3.Module 6 – Mid-Term Question
Tanya is 45 years of age and her 2020 income is made up of employment income
t income of $93,500 and she contributed $9,800 to her Registered Retirement Savings Plan. (Assuming she has the RRSP contribution room from working in 2019). She was awarded a year-end bonus of $10,000, all of which was payable in February 2021. [The bonus was received on February 10, 2021 – consider if the bonus should be included in employment income in 2020 or 2021 (cash or accrual basis)].
For 2020, her employer withheld maximum CPP ($2,898) and EI ($856) contributions.
Tanya lived with her family in Lethbridge, Alberta. Other information pertaining to 2020 is as follows:
Tanya’s spouse is 47 years old and his employment income for the year totaled $45,500.
Bob and Tanya have a daughter, Tammy, who is 3years old in 2020. Tammy was taken care of while Bob and Tanya worked during 2020 by Bob’s mother who is currently unemployed and retired.
The family’s medical expenses for the year, all of which were paid by Bob, totaled $3,355. Of this amount, $300 was reimbursed by Tanya’s employer.
During the year, Tanya made cash donations to registered Canadian charities in the amount of $3,500 and Bob made $200. (Consider whether Bob will have higher donation credit if he transferred the $200 donation credit to Tanya or if he should use the credit on his return)
During the year, Bob made contributions to federal political parties totaling $1,150.
Both Tanya and Bob earned rent income from their house basement rented out during 2020. The details of the rent activities are as follows:
Rent income $7,500
Repairs (Bathroom and Kitchen) $1,080
Utilities (100% for the basement) $1,320
Advertising the basement $150
No Capital Cost Allowance is planned as they would like to maintain the entire house as a principal residence in the future. The net rental income will be shared jointly (50%) on their tax return in 2020.
Required: Use the above information to determine Tanya and Bob’s
Net income for tax purposes
Federal tax payable before tax credit (Gross tax)
Tax credits available
Federal tax payable for 2020. (Do not consider provincial tax payable)
Federal Tax Bracket
Tax Bracket 2020 Tax Rate 2020 Tax Bracket 2021 Tax Rate 2021
Up to $48,535 15% Up to $49,020 15%
$48,536 to $97,069 20.50% $49,021 to $98,040 20.50%
$97,070 to $150,473 26% $98,041 to $151,978 26%
$150,474 to $214,368 29% $151,979 to $216,511 29%
$214,369 and over 33% $216,512 and over 33%
5.Part I. Reaction Paper
Read and understand the text below. Follow outline in writing your reaction paper at least 250-750
paper at least 250-750 words.
2. Thesis Statement
3. Supporting details
The Digital Divide: The Challenge of Technology and Equity
(1) Information technology is influence the way many of us live and work today. We use the internet to look and apply for jobs, shop, conduct research, make airline reservations, and explore areas of interest. We use Email and internet to communicate instantaneously with friends and business associates around the world. Computers are commonplace in homes and the workplace.
(2) Although the number of internet users is growing exponentially each year, most of the worlds population does not have access to computers of the internet. Only 6 percent of the population in the developing countries are connected to telephones. Although more than 94 percent of U.S households have telephones, only 56 percent
have personal computers at home and 50 percent have internet access. The lack of what most of us would consider a basic communication necessity the telephone does not occur just in developing nations. On some Native American reservations only 60 percent of the residents have a telephone. The move to wireless connectivity may eliminate the need for telephone lines, but it does not remove the barrier to equipment costs.
(3) Who has internet access? The digital divide between the populations who have access to the internet and information technology tools and those who dont is based on income, race, education, household type, and geographic location, but the gap between groups is narrowing. Eighty-five percent of households with an income
over $75,000 have internet access, compared with less than 20 percent of the households with income under $15,000. Over 80 percent of college graduates use the internet as compared with 40 percent of high school completers and 13 percent of high school dropouts. Seventy-two percent of household with two parents have internet access; 40 percent of female, single parent households do. Differences are also found among households and families from different racial and ethnic groups. Fifty-five percent of white households, 31 percent of black households, 32 percent of Latino households, 68 percent of Asian or Pacific Islander households, and 39 percent of American Indian, Eskimos, or Aleut households have access to the internet. The number of internet users who are children under nine years old and persons over fifty has more than triple since 1997. Households in inner cities are less likely to have computers and internet access than those in urban and rural areas, but the differences are no more than 6 percent.
