Wednesday, August 26, 2020

Contracts 1 Assignment free essay sample

Selwyn Selikowitz Group No: 3613 Advice has been looked for concerning whether Dr. Golden has an enforceable agreement with Furniture Comfort, and whether she is qualified by law for purchase the sofa at the limited cost. So as to address the issue, one needs to begin by analyzing every one of the four fundamental components for contract arrangement: understanding, thought, conviction and an expectation to make legitimate relations. The paper ad isn't an offer yet an encouragement to treat. In Boots v Pharmaceutical Society of Great Britain, it was concluded that ‘a contract isn't finished until, the client having shown the articles which he needs, the retailer, or somebody for his benefit, acknowledges that offer. ’ The things on the rack of the ‘self services’ shop were treated as offers to treat. This choice was because of the idea of the shop. It isn't just badly arranged yet in addition for all intents and purposes and lawfully unfeasible to be gone into an agreement each time one gets a thing from the rack. We will compose a custom article test on Agreements 1 Assignment or then again any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Ads are attempted to be solicitations to treat because of comparable thinking. The special case to this assumption can be found in Carlill v Carbolic Smoke Ball, where the notice was resolved to be a proposal as there was an express goal to pay cash in case of specific conditions happening. This special case doesn’t apply to the current case. The sensible individual would decipher expressions, for example, â€Å"25% off completely chosen floor items†, and â€Å"We beat all competitors† in Furniture Comfort’s ads as not showing a proposal to go into an agreement with all perusers, yet only welcoming them to make an offer. Accordingly the paper ad is an encouragement to treat. . OFFER Dr Amber saw this ‘invitation to treat’ and reacted by visiting Furniture Comfort. Being discontent with the texture on the model, she wished to purchase a love seat with an appropriate texture based on her personal preference. She made a proposal to purchase the love seat as long as the texture was one she picked and the lounge chair was off ered to her quickly upon her arrival. This restrictive offer is made apparent through her words â€Å"I accept the deal will in any case be on†, and â€Å"I’ll need it following that. † Now under the primary offer she gave an alternative, a condition to the buy. A choice agreement is characterized as ‘an understanding for thought under which a gathering gets a privilege exercisable before a predetermined opportunity to purchase or sell property at a given cost from another gathering. ’[2] In Goldsbrough Mort Co v Quinn, the grantor gave the alternative holder a choice to buy certain land at a predefined cost whenever inside multi week of the understanding as a byproduct of the whole of five shillings paid to the grantor. In the current case, the choice was Dr Amber’s offer to purchase the lounge chair as long as the love seat was held for her. 3. Acknowledgment because of Dr. Amber’s offers, Maggie answered â€Å"We can do that in the event that you like. Let’s go to my office. † Whether or not Maggie’s answer and ensuing activities can be interpreted as an acknowledgment of the offers relies upon whether it fulfills certain guidelines in contract law with respect to acknowledgment. (a) The acknowledgment must be imparted In Felthouse v Bindley, it was resolved that quietness can't be taken to demonstrate acknowledgment. [3] Although the acknowledgment may have been gathered by direct of the nephew, his goal was not imparted to the uncle, and therefore it was discovered that no acknowledgment had been made and no agreement was framed. For this situation Maggie expressly reacted to Dr. Amber’s offer with the words â€Å"We can do that on the off chance that you like. † Thus the acknowledgment was imparted (b) The acknowledgment must be supreme and inadequate The acknowledgment must be finished, without changing any of the terms. Something else, rather than an acknowledgment it would be a counteroffer. In Butler Machine Tool Co Ltd v Ex-Cell-O Corp this qualification was clarified, in the ‘battle of forms’ included. ‘Acceptance’ dependent on changing of states of a proposal of one gathering was considered to be a counteroffer, not an acknowledgment. Maggie for this situation has totally consented to the states of Dr. Amber’s offer, reflected through her activities in permitting Amber to sign the extraordinary request data and furthermore to leave with the texture. (c) Acceptance must be in dependence of the proposal In Crown v Clarke, Clarke was found to have not acted in the confidence of or in dependence of the offer, yet rather for his own expectations. Accordingly he was found to have no case to a prize he had gotten under agreement. In the current case, Maggie knew the particular subtleties of the offer, for example, â€Å"reserve the love seat now†, â€Å"take the samples† and â€Å"order the sofa when I get back† Thus her acknowledgment was made in dependence of the offer and the alternative. d) Must be in consistence with the offeror’s offer Maggie agreed to Dr. Amber’s offer by permitting her to leave with the examples, and putting in a unique request in the ‘fabric checkout cover. ’ There was in this manner a lawfully unmistakable a cknowledgment on Maggie’s part. Maggie acknowledged Dr. Amber’s choice of keeping the love seat saved, just as her proposal of buying the lounge chair

Saturday, August 22, 2020

The moral argument presupposes the existence of an all powerful, perfect God Essay Example

