 5% commission, and paid the remainder of the sale price to Calvin. A few months later, as Calvin continued to recover, he read a story in a coin collecting magazine about how an uncirculated, mint condition, 1943 Lincoln penny made of copper had just sold at auction for more than $100,000, and Calvin began to wonder if Billy had taken advantage of him. Calvin consulted a lawyer and asked the two questions below. Exhibit 11-1 (on page 239 of the textbook) explains the relevant considerations for mental incapacity. Based on the facts presented, did Calvin have the mental capacity to enter into the contract when he agreed to let Billy sell the penny? Page 264 of the textbook poses four questions to analyze when determining undue influence. Based on the facts presented, did Billy exert undue influence over Calvin to cause Calvin to enter into the contract that allowed Billy to sell the penny? Your journal entry must be at least two pages in length and include at least two outside sources, one source must be from the CSU Library. Be sure to use APA formatting for all citations and references.

3 parts- see attached

Assignment Content

Contract Scenario

Calvin had been an avid coin collector for many years, and the most valuable coin in his collection was an uncirculated, mint condition, 1943 Lincoln penny made of copper (most pennies made during World War II were made of zinc because copper was needed in the war effort). That penny had a value of between $60,000 and $95,000.

In August of 2017, Calvin had a serious stroke that left him unable to speak or walk, but his doctor assured his family that Calvin would recover over time with intensive therapy.

Calvin was a widower and did not have any children, but he had several nephews who visited him from time to time as he recovered. None of the nephews had any real interest in Calvin’s coin collection. One of Calvin’s nephews, Billy, who visited Calvin more often than the other nephews, sometimes listened to Calvin talk (talking was a part of Calvin’s therapy) about his mounting medical bills and his coin collection, but Billy never showed much interest in the medical bills or the coin collection.

In October, as Calvin’s recovery progressed slowly, Billy visited Calvin and told Calvin that he had been reading about coin collecting, and he realized that Calvin’s collection, especially the 1943 Lincoln copper penny, was valuable, and Billy suggested that Calvin should consider selling the 1943 Lincoln copper penny and use the proceeds to pay his medical bills. Calvin resisted the idea at first, but Billy continued to urge Calvin to sell the penny so that he would not have to worry about the medical bills. Finally, when Billy told Calvin that he would arrange the sale of the penny for a commission of just 5% of the sale price of the penny, Calvin began to think that selling the coin might be a good idea. He was still a little confused about how the sale would work and what Billy would do to make sure that the penny would be sold for the best price. Calvin told Billy that he thought that the penny was worth almost $100,000, but Billy assured Calvin that the market had changed recently, and that the penny was now worth $40,000 to $45,000. Eventually, Calvin allowed Billy to sell the penny for the best price he could get and to take a 5% commission for arranging the sale of the penny. Billy then sold the penny to a friend for $40,000, took his 5% commission, and paid the remainder of the sale price to Calvin.

A few months later, as Calvin continued to recover, he read a story in a coin collecting magazine about how an uncirculated, mint condition, 1943 Lincoln penny made of copper had just sold at auction for more than $100,000, and Calvin began to wonder if Billy had taken advantage of him. Calvin consulted a lawyer and asked the two questions below.

Exhibit 11-1 (on page 239 of the textbook) explains the relevant considerations for mental incapacity. Based on the facts presented, did Calvin have the mental capacity to enter into the contract when he agreed to let Billy sell the penny?

Page 264 of the textbook poses four questions to analyze when determining undue influence. Based on the facts presented, did Billy exert undue influence over Calvin to cause Calvin to enter into the contract that allowed Billy to sell the penny?

Your journal entry must be at least two pages in length and include at least two outside sources, one source must be from the CSU Library. Be sure to use APA formatting for all citations and references.

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See attachment  1. What was the Roosevelt Corollary, & how did it affect U.S. relations with Latin American nations? To what extent did the Roosevelt Corollary contribute to the perception of the U.S. as an imperialistic/aggressive nation? (from Chapter 19)   2. What were the results of the Paris Peace

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Read all attachments…Instructions are attached Discussion Instructions Follow the instructions for the weekly paper assignment: · 12- point font, double spaced, one inch margins · 350-500 words · MUST be in APA format · Must use 3 references provided and one outside source Paper must address the following: a. Detail