(4) Another problem that exacerbates these disparities is that African-American, Latinos, and Native Americans hold few of the jobs in information technology. Women about 20 percent of these jobs and receiving fewer than 30 percent of the Bachelors degrees in computer and information science. The result is that women and members of the most oppressed ethnic group are not eligible for the jobs with the highest salaries at graduation. Baccalaureate candidates with degree in computer science were offered the highest salaries of all new college graduates.
(5) Do similar disparities exist in schools? Ninety-eight percent of schools in the country are wired with at least one internet connection. The number of classrooms with internet connection differs by the income level of students. Using the percentage of students who are eligible for free lunches at a school to determine income level, we see that the higher percentage of the schools with more affluent students have wired classrooms than those with high concentrations of low-income students.
(6) Access to computers and the internet will be important in reducing disparities between groups. It will require higher equality across diverse groups whose members develop knowledge and skills in computer and information technologies. The field today is overrepresented by white males. If computers and the internet are to be used to promote equality, they have to become accessible to schools cannot currently afford the equipment which needs to be updated regularly every three years or so. However, access alone is not enough; Students will have to be interacting with the technology in authentic settings. As technology has become a tool for learning in almost all courses taken by students, it will be seen as a means to an end rather than an end in itself. If it is used in culturally relevant ways, all students can benefit from its power.
Take me as someone who has always had an interest in air pollution, but doesn't have the time to learn
earn about it independently. I am hiring you to learn all that you can about it and put together a report that will summarize all the information so that I can learn as much as I can in as little time as possible. Here is what you need to include in your report:
An explanation of air pollution. What is air pollution? //
Explain 4 causes of air pollution.
Explain 2 sources of air pollution. What are the toxins or pollutants that contaminate the air?
Explain at least 5 effects of air pollution on human health and/or the environment.
Explain 3 solutions to stopping air pollution. What can be done by the government or private organizations?
Work cited page should also be included, listing all the sources you used to get your information.
THIS REPORT SHOULD BE TYPED AND ORGANIZED IN 5 OR MORE PARAGRAPHS. READ THE RUBRIC BELOW CAREFULLY TO UNDERSTAND HOW THIS PROJECT WILL BE GRADED!!
WORKS CITED PAGE
General guidelines for citing sources:
List entries alphabetically by author (if no author list title first)
Separate entries with periods
Author, last name first. "Webpage title." Website title. Date published/updated. Organization/publisher. Date accessed. < URL >
Landsberger, Joseph. “Citing Websites." Study Guides and Strategies . 12 May 2005. University of
X. 13 May 2005. < http://www.studygs.net/citation.htm >.
These websites will format your citations for you: http://citationmachine.net/ & http://easybib.com/
**You should use google slides or powtoons to put together your information. You should have a minimum of 6 slides not including the title slide with your name.** DUE FRIDAY, APRIL 3, 2020
Three or more required elements are missing (not including additional facts).
1 or 2 required elements are missing (not including additional facts).
All required information is present, but no additional information is given.
All required information is present, including two additional facts.
Quality of information
Information has little or nothing to do with the main topic OR sections do not provide any supporting detail or explanation.
Information clearly relates to the topic, but some sections are lacking detail and explanation.
Information clearly relates to the main topic and all sections include some supporting detail and explanation.
Information clearly relates to the main topic and all sections include significant supporting details and explanation.
Title page is not present at all AND/OR there are errors in typing, spacing, no picture, etc.
Product has improperly formatted title page AND/OR no picture or not creative.
Product has incorrectly formatted title page and has pictures.
Product has a title page in the proper format, has pictures and is creative.
5 or more grammatical, spelling or punctuation errors present throughout the product.
3-4 grammatical, spelling or punctuation errors present throughout the product.
1-2 grammatical, spelling or punctuation errors present throughout the product.
No grammatical, spelling or punctuation errors present throughout the product.
Works Cited page not present.
All sources are documented with 3-4 errors in format OR Works Cited is not done a separate page.
Works Cited is done on a separate page and all sources are documented with 1-2 errors in format.
Works Cited is done on a separate, properly headed page with all sources documented in proper Works Cited format.
8.Objective: To write a “newspaper” article based on the events in Alice’s Adventures in Wonderland.
Characteristics of a Main News Story:
Characteristics of a Main News Story:
1. General Content: Start with the facts: who, what, when, where, how (feel free to fabricate unknown details for the purpose of this project)
2. Interviews: Provide no less than one “interview” in which characters involved are quoted in response to the event
3. Tone: Be objective in tone. A quality news story is devoid of opinion or conjecture. Represent both sides of the issue if multiple viewpoints exist. It may mean getting interviews from differing parties.