The ethical contention assumes the presence of an almighty, immaculate God Essay The ethical contention assumes the presence of an almighty, ideal God so as to represent the way that people have created moral codes. Basically, our thought of what is correct and acceptable, and in this manner the manner in which these ideas show into great activities is because of the nearness of God who made us and that profound quality inside us. Because of our attention to Gods presence, man acts in a single way, and if God didn't exist that would render our activities silly and illogical on the grounds that the very explanation that man demonstrations in such a manner as they would call great, is for the advantages given by God to us in an eternity. In light of that, one needs to address, regardless of whether one can be supposed to be good if God doesn't drive that profound quality. Does keeps an eye on moral experience have no significance on the off chance that they don't act as indicated by the desire of God? Provided that this is true, can one who doesn't act in understanding to that Will, or adhere to His laws, either out of defiance, sluggishness or obliviousness, be decided on a similar premise as the individuals who do? Does that imply that their ethical experience is invalid and irrational? The religious response to this inquiry originates from various sources. Thomas Aquinas attempts to demonstrate Gods presence by applying the thought of the various degrees of flawlessness found in limited things. Things are practically identical to different things dependent on norms of how fortunate or unfortunate things are, and in the event that one appointed authorities beneficial things against each other, there must be one beneficial thing which sets the standard for all great. The various degrees of flawlessness holds that there is at last one thing that is great. This ideal goodness Aquinas would recommend is God. It follows from this that if God exists that there is one explanation behind keeps an eye on moral experience building up the way that it does. We will compose a custom article test on The ethical contention surmises the presence of an almighty, impeccable God explicitly for you for just $16.38 $13.9/page Request now We will compose a custom article test on The ethical contention assumes the presence of an almighty, impeccable God explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom paper test on The ethical contention assumes the presence of an almighty, immaculate God explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer With keeps an eye on information on Gods presence man needs to satisfy Him, thus attempts to be beneficial for Him. Likewise CS Lewis talks about the idea of gauges of profound quality, as a methods for demonstrating there is an extreme and outright goodness. Lewis expresses that keeps an eye on thought of good and bad gives a few pieces of information with respect to the significance of the universe. The very truth that individuals have differences suggests some impression of a standard of conduct. This reference can likewise be applied to flawlessness and wickedness. One thing can be more abhorrent than another similarly as one thing can be more acceptable or flawless than another. He expresses that whether there is a contradiction with regards to which thing is correct and which thing isn't right, there is consistently concurrence on the idea of good and bad; the ethical law. He proceeds to propose that ethical law that we as a whole appear to groups information on can't be more crowd nature supposing that this was the situation which ever impulse was more grounded would win out. In any case, he expresses this isn't generally the situation, refering to the case of individuals who are gone up against with unavoidable peril who decided to do what they should do like face the threat, as opposed to would what they like to do, which could be to flee. Lewis additionally proposes that this ethical law can't be a reality of social show, in light of the fact that not everything that man has learned is social show, a few things simply are. On the off chance that profound quality is developed by every general public and every general public safeguarding its entitlement to be various acts as per its own contrasting gauges of ethical quality, no general public would be in the situation to pass judgment on another. Similarly as good law can't be a law directed by social show, it can't be a law of nature. Nature portrays how things are nevertheless the ethical law is prescriptive, endorsing how things should be. Lewis inferred that because of this, it is on the right track to state that there exists an ethical law over all men, to which all men are responsible. He expresses that in the event that one inquiries what the starting point of good law is they would discover that the ethical law originates from the psyche. If so, that ethical law originates from the psyche, and there is an extreme good law to the exclusion of everything else, there must thusly be an extreme Mind that remains over all men from which it springs. While Aquinas hypothesis endeavors to demonstrate Gods presence, along these lines to Lewis, Immanuel Kant goes further to address the inquiry regarding keeps an eye on moral experience straightforwardly. He recommends that Gods presence must be for all intents and purposes set so as to comprehend keeps an eye on moral experience1 Kant expresses that man must expect the presence of God in such a case that they don't, their craving for bliss and view of good obligation doesn't bode well. Kant likewise distinguished inside people a natural feeling of good and bad, and what they should do; a feeling of ethical quality. Kant tried to expand upon this point by making a recommendation of three supernatural hypothesizes without which ethical quality would flop. Kant proposes that these are: God, everlasting status and opportunity. Kant talks about the purpose of interminability and God regarding rewards. In this life, there appear to be shameful acts some of the time, the great kick the bucket youthful and neediness stricken, and the inverse is by all accounts the case for the terrible. Kant proposes that because of this there must be an eternity wherein the parity is changed, and a Judge (God) sees that equity is finished. Religion in this manner proposes that there is a lawgiver (God) who is toward the finish of mankind, and offers us endless life where the wrongs of the world are corrected. Hastings Rashdall who concurs with Kant in light of the fact that despite the fact that individuals can be good without faith in God they can't have confidence in total good certainties backs up Kants contentions. In the event that ethical quality is a human creation, he fights, there can't exist a domain of supreme guidelines. Basically, there is nothing that one can say is great or acceptable in an outright sense, as this would repudiate the very idea of Atheism. Furthermore, with the way that the world that we live in is increasingly being impacted by pride likewise bears significance on the inquiry. Individuals are hesitant to accept that they have no reason, and no purpose behind being. Individuals regularly question the importance of life asking why they are here. On the off chance that there is no God and individuals are here for reasons unknown individuals see this a hard idea as accommodated with and as such it is simpler to believe that there is a God over all men who controls all things; thus contemplations of God and a the great beyond are fundamental for such individuals to bode well of their ethical experience, however their entire presence. Notwithstanding, in a world that is turning out to be progressively emotivist, and human feelings inspiration for a wide range of activities, is it option to express that people groups tendency to do good and bad can just originate from God. Alasdair MacIntyre talks about a world that is getting governed by emotivism and disregarding what we know for sure to be valid or right. Therefore individuals act in a manner they feel to be directly for no other explanation than they feel slanted to. This isn't administered by some dread of what may arrive in an existence in the wake of death, yet rather what they feel at that point around then. The numerous contention about a definitive decent, a definitive wellspring of flawlessness and a definitive lawgiver, also meets with investigation. None of the scholars thought about numerous sources, as they would like to think, there is just one, that being God. Also, this source, in the event that it exists doesn't need to be endless and ever enduring. In this manner the faith in an eternity doesn't consequently follow. Be that as it may, if God doesnt exist, and there is nobody and nothing that will at long last appointed authority our activities, what prevents men from acting in any capacity that they please; it would not make any difference. On the off chance that there is a God our lives have meaning, and the manner in which we behave additionally has importance, and this is something than man is alright with. A Christian accepts that an eventually flawless standard is God, without this there could be nothing of the sort as malicious, yet individuals despite everything accept that to exist. There can in really certainty be no good thing except if there is an extreme decent that is the hotspot for all lesser goods2. So in established truth the genuine presence of God isn't the inquiry, regardless of whether Aquinas is correct isn't the current issue, the truth of the matter is that so as to really comprehend why man is so worried about ethical quality and doing right, one needs to expect that God exists.

Sunday, May 24, 2020

Eating Disorders Anorexia Nervosa, Bulimia, And Binge...

In the United States of America 20 million women, and 10 million men suffer from a clinically significant eating disorder at some time in their life. There are three types of eating disorders, Anorexia nervosa, bulimia, and binge eating. Eating disorders can be life-threatening conditions that can affect a person’s physical health, and emotional. Something that serious has people wondering what exactly is causing these people to risk their health on it? One possibility would be social influences. Magazines, Celebrities, commercials, shows, and so much more play into the pressure for perfection. It may play the biggest role in teens who are looking for acceptance among their peers. We all see how the size 0, high end models are every girl s dream to be. Things like the Victoria s Secret fashion show, and magazine covers make young girls feel ashamed they don t look the exact same. We see these unrealistic bodies everywhere we turn. High end fashion with beautiful skinny girls h as everyone dreaming to be like them, have their life --more importantly though their bodies. Along with that â€Å"the media may assist them in feeling bigger than they already feel themselves to be. Body image is such an important role, in our self esteem, and self-identity. 1 in every 2 people with an eating disorder don t need to lose weight at all, they are at a normal weight, but they view themselves as so much larger because we are comparing yourself to people at a unrealistic size. With theseShow MoreRelated The Prevalence Of Anorexia Nervosa, Bulimia Nervosa, And Binge Eating Disorder1723 Words   |  7 PagesPrevalence Of Anorexia Nervosa, Bulimia Nervosa, And Binge Eating Disorder How prevalent is anorexia nervosa, bulimia nervosa, and other eating disorders? Without the knowledge of research, one is likely to think eating disorders are quite prevalent in society today. However, research proves that eating disorders, in general, are not as prevalent as one might think without any knowledge of the subject. Prevalence of an eating disorder refers to the number of cases of an eating disorder within aRead MoreBulimia Nervosa and Anorexia Nervosa Essay997 Words   |  4 PagesEating disorders are extremely harmful and rising in prevalence. . The two most common eating disorders are Anorexia Nervosa and Bulimia Nervosa. In this essay, I will compare and contrast these two disorders. This essay will also assess the symptoms, causes, health affects and the most prevalent characteristics of people diagnosed with these two eating disorders. â€Å"Anorexia Nervosa is characterized by self-starvation to avoid obesity. People with this disorder believe they are overweight, evenRead MoreEating Disorders : Deterioration Of The Mind1117 Words   |  5 PagesEating Disorders: Deterioration of the Mind By: Genevieve Narkiewicz Advance Placement Psychology Mr.Cuetara May 4th, 2015 Abstract Eating disorders are in no way, to be considered â€Å"no big deal†. It affects the lives of many poor unsuspecting human beings and in some cases, fatally takes lives. This topic presents many things that most people don’t know. Such as the fact that bulimia nervosa has similar symptoms to using the drug heroin! Rotten teeth, pale and dry skin, and even failingRead MoreThe Three Main Types Of Eating Disorders1305 Words   |  6 PagesEating Disorders The three main types of eating disorders: anorexia nervosa, bulimia nervosa, and binge eating, are complex pschyatriac disorders. The classification and diagnosis of each disorder is challenging because diagnostic symptoms and behaviours overlap. These disorders consist of various biological, psychological and sociological factors. They frequently coexist with other illnesses such as depression, substance abuse, or anxiety disorders. (ANAD) Eating disorders are commonly associatedRead MoreHow Eating Disorders Affect Health772 Words   |  3 PagesEating Disorders are conditions in which involves irregular eating habits, either insufficient or excessive food, that affects inimical the body’s image and mental health (Wikipedia). It affects men and women of all ages, but it has a greater impact among adolescences and young adults. In the United States, 24 million Americans are battling eating disorders, in which 1 million are males and 23 million are females. An individual who portraits this condition may have an irrational self-image thoughtRead MoreEating Disorders : Anorexia Nervosa And Bulimia Nervosa1303 Words   |  6 Pagesincreasing number of cases of eating disorders. According to a National Institute of Mental Health article (Eating Disorders, 2016), an eating disorder is an illness that causes physical disturbance to your everyday diet. A person who is stressed or concerned about their body weight is a sign that he or she might have an eating disorder. Out of all the eating disorders, the two most common are anorexia nervosa and bulimia nervosa. Anorexia nervosa is an eating disorder where people, who are underweightRead MoreHow Are Eating Disorders Affecting Our Health?907 Words   |  4 PagesHow are eating disorders affecting our health? An eating disorder is an illness that causes serious disturbances to your everyday diet, such as eating extremely small amounts of food or severely overeating (NIMH, Eating Disorders). Eating disorders start when the mind conjures up a nonrealistic conception of their own body. Disorders can be acquired through numerous ways such as; genetics, neurological transmitters in the brain, personality, social and environmental factors, stress, and most commonlyRead MoreEye Opener : The Mind And Body1480 Words   |  6 Pagestypes of disorders. One type of disorder that is becoming very common in the everyday high school aged student are eating disorders. Even though some people believe it is normal to have an eating disorder, people should be aware of the different kind of eating disorders be cause it is easy to develop these kinds of illnesses and too many innocent teenagers are dying from these unhealthy life choices. There are different types of eating disorders but the most common are Anorexia Nervosa, Bulimia NervosaRead MoreEye Opener : The Mind And Body1478 Words   |  6 Pagestypes of disorders. One type of disorder that is becoming very common in the everyday high school aged student are eating disorders. Even though some people believe it is normal to have an eating disorder, people should be aware of the different kind of eating disorders because it is easy to develop these kinds of illnesses and too many innocent teenagers are dying from these unhealthy life choices. There are different types of eating disorders but the most common are Anorexia Nervosa, Bulimia NervosaRead MoreEating Disorders And Their Effects On Victims Of Them1281 Words   |  6 Pagesthoughts someone suffering an eating disorder hear every second of a day. In this essay, I will explain eating disorders and their effects on victims of them. Eating disorders are major health risks, and can be life-threatening. Eating disorders are defined as abnormal eating habits and extreme worry about one’s body image. They are mental illnesses that exist in both males and females, but are most commonly seen in females between the ages of 12-25. Eating disorders are not only about losing weight