The Death of Mila the Camel Driver Introduction: Before we explore the conditions surrounding Mila’s death, let’s review some basic facts. We define diffusion as movement of materials from a region of higher concentration to a region of lower concentration. This movement is due to kinetic energy of particles. An example of this can be observed by opening a bottle of perfume. Soon you will smell the perfume in distant parts of the room. It diffuses from the high concentration of molecules in the bottle to a lower concentration of molecules in the air. Osmosis is a type of diffusion . It involves movement of water through a differentially permeable membrane from a region of high concentration (of water molecules) to a region of lower concentration (of water molecules). We define 3 types of solutions based upon osmotic activity. In an isotonic solution, the solute concentration is the same on both sides of the membrane so there is no net movement of water. (See Figure 1) ( C ell placed in isotonic solution stays the same “Normal Cell” No change ) ( Figure 1 : Effects of an Isotonic S olution ) In a hypotonic solution, solute concentration is higher inside the cell than outside. So water moves from a high concentration outside the cell to a lower concentration inside the cell. The cell swells and may burst from the excess water. This is what occurs when we soak salad ingredients in ice water to make them crisp! (See Figure 2) ( Cell placed in hypotonic solution swells and perhaps bursts ! ) ( “Normal Cell” ) ( Cell S wells ) Figure 2: Effects of a Hypotonic Solution. In a hypertonic solution, the solute concentration is higher outside than inside the cell so water moves outward from the high concentration (of water) inside the cell to the lower concentration (of water) outside the cell. Thus the cell shrinks! (See Figure 3) ( “Normal Cell” C ell placed in hypertonic solution shrinks Cell S hrinks ) Figure 3. Effects of A Hypertonic Solution. Case Study: Mila the camel driver lost her way in the desert. After several days of wandering with her trusty camel Richard, she found himself on a beach. She carefully searched the area for a spring but found no fresh water. Finally, Mila became so thirsty that she decided to drink seawater. A few days later, a ship spotted Mila’s signal fire and landed on the beach. The ship’s captain found a delirious Mila who died the next day. Let’s investigate the cause of Mila’s death. We know that all living things are composed of cells. Since our camel driver is living, we can use stalks of celery, also composed of cells, to represent his body. We will use water and salt to investigate the effects of various concentrations of salt water on the cells. This should give us some clues to the cause of Mila’s demise. Movement of water through a selectively permeable membrane from a region of high concentration of water to an area of lower (water) concentration is termed osmosis. We will investigate the effects of three concentrations of salt solution on the celery stalks (Mila). One solution is hypertonic, that is, it contains more solutes and less water than the cytoplasm of the cells. One solution will be hypotonic. This solution will contain fewer solutes than the cell cytoplasm. The third solution will be isotonic and will contain a solute concentration identical to the cell cytoplasm. By observing the effects of these solutions on the celery stalks, we should be able to determine what happened to Mila’s cells when she drank seawater. Materials: 1 celery stalk and table salt A knife Measuring spoons and measuring cup Water (tap water will work unless your water has a high concentration of dissolved solutes) Distilled water works best. 3 containers for holding the solutions and celery stalks Some type of covering to close the containers Procedure: 1. Cut 4 two inch long slices of celery (try to keep them the same length and thickness.) 2. Make 4 vertical cuts 2/3 of the length of each piece. Try to space them evenly. ( Figure 4: Make 4 vertical cuts in each piece of celery. ) ( Celery ) 3. Label 3 containers A, B and C 4. Add 1 cup of water to each container 5. Add the following amounts of salt to each container: a. A – no salt b. B – ½ teaspoon salt c. C – 2 teaspoons salt 6. Stir to dissolve the salt. 7. Immerse one celery stalk in each container and reserve one celery stalk as a control. 8. Cover the containers and wrap the “control stalk” in plastic wrap or place in an air tight container. 9. Leave the celery stalks in the container 6 hours or overnight. 10. Remove the stalks from the containers and bend each stalk 11. Record your description of each stalk in the table in the Observation section. Observations: Solution Flexibility As Compared To the Control Stalk Did the Water Move Into the cells or out of the cells? A B C Conclusions: 1. Based upon your observations of the flexibility of each stalk, which solution would you describe as isotonic, hypertonic or hypotonic? Solution Tonicity A B C 2. Which solution was the closest approximation of seawater? 3. What happened to Mila’s cells as a result of drinking seawater? 4. What symptoms do you think that Mila presented before her death? 5. How would you treat someone in the condition in which the captain found Mila? 6. Give three possible sources of error in your experiment. 6