4. Headline: Don’t underestimate the importance of the headline. Reporters use sensationalized and emotionally charged language to catch the reader’s attention. This can be a challenge because you also keep a headline concise.
5. Structure: Inverted pyramid structure. Journalists usually describe the organization or structure of a news story as an inverted pyramid. The essential and most interesting elements of a story are put at the beginning, with supporting information following in order of diminishing importance.
6. Length: CPS: 500 words minimum; Hon: 600 words minimum
7. Format: MLA, submit a Google doc
1. The Pool of Tears
For all annotation, your final submission should include the:
• Completed Annotation in MS Words or Pdf format.
Your article annotation
mpleted Annotation in MS Words or Pdf format.
Your article annotation should have four sections as described below:
Section 1 – Article Information Marks: 1
1. Title of the Article
2. Name of the Author(s)
3. Source of the Article
a. Journal Name
b. Publication Details – Year, Volume, Issue, and page nos.
Section 2 – Preliminary Analysis (1 Paragraph). Marks: 2
1. Purpose of Research – summarize aim of the study and specific research objectives
2. Nature of Research – is the study exploratory, descriptive, causal?
3. Theoretical Framework – describe the model followed or proposed in the study
4. Conclusion – summarize the major findings of the study.
Section 3 – Methods & Empirics (3 Paragraphs). Marks: 3
1. Research Method – describe in detail the research method used in this study.
If the author(s) does not discuss the research method in detail, or the explanation is not clear from the article, please refer to external sources.
2. Data Collection
a. Identify the prime mode of data collection.
b. Describe the process of data collection.
c. Discuss the measuring instrument.
3. Sampling Technique
a. Identify the target population.
b. Describe the sampling technique.
c. Assess how well the sample represents the population.
4. Goodness of Measures & Analysis
a. Describe the efforts made by the researcher(s) to ensure reliability & validity of the study.
b. Describe the tools used for analyzing the data.
Section 4 – Critical Review (2 Paragraphs). Marks: 4
Use this space to note your overall evaluation of the article. In your opinion, how good this article was compared to other articles, either in the discipline/area, or in the same journal
10.(1) Suburbs arose out of a complex set of social factors. (2) One factor was the economic and technological developments
logical developments that made it possible for people to live far from where they worked. (3) Early in this century, most people were limited in where they could live by the need to find transportation to work. (4) This meant that most had to live in the cities near where the jobs were. (5) Because there were relatively few automobiles and highways, people walked or used public transportation to get to work and go shopping. (6) This encouraged the concentration of population, and central cities served as the commercial and cultural core of urban areas. (7) By the 1940s and 1950s, the increasing prosperity of many Americans, along with the automobile, made it possible for them to live farther from work and opened up suburban life to middle-class Americans.
(8) In addition, government policy was also a factor contributing to suburbanization. (9) First of all, the government paid 80 percent of the cost of developing the interstate highway system. (10) With cars and high-speed highways, people can now live far from where they work and shop. (11) In sprawling cities such as Los Angeles, for example, it is common to live fifty or more miles from where you work. (12) Also, government agencies made available federally guaranteed mortgage loans for the purchase of new homes. (13) Because land outside of the cities was both inexpensive and available, this is where much of the construction took place.
A1. In general, the major details of this passage are
13.Suppose you are an American journalist in 1939. You have been exposed to both
government propaganda and unofficial information about the
and unofficial information about the reality of life under
the totalitarian governments of Italy, Nazi Germany, Spain, and the Soviet Union
during the period between World War I and World War II.
Write an article for a news magazine aimed at American citizens who are
unfamiliar with the details of life in Europe. Use your Reading Notes, the
information you gathered on Student Handout I, and the “secret” information
you learned from your classmates.
Follow these guidelines:
a. Give your article a title that will grab your audience’s attention.
b. Structure your article this way:
Introduction: Provide a brief introduction to your experience attending the
“International Fascist Art Exhibition.”
Body Paragraph 1: Explain what totalitarian governments in Europe want
their citizens and foreigners to believe about their leaders and policies.
Body Paragraph 2: Describe what life is really like under these totalitarian
Body Paragraph 3: Explain what you think accounted for the rise of
totalitarian states after World War I, including how the leaders of these
states gained and kept their power.
Conclusion: Evaluate the rise of totalitarian states and predict the impact
you think their existence will have on world affairs.
c. Create a drawing or cartoon that illustrates one of the main ideas of your
d. Include references to and examples from all four countries studied in this
lesson: Italy, Nazi Germany, Spain, and the Soviet Union.
e. Make your article about two pages in length. Type or write your final draft
neatly in ink.