Wednesday, May 13, 2020

Risk Management Cycle Analysis Finance Essay - Free Essay Example

Sample details Pages: 9 Words: 2587 Downloads: 7 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? Risk is known as the probability or chance of loss, damage or hazard. Risk is related to every single entity in life. It is simply inevitable, and that serves as a significant motive for the development of various sophisticated techniques that help identify, quantify, manage and mitigate it. Don’t waste time! Our writers will create an original "Risk Management Cycle Analysis Finance Essay" essay for you Create order The risk management cycle contains complicated procedures and processes safeguarding firms of all shapes and sizes from the costs of destruction. This essay will effectively explain analyze, and evaluate JP Morgans 2012 Two Billion dollar trade loss. The text will present each step of the banks Risk Management Cycle, carefully illustrating where things went wrong while presenting their effective recovery plan and future Credit Risk Mitigation. JP Morgan Chase Profile J.P Morgan Chase is considered as United States largest bank. The bank has more than 260,000 employees, $2.3 trillion in managed assets and more than $1.1 trillion deposits. Although today, the financial institution is in the recovery phase of an uncontrolled disastrous trading loss. (Remy Raisner, 2012) Disastrous Trading Loss JP Morgan was one of the banks that considerably managed and recovered from the 2008 financial crisis effectively. However recently, the bank experienced a massive and severe trading loss leaving them on shaky grounds. It is demonstrated that the major loss was concentrated in the Chief Investment Office totaling $5.8 billion dollars in the beginning of 2012. This illustrates the poor cash management in the first half of this year. The actual credit trades are still under investigation, it is obvious that the JP Morgan Chase suffers from large consequential reputational loss. The banks Chief Executive Officer Jamie Dimon suffered great reputational loss due to his limited management and control of the situation. He has gained such a strong image over the last twenty five years for his impartial risk management of growth and volatility management that basically went down the drain. (Mike, 2012) What Caused the Trading Loss? There needs to be an accurate understanding of the situation to interpret whether the huge loss was as a result of the banks failed risk management employees or what is expected of risk officers duties. Strategic management There is an ongoing debate regarding the functions and credibility of the banks risk management staff and managers. Chief Executive Officer JP Morgans well respected CEO Dimon only knew about the multibillion trade loss through the wall street journal article months after the bank was trading and severely losing. (Denning, 2012) This demonstrates that the strategic management was poorly executed. How can a CEO of a firm not acknowledge the fact that risky trading activities are implemented that could suffer greatly from environmental and market changes? Given his reputation as a leading risk manager that helped JP Morgan recover efficiently and effectively after the financial crisis, he should have monitored and controlled the trading activities identifying and measuring their risk exposures. Treasury Department It was stated in a Wall Street Journal that during the period where the Chief Investment Office traded risky complex bonds resulting in more than five billion in losses, a treasurer was surprisingly absent! The person responsible for risk management was incompetent or inexperienced and was appointed in charge of the department as a result of internal connection. Risk Management Department Overall JP Morgans management underestimates the severity and complexity of their risky decisions along with the substantial consequential losses. They simply classified the disaster as executing hedges poorly and failing to monitor them properly (Mike, 2012) There should have been recognition regarding the monitoring of such risky investments in order to prevent the severity of such losses from occurring. Given that the credit risks were identified and measured before the trading activities occurred; it is the managements responsibility to oversee the outcomes of their actions periodically. There should have been predictions and oversight of economic and market changes that would affect their positions so greatly. Resolving the Problem The managements attempt to solve the problem was very basic, simple and insufficient. They only dismiss traders like Ms. Drew and replacing her with similar traders with the same bonuses. Other than that, it is mentioned that various CIO executives left the organization after the loss occurred. This does not mean in any way that the losses will be compensated or prevented in the future. There should have been stricter controls on the employment of these traders in the first place. Competent traders and executives are crucial for a giant like JP Morgan especially when trading in risky activities like this one. JP Morgans Risk Management It is stated in the banks annual report that they have a wide range of processes and procedures to safeguard the banks stakeholders and to ensure sufficient business conduct. The giant has a substantial amount of staff concentrated in audit, compliance and legal departments reaching 3,600 workers. We know we wont always be perfect, but it wont be for lack of trying. (Chase, 2011) Market Risk Management Cycle The 2012 trading disaster highlights the inefficiencies in JP Morgans market risk management. It is described as the risk of unexpected unfavorable change in market prices leading to negative values of a firms financial instruments and portfolios. As defended in the Romney campaign, JP Morgans loss is a result of market risk. (WASHINGTON, 2012) The banks Chief Risk Officer is in charge of risk management. It is the main objective of controlling market risk is to decrease operational volatility, transparency of all market portfolios to senior managers, making efficient and effective decisions regarding investment returns. Senior Management and the Board of Directors are in charge of many market risk functions. They should create market risk strategy framework, approving and monitoring of limits, quantities and qualitative risk assessments like stress testing while of course measuring, monitoring and controlling the businesss market risk. Risk identification and classification All business lines are responsible for identifying the various market risks in each unit. Usually market risks result from activities like Mortgage production, Private or Corporate Equity, IB and CIO. For the specific disaster discussed in this essay, the market risk has led to substantial losses in the Chief Investment Office. Chief Investment Office Unit (CIO) This department deals with managing the risk involved in the different activities that JP Morgan deals with, mainly working with structural risks. The market risk is related by measuring the net and structural exposures of the various activities. It is true that the multibillion dollar loss was concentrated in the CIO unit of the bank, however, the problem or incompetence is not illustrates in the risk identification phase. The problem arose in a later stage of the cycle. Risk measurement Risk measurement is the process of using techniques that illustrate a firms risk exposure. JP Morgan utilizes several measures to get an accurate image of market risk through statistical and non- statistical measures. Value-at-risk The statistical risk measure is used by the bank to predict the probable loss exposure from negative market changes. Everyday this measure is calculated comprehensively as a part of risk management activities combining the majority of market risk factors. VaR is a significant technique that is stable across business. It allows the bank to compare and risk exposure to the monitoring limits set. This figure is then reported to senior management and used for capital and regulatory purposes. The problem with this technique is that it assumes that the historical data and values represent the immediate futures outcomes and distribution. The company sets a (95%) confidence level and losses are predicted to be more than the VaR value (5%). (Appendix1) According to the disaster that led to the multibillion dollar loss in 2012, it was said that the VaR measures were undervalued. CIO risk limits were not sufficiently granular; and the approval and implementation during the first quarter of 2012 of the CIO VaR model related to the synthetic credit portfolio had been inadequate. (Chase, 2012) VaR back-testing The bank performs the back VaR back testing on a daily basis. June 30, 2012 illustrates that three days VaR values exceeded