I will be needing my initial discussion and two replys to classmates. I will post the classmate replys after I submit my initial discussion. If needed for the replys for classmates i will extend the time. I have attached the copy of the debt fixer simulation and the rubric for this discussion.Fiscal policies are used by the government to stabilize the economy. During the 2020 emergency caused by the coronavirus pandemic, the U.S. government approved a stimulus package that increased the U.S. debt.For this discussion, first play the simulation The Debt Fixer (from the Committee for a Responsible Federal Budget), in which you make fiscal policy decisions in an attempt to reduce the U.S. debt. You can play the simulation as many times as you like.In your initial post, include an image of your simulation report. (See Module Six Simulation Discussion Screenshot Instructions.) Then address the following:Share your experience in the simulation. What strategies did you pursue? Were you successful in reducing the debt?In your opinion, is a high national debt a problem for future economic growth? What is the ideal debt-to-GDP ratio? Research academic sources or refer to the information available through the simulation to support your opinion.Government spending increases national debt and can cause a crowding-out effect. Explain what the crowding-out effect is and why it’s considered a negative effect of increased government spending. Use information from the textbook to support your analysis.In your responses, comment on at least two posts from your peers by comparing and contrasting your experiences and opinions. Share current news articles or references from the textbook that support your decisions in the simulation and your claims related to the national debt.To complete this assignment, review the Module Six Simulation Discussion Guidelines and Rubric.Module Six Simulation Discussion Guidelines and RubricOverviewYour active participation in the discussions is essential to your overall success this term. The simulation discussions in this course allow you to share your experiences playing simulation games related to the final project simulation. These discussions give you a chance to express your thoughts, ask questions, and gain insights from your peers and instructor.DirectionsCreate one initial post and follow up with at least two response posts.For your initial post, you must do the following:Create a post that addresses the discussion prompt.Attach a screenshot of your simulation report.Complete your initial post by Thursday at 11:59 p.m. of your local time zone.Use proper citation methods for your discipline when referencing scholarly or popular sources.For your two response posts, you must do the following:Reply to at least two classmates outside of your own initial post thread.Complete your responses by Sunday at 11:59 p.m. of your local time zone.Follow the guidance in the discussion prompt.Module Six Simulation Discussion RubricCriteriaProficient (100%)Needs Improvement (55%)Not Evident (0%)ValueInitial Post: TimelinessDevelops an initial post that includes simulation image by the indicated timeInitial post does not include simulation image or is not posted by the indicated timeDoes not make an initial post20Initial Post: National DebtMakes informed claims about the national debt and the ideal debt-to-GDP ratio by citing academic sources or the simulation as supportShows progress toward proficiency, but with errors or omissionsDoes not attempt criterion20Initial Post: Crowding-Out EffectExplains what the crowding-out effect is and why it’s considered a negative effect of increased government spending, using information from the textbookShows progress toward proficiency, but with errors or omissionsDoes not attempt criterion20Response PostsResponds to at least two peer posts by comparing and contrasting experiences and opinions, including sharing current news articles or references from the textbook that support decisions in the simulation and claims related to the national debtShows progress toward proficiency, but with errors or omissionsDoes not attempt criterion30Articulation of ResponseClearly conveys meaning with correct grammar, sentence structure, and spelling, demonstrating an understanding of audience and purposeShows progress toward proficiency, but with errors in grammar, sentence structure, and spelling, negatively impacting readabilitySubmission has critical errors in grammar, sentence structure, and spelling, preventing understanding of ideas5Citations and AttributionsUses citations for ideas requiring attribution, with only minor errorsUses citations for ideas requiring attribution, with major errorsDoes not use citations for ideas requiring attribution5Total: 100%

GE Assessment--Primary Source EssayRead carefully the primary source documents (provided above): “Alexander Falconbridge’s Account of the Slave Trade” and “William Snelgrave, ‘The Slaves Mutiny’” and write a well-organized essay that analyses the significant historical or contemporary issue, idea, movement, event, institution, or societies it discusses. You should completely address each of the following areas in your paper:Construct a thesis (central or main argument), using specific details from the primary source (s) document to support that thesis. (Instructor Note: General Education, Clarity of Expression). Who wrote this document, when was it written, why was it written, and who was the intended audience? What core historical concepts relating to African studies are discussed in this document? Be specific and identify terms and concepts we have learned in the course (Instructor Note: General Education, Comprehension).Critically analyze the perspectives (unspoken “cultural assumptions”) the author brought to his/her subject. What in the author’s background or experience produced that mindset? (Instructor Note: General Education, Integration). What does this document reveal about the social, political, economic problems, progress, or promise of African or African American peoples or societies during the period in which it was produced? (Instructor Note: General Education, Perspectives E6).To what extent does this document debunk or extend the historical or contemporary stereotypes, misconceptions, and misrepresentations about Africans or African-Americans as discussed in class? What is the significance of this document in understanding issues surrounding African or African American peoples and societies? Instructions:The paper should be 4-5 pages in length, typewritten, double-spaced and paginated.The paper should have a title. The paper should contain a clear statement of thesis which should be included in the introduction, followed by a narrative that explicates the thesis, concluding with summation or restatement of the thesis.The paper should be free of grammatical, spelling and syntactical errors.The paper should contain at least 4 different quotes from the primary source (s) provided.The paper should avoid plagiarism, whether intentional or unintentional. In general, both ideas and language (wording) taken from another writer must be properly acknowledged and cited (footnoted). Language borrowed from a source must be placed in quotation marks.Use the Chicago Manual of Style, 15th edition. Your Endnotes should be numbered sequentially throughout your paper in Arabic numerals. Numbers must be embedded automatically in the text (i.e. if endnotes are added or deleted the numbers change automatically). To insert endnotes in word: (a) Click where you want to reference in the endnote; (b) On the References tab, select insert Endnote; (c) Enter what you want in the endnote.Chicago Style Footnotes:Alexander Falconbridge, "An Account of the Slave Trade," in Thomas Howard, ed., Black Voyage: Eyewitness Accounts of the Atlantic Slave Trade (Boston: Little, Brown and Company, 1971)William Snelgrave, "The Slaves Mutiny," in Robert O. Collins, ed., Western African History, Vol. I (Princeton, NJ: Marcus Wiener Publications, 2012)*Alexander Falconbridge article can also be found here: https://www.pbs.org/wgbh/aia/part1/1h281t.html

After briefly summarizing and defining some of the central issues associated with discrimination, answer each of the following questions in three to five sentences: 1. Given what you have read in "What is Wrong with Reverse Discrimination," compare and contrast the examples of discrimination in the two case studies "Twitter has a Woman Problem" and "Social Network Nextdoor Moves to Block Racial Profiling;" how are they different? How are they similar? 2.How would Marx assess these differences and similarities? How would Nozick?