The Death of Mila the Camel Driver Introduction: Before we explore the conditions surrounding Mila’s death, let’s review some basic facts. We define diffusion as movement of materials from a region of higher concentration to a region of lower concentration. This movement is due to kinetic energy of particles. An

Topic subject matter: The Impact of the Fall of Afghanistan on veteransTHE THREE RESOURCESGannon, B. A., & Oldham, J. L. (2024). A VETERANS ORAL HISTORY PROJECT. The Routledge Companion to Public Humanities Scholarship.Walldorf Jr, C. W. (2022). Narratives and War: Explaining the Length and End of US Military Operations in Afghanistan. International Security, 47(1), 93-138.  Whitlock, C. (2021). The Afghanistan papers: A secret history of the war. Simon and Schuster.Select three resources you have used for your Research Paper that present differing interpretations of your chosen topic. How did you interpret your topic differently than other sources? Explain why you chose a particular theory and/or perspective over other theories/perspectives you researched. What issues did you experience while analyzing these historical interpretations? Complete your write-up in 500-750 words. Prepare this assignment according to the guidelines found in the Turabian Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Topic subject matter: The Impact of the Fall of Afghanistan on veteransTHE THREE RESOURCESGannon, B. A., & Oldham, J. L. (2024). A VETERANS ORAL HISTORY PROJECT. The Routledge Companion to Public Humanities Scholarship.Walldorf Jr, C. W. (2022). Narratives and War: Explaining the Length and End of US Military Operations in Afghanistan.

revise help Questions: 6a) For a clearer grasp and to properly justify whether your quantitative variables fall under discrete or continuous categories, please refer back to the explanation provided in in-class activity 1C, specifically in the section between questions 2 and 3. This review will enhance your understanding of the concepts. 6b) For a clearer grasp and to properly justify whether your quantitative variables fall under discrete or continuous categories, please refer back to the explanation provided in in-class activity 1C, specifically in the section between questions 2 and 3. This review will enhance your understanding of the concepts. 8H) Do the following here: 1. Describe the  shape – discussing the  · overall pattern (i.e., symmetric, uniform, left-skewed or right-skewed), and · modality – i.e., number of peaks and State the type of modality associated with the number of peaks you identified  2. Identify  outliers. Looking at the graphs, are there unusually low values and unusually high values. The boxplot will generally help you to identify the outliers, but when it is not clear,  · You can use IQR to find outliers as follows: 1. Multiply the IQR by 1.5 to get the upper and lower fence values. 2. Add the upper fence value to Q3 and subtract the lower fence value from Q1. 3. Any data point that is above the upper fence or below the lower fence is an outlier. 3. In your explanation make not if this is different than your prediction in part d.  10) Ok. Generally, I recommend the following:   Use two paragraphs in your summary – one paragraph for each dataset.; · Clearly explain any contradictions and/or alignment between the summary statistics and the graphs based on the; · Shape · Describe the  overall  pattern as symmetric, uniform, left-skewed, or right-skewed, using adjectives like slightly etc to qualify the overall pattern that best fits your distribution. · Identify the  Modality – as unimodal, bimodal, or multimodal with reference to the highest frequency · Center. Mean, median, and identify the typical value · Spread. based on the minimum value, maximum value, range, and standard deviation · Outliers– identifying unusually low and high values in your datasets.; · Feel free to highlight values that are exceptional or stand out when describing your distributions.  · Add any additional observations or questions that you have as you move through this project. 14c) Refer to inclass activity 6B Question 2 Part D for a better understanding of the interpretation of the slope.  14d) You need to identify the y-intercept here. And interpret it. Refer to inclass activity 6B Question 4 Part D for an example.  14e) Identify the correlation coefficient correctly and Provide an interpretation of the identified correlation Coefficient   Refer to the table that contains general guidelines for describing the strength of a linear relationship in inclass activity 5A to answer this question.  14f) The identified value is incorrect. however revise and update the value and its interpretation after swapping the variables. Provide an interpretation of the stated value of the coefficient of determination. Refer back to the objectives of in-class activity 6C and provide context relevant to your own situation 15) I don’t seem to agree with your response based on the current analysis. However, revise and update your response after swapping the variables. In your revision Consider some of the statistics you described in question 14 and provide a convincing justification for your claim. 

revise help Questions: 6a) For a clearer grasp and to properly justify whether your quantitative variables fall under discrete or continuous categories, please refer back to the explanation provided in in-class activity 1C, specifically in the section between questions 2 and 3. This review will enhance your understanding of the