the actual values due to the CIOs synthetic credit portfolio which encountered adverse market fluctuations. The histogram in (Appendix 2) illustrates the CIO market risk losses at this date. Economic-value stress testing This technique illustrates the banks exposure to unlikely but significant market changes. Scenarios are set that predict the maximum losses created by risk management valuations of macroeconomic events like financial crisis or disasters. They are updated on an ongoing basis reflecting the dynamic changes of markets. It is an efficient technique of controlling risk. They are also reported to senior management for transparency. Non-statistical risk measures Measures like interest rate basis and market values provide information about the banks market risk exposure. They are integrated with the risk type and line of business for monitoring and controls. Loss advisories and revenue drawdowns These are techniques that illustrate losses up to a specified limit. This technique should have been monitored when the loss exposure to the CIO reached multibillion dollars. The senior management should have picked up on such figures. Risk identification for large exposures This is used to identify the losses from specific events like change in tax regulations or variety of market fluctuations. This allows the bank to adequately monitor the earning sensitivity. Risk monitoring and control Limits JP Morgan controls market risk through the limits it sets like VaR and stress limits while incorporating non-statistical measures and profit /loss drawdowns mentioned above. These values reflect the firms risk appetite, liquidity, market volatility and management. They are also in line with the business portfolios. In the disaster discussed, it is obvious that the limits set were not as accurate and were not monitored well by risk managers and the senior managers. There should have been stricter control and limits when dealing with complex CIO activities. Model review Models mentioned above are used for management and monitoring of risk. The valuation models are used for risk management models and for calculating capital and regulatory requirement. If the model reviews were monitored by the Chief Risk Officer in an effective manner, there would have been clear indications of the loss exposures. (Appendix, 2) Risk reporting The measures and models discussed above are supposed to be reported on a daily basis to senior management. Other measures like trends; profit/loss, stress testing and portfolio changes are reported on a weekly basis. (Chase, 2012) This seems hard to believe in which the senior management were oblivious of the losses and market changes that led to the loss. As mentioned several times the CEO only learned about the issue through the articles. Effective Risk Management Strategy JP Morgan Chase was always known for its outstanding risk management. However, this trading loss could have been a result of their overconfidence and lack of monitoring. A new framework is required to help executives classify risk based on their relation to strategy and controllability. Risk is divided into three categories preventable, strategy and external risks. (Mike, 2012) Preventable Risks They consist of internal risk elements in the bank. They could be controlled, eliminated and managed by ongoing monitoring operational practices, executive involvement in employees decision, behaviors and activities. They are achieved through setting preventions, limits and norms. (Mikes, 2012) Strategy Risks This is the risk that JP Morgan takes voluntarily to make excessive returns. It was known for its smart risk taking activities. This type of risk is actually desirable as illustrated in the case. The CIO unit took significant risk to capture substantial gains. The banks risk management system needs to be more effective in reducing the materialization of strategy risk. They should also build plans for occasions that cover losses where these events occur. (Mikes, 2012) External risks These are the risks that have affected the CIO unit activities the most. They are the risks that are out of the banks control. The macroeconomic shifts that occurred affected the outcome of the investment and hedging goals intended. The approach needed to deal with external risk should be detailed and studied. There needs to be accurate detailed identification and mitigation of future activities. (Mikes, 2012) Conclusions Recommendations JP Morgan Chase went through a disastrous crunch in the first part of 2012. Their CIO synthetic credit portfolio aiming to hedge against the stressed credit environment did not perform as expected after 2011. Unfortunately, the complex derivative portfolio changes in size and characteristics and so lead to a substantial increase in risk association. Before June 30, 2012; the CIO synthetic portfolio lost $4.4 billion and $5.8 billion. The transfer of a segment of the portfolio to the IB led to the additional loss of $ 800 million and $1.7 billion. These conclusions are a result of the analysis and review of stress testing and simulated scenario techniques. (Chase, 2012) After examining the banks strategic management and risk management cycle it is obvious that the disaster occurred as a result of overconfidence and lack of monitoring and reporting transparency. The senior management was not aware of the losses and defects that were occurring. Some of JP Morgans executives were al so described as being inexperienced. The CIO traders involved in the disaster have also stepped down or have been replaced. However, it is also suggested that this problem would have occurred with even flawless risk management. They could be due to the sudden changes in the market and sudden actions after April 10, 2012. It is demonstrated that the techniques used to measure and identify market risk are not the problem. JP Morgan utilizes efficient and sophisticated risk management techniques. The problem lies in the monitoring and reporting segment of the risk management cycle. If the CEO knew about the problem before reading the article, they could have managed the situation differently. In order to avoid future issues in miscommunication and risk monitoring JP Morgan Chase need to adapt or make use of a new framework that segments risk into preventable, strategy and external parts. By dividing them and setting risk management for each division they will be able to forecast and hedge against losses in a more effective manner. They have also taken measures after the disaster for the bank to recover its losses. (Appendix, 3) Works Cited Bianco, J., 2012. Understanding J.P. Morgans Loss, And Why More Might Be Coming. [Online] Available at: https://www.ritholtz.com/blog/2012/05/understanding-j-p-morgans-loss-and-why-more-might-be-coming/ [Accessed 15 November 2012]. Chase, J. M., 2011. 2011 ANNUAL REPORT. [Online] Available at: https://files.shareholder.com/downloads/ONE/2169295553x0x556139/75b4bd59-02e7-4495-a84c-06e0b19d6990/JPMC_2011_annual_report_complete.pdf [Accessed 14 November 2012]. Chase, J. M., 2012. CORP Q2 2012. [Online] Available at: https://www.sec.gov/Archives/edgar/data/19617/000001961712000264/jpm-2012063010q.htm#s3B241053CD178D0FE04E57787E0ACC5A [Accessed 16 Novemebr 2012]. Denning, S., 2012. The Risky Risk Management Practices at JPMorgan Chase. Forbes, 18 May. DiSavino, C. P. a. S., 2012. Regulators cut JPMorgans ability to trade power. [Online] Available at: https://www.reuters.com/article/2012/11/15/us-jpmorgan-ferc-powertrading-idUSBRE8AE08L20121115 [Access ed 19 November 2012]. JPM, W., 2012. JPMorgan And Wells Fargo Report Record Profits, Potential Long-Term Opportunities. [Online] Available at: https://seekingalpha.com/article/938381-jpmorgan-and-wells-fargo-report-record-profits-potential-long-term-opportunities [Accessed 16 Novemeber 2012]. Kopecki, D., 2012. JPMorgan Posts Trading Loss on 10 Days as Derivative Bet Unwinds. [Online] Available at: https://www.businessweek.com/news/2012-11-08/jpmorgan-posts-trading-loss-on-10-days-as-derivative-bet-unwinds [Accessed 10 November 2012]. Mike, R. K. a. A., 2012. JP Morgans Loss: Bigger than Risk Management. Harvard Business Review, 23 May. Mikes, R. S. K. a. A., 2012. Managing Risks: A New Framework. [Online] Available at: https://hbr.org/2012/06/managing-risks-a-new-framework/ar/1 [Accessed 16 Novemebr 2012]. Remy Raisner, C., 2012. Where Does JPMorgan Stand Now. Seeking Alpha, 8 November. SILVER-GREENBERG, J., 2012. JPMorgan Sues Boss of London Wha le in Trading Loss. [Online] Available at: https://dealbook.nytimes.com/2012/10/31/jpmorgan-sues-boss-of-london-whale/ [Accessed 10 November 2012]. WASHINGTON, 2012. Romney campaign defends JPMorgan loss as market risk. [Online] Available at: https://www.reuters.com/article/2012/05/15/us-usa-campaign-romney-jpmorgan-idUSBRE84E0NX20120515 [Accessed 14 November 2012].

Wednesday, May 6, 2020

Night Creature Blue Moon Chapter 16 Free Essays

I’d slept the day away and only had an hour before Ca-dotte was supposed to show up. The damn twine had rubbed a raw circle around my neck. A cold compress plus a liberal application of vitamin E took away the sting. We will write a custom essay sample on Night Creature: Blue Moon Chapter 16 or any similar topic only for you Order Now To hide the mark, I put on a sleeveless mock turtle-neck instead of a tank top; then I transferred the totem to a gold chain my mother had given me for my sixteenth birthday, which I’d never worn. I doubted she’d approve of the way I was wearing it now, but the chain was my present and she wasn’t here. My rationalization for a lot of the things I did that my mother wouldn’t approve of. I chose shorts instead of jeans. Judging by the heat of my apartment, we’d enjoyed the first true day of summer while I’d been asleep. I threw open a few windows. I couldn’t see turning on the air-conditioning when the setting of the sun was only a few hours away. Besides, I had good legs and, being tall, I had a lot of them. Swimming toned much better than jogging. I preferred round, feminine muscle to stringy sinew and emaciated calves. I turned my cell phone on long enough to dial a pizza, then shut it off again. If there were messages pending, they were no doubt from Clyde. I’d have to deal with him later, and later was when I would deal with him. Right now I was going to enjoy the evening. A little pizza, a little Cadotte. If things went well, I might even be in a good mood by the time I went to work. I was hoping sex could erase the memory of that very strange dream. I’d never been into bestiality, so what was the matter with me now? The stone shifted between my breasts, making me jump. I’d been standing at the floor-length window, staring at the summer sun. I hadn’t moved. Why had the totem? The dream had me spooked, that’s all. Dreams were just dreams, despite any woo-woo propaganda to the contrary. They were not truth or predictions, not buried secrets or hidden hopes. They were just images that meant nothing at all. But what images! Illusions tumbled through my mind of bodies entwined, sweat-slicked skin, heated flesh. These were followed by the tactile memory of soft fur, a smooth tongue. A man and a beast become one – or had that been a woman and a beast? The doorbell rang and I started. I was rolling the totem between two fingers like a worry bead. The stone was warm. I dropped the icon back down my shirt as if it were on fire. Woman and beast? That was a bit too kinky for comfort, and my mind shied away from the thought. Cadotte stood in the hall with a pizza. I was so hungry I wanted to eat them both. What was wrong with me? Nothing that a little pizza and a lot of sex wouldn’t solve. â€Å"I met the delivery boy coming up.† â€Å"I’ll pay you.† I opened the door wide, inviting him in. â€Å"Yeah, you will.† He crowded me close, kicked the door shut, then kissed me – hard, deep, and wet. Maybe sex, then pizza was a better idea. He stepped back and tilted his head. â€Å"There, all paid up.† â€Å"With one kiss?† â€Å"You’re a very good kisser.† I was left standing stunned in the hall when he strode into the apartment. I got so few compliments, and I’d never received one on how well I kissed. I had no idea what to say. I wasn’t required to say anything. By the time I reached the sofa, he had his mouth full of food. He’d brought wine. I got him a glass and a corkscrew. â€Å"You don’t drink?† He eyed the single glass. â€Å"I have to work in four hours.† â€Å"That doesn’t answer my question.† â€Å"Sure I drink.† I’d rarely met a cop who didn’t, unless at one time they’d overindulged and were now on the wagon. Police work, even in a tiny town like Miniwa, was stressful. Cops drank. Period. A lot of them smoked, too. Or did chew, like Clyde. Thankfully I’d been able to manage my stress, so far, with the occasional Bloody Mary and a twilight swim. â€Å"I suppose working third shift makes a beer at the end of your day a lot less than appealing.† He opened the wine. I’d never thought of it that way, but Cadotte was right. When I got off at 7:00 a.m. I didn’t want alcohol; I didn’t even want coffee. I just wanted my bed. Although if I kept having weird dreams, pretty soon I wouldn’t want that. â€Å"Mmm.† Cadotte had his mouth full again, so I joined him. Fifteen minutes later we were done. Cadotte scooted back on the couch, half-full glass of blood-red wine cradled in his long fingers. His thumb stroked the bowl and I lifted my gaze from his hand to his face. He took a sip. A drop clung to his lip, and his tongue swept out to capture it. His earring glittered in the glare of the setting sun. I wanted to take that earring in my teeth and tug him into the bedroom. â€Å"Shall we get down to business?† â€Å"Mmm-hmm,† I murmured, captivated by the way the light turned the golden feather from red to orange and back again. â€Å"Do you have the totem?† â€Å"Huh?† He smiled and set his glass on the coffee table with a click. Cadotte knew the effect he had on women and I found myself wondering: Was he playing me to get to the totem? Paranoid? Moi? Definitely. Nevertheless, I straightened, shook off the sexual inertia, and turned away. â€Å"It’s gone.† â€Å"Gone? What do you mean, gone?† â€Å"Disappeared? Stolen? Poof? Take your pick.† I was getting mighty good at lying. He got so quiet, if I hadn’t heard him breathing I might have thought he’d gone over the balcony- – this time in the opposite direction. â€Å"Oh well,† he said at last. â€Å"I guess it’s a good thing I sketched it.† Paper crinkled and I spun around. He leaned over the coffee table, smoothing a white rectangle. Then he pulled a bunch of other papers from his back pocket and set them all side by side. â€Å"Y-you aren’t upset about the totem?† He glanced up. He’d put on his glasses. My heart went ba-boom. â€Å"Upset? Why should I be? It wasn’t mine.† â€Å"Wasn’t mine, either,† I grumbled. He studied me for a moment. â€Å"What happened?† I didn’t think I should tell him about the evidence room fiasco. Clyde would say that was police business, and since I was in enough trouble with Clyde already, I decided to keep my lips zipped on the subject. â€Å"I really can’t say.† â€Å"You’re in trouble?† I was, so I nodded. Cadotte beckoned, then patted the sofa at his side. â€Å"Come here.† My paranoia seemed just that in the face of his lack of concern over the missing totem. Of course, what good did it do him to be upset? The thing was gone – or so he thought. When I joined him on the couch, our hips bumped. I shifted away. He followed, pressing his jean-clad thigh to mine. When I cast him a quick glance, however, he was staring at the paperwork and not at me. I left my leg right where it was. â€Å"See this?† I followed his finger to an extremely accurate pencil drawing of the totem, larger than the actual stone; the markings had been enlarged as well. They were much easier to see this way. â€Å"You’re good,† I said. â€Å"You have no idea.† That surprised a laugh out of me. The sound made me realize how seldom I heard it. Pretty sad. I was twenty-six and already the laughter had died. Perhaps with this man I could get it back. Cadotte shuffled the stack of papers – printouts from the World Wide Web. â€Å"What would we do without the Internet?† I murmured. â€Å"A lot of work. I can find more there in an hour than I could find in a week at the library. Aha!† He snatched a sheet out of the center of the pile. â€Å"Look at this.† Placing the two papers next to each other, he slid them closer to me. The Internet printout showed an ancient, emaciated being with long teeth and even longer fingernails. â€Å"Matchi-auwishuk,† he whispered. The trees rustled outside, and a sudden breeze came through the open balcony doors. As if expecting it, Cadotte put his hands on top of the papers. The breeze stopped as suddenly as it had begun. Okay. That was weird. I glanced at him, but he didn’t seem disturbed. By the breeze. Instead, he scowled at the drawings. â€Å"I don’t remember seeing that.† I pointed at the Matchi-auwishuk. â€Å"I used a magnifier to identify some of the smaller markings. It’s there. Take my word for it.† I would. Until he left and I scrounged up my own magnifying glass. â€Å"And take my word on this.† He shoved another piece of paper at me. A shiver ran from my neck to the base of my spine. The Matchi-auwishuk had been ugly, but this was downright creepy – given the circumstances. The figure was half-man, half-wolf. â€Å"What in hell is that?† â€Å"The wolf god.† The drawing was exemplary, the naked man impressive – sleek and muscled – perfection except for the paws growing where his hands and feet should be. A tail sprouted from his backside and ears from the top of his head. Instead of hair he had fur, and a snout blossomed where his mouth and nose had once been. But those little foibles weren’t what made me shrink away from the table, irrationally terrified of touching the picture or having it touch me. Nope, what bothered me about the drawing were the damn eyes – sly, intelligent, human. â€Å"Where did you find this?† â€Å"There’s an old and obscure legend of the Ojibwe. The wolf god can be brought to life during a blue moon if the way is paved by an army of wolf men. And women.† I turned my head so I could see his face. He wasn’t laughing – so I did. ‘ â€Å"What does that have to do with anything?† â€Å"‘ Jessie, aren’t there a few too many coincidences here? The totem, the madness of the wolves, and the blue moon?† The blue moon. I remembered telling Zee about it the night Karen Larson had been bitten by a wolf. The night I’d found the totem. The night I’d met William Cadotte running around naked in the woods. â€Å"What’s a wolf god, and how is it brought to life?† He shuffled some of the papers, scowled, pushed his glasses up in an absent gesture. â€Å"I’m not sure.† â€Å"What good are you then?† â€Å"We’ll get to that later.† He winked. Even in the middle of his delusion, he was propositioning me. Why did I think that was cute? Cadotte returned his attention to the gibberish he’d been reading. â€Å"All I’ve determined so far is that a werewolf army is needed – â€Å" â€Å"Whoa!† I jumped to my feet. â€Å"Werewolf army? Where did that come from?† â€Å"What do you think wolf men and wolf women are?† â€Å"A figment of your imagination?† â€Å"Mine and whoever else has decided they want to be the wolf god.† I rubbed my forehead. â€Å"Back up a minute. Someone is going to be the wolf god?† â€Å"I guess so. I haven’t been able to determine how that happens, exactly, but the making of a werewolf army between the two moons is the beginning.† â€Å"Between what two moons?† â€Å"Two full moons in a single month – â€Å" â€Å"Makes a blue moon,† I finished. â€Å"When the becoming takes place.† He glanced at his watch. â€Å"That’s in five days.† I plopped down on the couch. â€Å"You believe this stuff?† â€Å"It really doesn’t matter if I do or not.† â€Å"Why?† â€Å"Because someone believes, and they’re willing to do whatever it takes to make the legend come to life.† How to cite Night Creature: Blue Moon Chapter 16, Essay examples

Sunday, May 3, 2020

Diversity Issues free essay sample

Share some contemporary examples of cultural diversity issues. Some contemporary examples of cultural diversity issues, for example, are law enforcements inabilities to understand completely some of the minority group’s language, traditions, beliefs, lifestyles, religions, stereotyping, and profiling of minorities. Law enforcement also encounters cultural diversity issues with the different moral beliefs of ethnic groups, therefore, can interfere with relating to other minorities when faced with a situation. Law enforcement officers should focus on education, training, and gain knowledge of their local minorities to form a universal relationship with those minorities to avoid the cultural and ethical issues, which may raise suspicions when in turn it is the beliefs, morals, etc. of that minority rather than hiding something, or under the influences of drugs or alcohol. An example is with Asian and Hispanic females. Females in both these minority family environments are considered subordinate to men, and many are expected to take a role as the mother while the male counterparts are allowed to participate in social activities such as jobs, sports, clubs, afterschool activities, and such (Shapiro, 2002). We will write a custom essay sample on Diversity Issues or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Law enforcement encounters much problematic issues regarding the subordination of females by the male counterparts in these minorities, resulting in calls to the school systems because female Hispanics are prone to be hostile toward peers because of stress, which derives in the family and the attempting results to conform-assimilate with youths in America (Shapiro, 2002). Reference: Shapiro, M. (2002). Asian Culture Belief: Vietnam. Retrieved September 29, 2011, from http://www.ntac.hawaii.edu/downloads/products/briefs/culture/pdf/ACB-Vol2-Iss5-Vietnam.pdf https://www.google.com

Friday, March 27, 2020

Tufts University 2017-2018 Supplemental Essay Prompts

Applying to Tufts? Here are this year’s supplemental essay prompts for Tufts University.1. Which aspects of Tufts’ curriculum or undergraduate experience prompt your application? In short: â€Å"Why Tufts?† (50–100 words)TIP: This is the most common type of supplemental essay prompt universities will ask of their applicants. What’s challenging about the Why Tuft’s supplemental essay is the word limit. You have to be very concise about what you like about the school. Whether it’s about a specific academic program or campus culture, use concrete examples to demonstrate how you feel and how much you know about the school.2. There is a Quaker saying: â€Å"Let your life speak.† Describe the environment in which you were raised – your family, home, neighborhood, or community – and how it influenced the person you are today. (200–250 words) TIP: This essay prompt is wants to know more about your community. Whether it’s the physical location or your support group, how did that help you grow? Were there any restrictions or limitations that triggered you to initiate a movement? Or that forced you to venture out? Again, going back to the 5 big supplemental essay tips, it’s important for you to keep in mind the bigger picture. If you have a few different ideas on how to respond to this prompt, choose the one that you have yet to elaborate on in your application.3. Now we’d like to know a little bit more about you. Please respond to one of the following six questions (200-250 words).Students applying to the School of Arts and Sciences or the School of Engineering should select from prompts A-E. Students applying to the SMFA at Tufts BFA program or the Five-Year BFA + BA/BS Combined Degree program must answer prompt F: A. Its cool to be smart. Tell us about the subjects or ideas that excite your intellectual curiosity.TIP: If you talked about a specific academic program in the â€Å"Why Tufts† supplemental essay, then this would be a good area for you to elaborate on why you are interested in this field of study. How long have you been interested in it? Did you have a role model or someone that got you interested in this field? How have you taken an initiative in high school to follow these interests? B. In a time when we’re always plugged in (and sometimes tuned out), tell us about a time when you listened, truly listened, to a person or a cause. How did that moment change you? TIP: This reminds me of an old Common App essay prompt: a moment that changed you. This can be a challenging prompt, so if nothing immediately jumps out at you when you first read the prompt, I’d recommend you choose another. If you do want to choose this prompt, perhaps it’s easier to brainstorm based on a person or a cause you care about. Why was that conversation important to you? Did it change your perspective? If not, were you able to empathize with the other person. If you were heavily involved in volunteering, this would be a good prompt to launch into your dedication to the organizations you were part of. Recall any little conversations with people you worked with or for, and how that renewed your dedication. C. Celebrate the role of sports in your life. TIP: The perfect prompt for all those student athletes out there! Sports and training is a commitment during high school. You have to set aside so much time to train and compete that it may have defined your high school career. What did you learn from being an athlete? How did it translate to your life outside of sports? Remember, this prompt isn’t just student athletes. If you’re interested in sports, you can also utilize this essay prompt to demonstrate your varied interests. This might even be an important prompt for students who didn’t play sports in high school, but enjoyed it as a hobby. How are sports important to you as an interest? D. Whether youve built blanket forts or circuit boards, produced community theater or mixed media art installations, tell us: what have you invented, engineered, created, or designed? Or what do you hope to? TIP: If you did any independent project inside or outside of school, this will be a great place to elaborate on your project. Or perhaps something you worked on over the summer! The point is to demonstrate your creative thinking, building ability and entrepreneurial spirit. Even if the project was unsuccessful, share the thought process and experience of the project. What happened, and what could you have done differently? E. What makes you happy? Why? TIP: This seems so straightforward, but it is secretly a tough supplemental essay prompt to respond to. It is very open ended and you can talk about anything you want. It also requires a lot of reflection on yourself. Whatever you do choose to write about, make sure you’re able to provide insight into what you value. That’s the true point of the essay: to get an intimate glimpse of who you are. F. Artist Bruce Nauman once said: One of the factors that still keeps me in the studio is that every so often I have to more or less start all over. Everyone deals with failure differently; for most artists failure is an opportunity to start something new. Tell us about a time when you have failed and how that has influenced your art practice. TIP: This is specific to students applying to the SMFA at Tufts BFA program or the Five-Year BFA + BA/BS Combined Degree program. This is a very common application essay question, but don’t take it lightly. While it’s easy rec ount a time you have failed, it’s not always so easy to let readers in on your thought process and emotional journey. The failure experience is important, but it’s only to help you frame your essay. The focal point of your response is how it influenced in. What did you learn from what? What did you do differently? Were you surprised you failed? Did you take a different direction or did you embrace it into your future work? It’s helpful to write out the full experience and then cut and edit by drawing out the emotions and insight you had from the experience you had. ​Hope this was helpful to students applying to Tufts University this fall! Here are more general tips on writing the supplemental essays.For supplemental essay examples, you can now search bysupplemental essay topicson our search page. Or, you can check out ourcurated packagesto find what you’re looking! For further access, upgrade to ourpremium plansoffer different levels of profile access and data insights that can help you get into your dream school.

Friday, March 6, 2020

Disabled and Dulce et decorum est analysis

Disabled and Dulce et decorum est analysis Disabled and Dulce Et Decorum Est Disabled and Dulce Et Decorum EstWar has been part of human history since the beginning of creation. So as a result war has been very much part of our culture. As our culture has developed the way we record war. Poems have been used to communicate the experience of war. Poems provide us with a very personal insight on war. Wilfred Owen in his poems "dulce et deorum est" and "disabled" provide us with such an insight. His poem "Dulce et Deorum Est" talks about horror of the gas attacks faced by men on the front line while "Disabled" compares the life of a injured soldier to his past hopes and accomplishments.The first stanza of "Dulce et Decorum Est" immediately tells us how someone felt on the front. The words "bent double, like old beggars under sacks, knock-kneed, coughing like hags" convey that the soldiers are mentally and physically overwhelmed by their experience of war.This is particularly conveyed by the two similes, "like old beggars" and "like hags". The condition of the me n is also communicated by "men marched asleep". This tells us that the men were so weary that they marched as if they were dead. This is how the poet saw the soldiers around him.The second stanza is all about the experience of a gas attack. The words, "Gas! Gas! Quick, boys!" inform us that there is a real urgency and threat of the gas attack. As the masks were unreliable there was always a chance that you would be killed. The poet then gives a deeper more personal experience to the gas attacks by using the "-ing" conjunction to communicate that the poet was in the moment. He uses words like "stumbling", "floundering" and drowning". This is how the poet is trying to...

Wednesday, February 19, 2020

Ethical Issue Essay Example | Topics and Well Written Essays - 2000 words

Ethical Issue - Essay Example The meaning of ethical issues is dealing with or regarding the principles or morals of morality (MacNair, 2003). Ethical issues are concerning the rights and wrongs in conduct, expressing or involving moral approval, in reference to principles of conduct, which are regarded correct, particularly those of a given group or profession for instance nursing. Basic values of saving life, as well as alleviating suffering, is shared by a member of the nursing and medical professions (Bandman, 2002). Codes of honesty, confidentiality and colleagueship, are also anticipated in these groups. Nevertheless, the spirit of obedience and servitude, questioned by Mitchell (2008), but influenced by a majority of nurses, has led to numerous differences in the manner in which dilemmas are tackled and the context in which doctors and nurses regard their professional ethics. This paper will give a comprehensive overview of an ethical issue and its relationship to the ethical and legal aspects of nursing o r other health care professions. It will include an exploration of the pro and con sides of the ethical issue and take a stand on the issue and also critically evaluate the current impact of the ethical issue. ... A majority of the stands nurses presume in this dilemma are persuaded by their own values and beliefs (Bandman, 2002). The consequences, at times, are harsh to both the nurse and the patient. Therefore, how does a nurse provide her services to a patient who has gone through an abortion, when the nurse regards abortion as murder? Should the nurse, with very different values, support the patient’s right to decide her autonomy? Pro Side of the Issue The most frequent reasons why women consider abortion are: Unable to care or support for the child. Birth control failure. Nearly half of all women who have gone through an abortion made use of a contraceptive technique in the month they got pregnant (MacNair, 2003). To stop the birth of a child with harsh medical problems or birth defects. Such defects are frequently unidentified until routine second-trimester assessments are carried out. To terminate an unwanted pregnancy. Mental or physical conditions, which jeopardize the pregnant woman’s health when the pregnancy is continued. Pregnancy resulting from incest or rape. All these are strong reasons why abortion is considered (Bandman, 2002). I also think that a pregnant woman ought to have access to a harmless, legal abortion if she requires one. I endorse a pregnant woman's right to harmless, legal abortion since centuries of history tells us that women are going to make the final decision regarding abortions whether they are legal and safe, or not. Furthermore, when the act is not safe and legal, these women might die terribly or be damaged permanently meaning that they might become barren (MacNair, 2003). Therefore, the pro side of this issue is that it saves women the possibility of going through an unsafe and illegal abortion. In my dream utopia, there would

Tuesday, February 4, 2020

What is football hooliganism and what social factors underlie it Essay

What is football hooliganism and what social factors underlie it - Essay Example â€Å"Football hooliganism is seen by most to mean violence and/or disorder involving football fans. However there are two very specific types of disorder that have been labeled hooliganism: (a) Spontaneous and usually low level disorder caused by fans at or around football matches (the type that typically occurs at England away matches), and (b) Deliberate and intentional violence involving organized gangs (or firms) who attach themselves to football clubs and fight firms from other clubs, sometimes a long way in time and space from a match.† (Pearson, 2007) Media has always been actively involved in covering disruptions at football matches and tournaments. Media has played a vital rule in making the general public aware of the concept football hooliganism. Media also takes particular interest in reporting events of football hooliganism as these sensational stories are what the audience really wants to hear. Theses events give tabloids exciting happening events involving violence to report about and such stories increases their magazine or newspapers circulation. Therefore, media has been criticized time and again for playing an integral part in provoking football hooliganism. â€Å"Many researchers, and many non-academic observers, have argued that this sensationalism, together with a predictive approach whereby violence at certain matches is anticipated by the media, has actually contributed to the problem.† (SIRC) â€Å"Hooligan formations provide their members with a sense of belonging, mutual solidarity and friendship. Narratives of hooligans reveal how group members claim to ‘look after one another’ and stick together through thick and thin†. (Spaaij, 2006) â€Å"Higher the emotional involvement (represented by high score on the emotionality subscale) the person has with the team, the more likely the individual will cause or participate in incidents.† (Petrà ³czi et al., n.d) â€Å"There are several theories, but most sociologists maintain that

Monday, January 27, 2020

The Impact Of Education

The Impact Of Education Every year the Mauritian Government devotes an increasingly large share of its budget to the development of the education sector. The reason for such an increase in government investment in education lies in the belief that education has a direct impact on the economic growth of the country. In most developing countries, like Mauritius for example, education is regarded as a powerful instrument for reducing poverty and removing social and income inequalities, improving economic growth and standards of living, and helping the country to reinforce its autonomy. Appiah and McMahon (2002), Burneth et al. (1995) and others suggest that education also has some positive indirect effects such as increasing longevity, improving democratization and political stability, and reducing poverty and crimes. Education is considered as an investment in human capital. Human capital can be described as the knowledge, abilities and skills of an individual, acquired through education, training and experience, which help the latter to be more productive and thus improve his potential income earning. Ismael (1998), Becker (1964) and Mincer (1974) have emphasized on the fact that, by investing in human beings, we will gain from some forms of benefits in the future. However, Blankneau and Simpson (2004) find no clear evidence on the link between government spending on education and economic growth. Human capital is one of the most important components of sustainable economic development of a country as illustrated by Lucas (1988) and Romer (1990) in their new growth literature. The expanded neoclassical growth model developed by Mankiw, Romer and Weil (MRW) (1992) and the endogenous growth models developed by Lucas (1988), Romer (1990), Barro (1990) and others have only recently stressed on the importance of human capital in growth theories. Even though human capital incorporates health, experience, skills, education and other social factors, in this paper we will concentrate only on the role of education and its effects on the economic development of Mauritius. One problem that arises is when dealing with the measurement of human capital. In fact, there is no agreed definition of which proxy should be used to represent human capital. Generally, the average number of years of schooling has long been seen as a convenient proxy. Some researchers, for example, Mankiw et al. (1992) use secondary enrollment as proxy for education and Barro (1998) uses enrollment in different levels of education, i.e. primary, secondary and tertiary, and also enrollment by gender as proxies. In our study we will be using the average number of years of different schooling levels as proxies for education. Petrakis and Stamatakis (2002) have stressed on the fact that each different level of education has different impact on growth. For example, they find that the effect of primary and secondary education on the economic growth of developing countries is more significant than that of tertiary education, and for developed countries it is the reverse situation that takes place. Since it improves human capital, we could say that education does affect economic growth predominantly, but actually, the impact of education on the economic development is quite ambiguous. There were countless debates over the years by researchers over whether education has a positive, negative or no relationship at all with the economic growth of a country. Barro (1991) finds that education has a positive and significant impact on economic growth. He observes that any rise in enrollment rate, raises GDP too. De Meulmester and Rochet (1995) provide evidence that this relationship may not always be true. Devarajan et al. (1996) find that education has a negative impact on economic growth for some developing countries. They deduce that developing countries are not productive at the margin because these countries do not fairly allocate their public capital expenditure and this explains the opposing relationship between education and economic growth. Some other researchers, such as Hanu shek and Woessmann (2007), find that it is in fact the quality of education that promotes economic development and not the quantity of schooling or schooling attainment. They observe that the skills of the population directly affect the distribution of income and economic growth. The purpose of this paper is to determine the impact of education on the economic growth of Mauritius. 2.1 Effects of Education Education is a never ending process and as said in a famous diction, Education starts from the womb and ends in the tomb. Education benefits the society by helping to increase economic growth, reducing poverty, reducing crimes, increasing employment etc and also helps the individual to earn higher income and therefore improves the latters living standard. The figure below gives a rà ©sumà © of the effects of education at the micro and macro levels. Source: Michaelowa, Katharina. (2000) Returns to Education in Low Income Countries: Evidence for Africa. The above diagram shows the micro and macro effects of education. There are irrefutable evidences that connect education to economic growth and education in form of human capital boosting productivity. Education is in fact productivity-enhancing. It is said that a person without basic literacy and numeracy skills have many difficulties in completing basic tasks of everyday life, which therefore shows the importance of education. Education affects the growth of the economy in various ways. We here discuss the direct effects of education. Education is said to be connected to the notion of empowerment. Individuals with a certain level of higher education not only have good job with interesting wages but also augment productivity of the economy. Some studies have shown that GDP per capita rises by 1 to 3 percentage points following a 1 percentage point increase in school enrollment rates. Therefore, education is said to increase individuals wages along with the augmentation of productivity and finally GDP per capita. Here we discuss indirect effects of education. According to Glewwe (1999), Schultz (1993), Hobcraft (1993), and Thomas, Strauss and Henriques (1991) mothers schooling have indirect positive effects on the economy. It is said that an additional year of mothers schooling will induce the child to be in a better health and encourage them to learn which will eventually increase their chances to be a productive person in the future and affect the economy positively. Furthermore, educated individuals are more likely to be aware about family planning and this will ultimately reduce childbirth. This results in families having more or less 1 to 2 children, that is, a smaller family where more time is dedicated to the childrens education. This attention in return motivates the children to be more motivated at school and have better results. These children are thus encouraged to pursue their education to higher levels. Moreover, educated workers are more likely to adapt to new technology and new working techniques easier than illiterate workers. It is also said that an educated workforce is more productive than an uneducated workforce, that is, the return of an educated worker is higher compared to that of an uneducated one. Higher returns have a positive impact on the economic growth. Michaelowa (2000) uses the example of an educated farmer who uses new agricultural techniques to produce goods. Through education, the farmer will acquire the knowledge and skills required to use these new agricultural techniques and therefore he will be more productive compared to other farmers who are still using traditional techniques. The other farmers in the neighborhoods will tend to do the same in order to achieve higher profits, so this causes both the farmer and the neighbors to have higher returns and in turn increases GDP per capita. Mincer (1974) says that there is a relationship between education and individual earnings which in turn produce private returns. The Mincerian equation helps to differentiate between the different levels of education and distinguish their effects on the economy. He also claims that an additional year of schooling will lead to higher private returns. 2.2 Theoretical Framework Ramsey (1928), Solow (1956), Swan (1956), Cass (1965) and Koopmans (1965) among others developed the neoclassical model of economic growth. In his model, Solow (1956) claimed that two important factors determined growth, namely the quantity of labor and the capital stock. The neoclassical model assumes diminishing returns to capital and labour independently, and the input-output ratio is determined by exogenous technological factors. This model does not take into account the effects of factors such as human capital, health etc on the economic development. In fact, Schulz (1961) proved that labor and capital did not explain completely the increase in output and Lucas (1988) pointed out that investment in human capital is one of the main determinants of economic development. Moreover, in order to offset the adverse effects of diminishing returns, thus allowing the economy to grow, the neoclassical model suggests that the country must invest heavily in technology. In theory, this is one of the reasons why low-income countries with low ratios of capital to labor are likely to grow faster than rich countries. But empirical results have shown some inconsistencies with this hypothesis as demonstrated by Summers and Heston (1988). Later, Lucas (1988), Romer (1990), Barro (1991) and others developed the endogenous growth models in order to overcome the shortcomings of the neoclassical growth models. In the endogenous growth model, exogenous technological progress does not affect steady growth. This model introduces human capital as an input in the form of effective labor and implies that the accumulation of human capital directly affects labour productivity. The main difference between effective labour and physical labour lies in the fact that the former is calculated by taking into account labour quality such as educational level, training and skills. Both Lucas (1998) and Romer (1990) have used agents to represent the effects of human capital in their models respectively. According to Romer (1990), human capital is the decisive input that generates new products and technology in the Research Development sector and therefore this implies that countries with high levels of human capital stocks will grow faster due to the more rapid development of new products and technology generated by them. Lucas (1988) incorporates human capital in his model and claims that the accumulation of human capital will enhance productivity of other factors and thus will boost economic growth. He also affirms that never-ending increases in human capital will result in never-ending economic growth. In his model, human capital is a measure of abilities and skills used in production by a worker. However, Grossman and Helpman (1994) state that it is some form of knowledge which can eventually cause never-ending growth, not human capital. Schultz (1999) outlines the importance of human capital through education and health in determining economic growth. He insists that education increases both peoples awareness and their investments on health services, and also healthy people tend to be more efficient and therefore more productive. 2.3 Empirical Evidence Barro (1991) finds that education and economic growth are highly correlated. He uses enrollment rate as a proxy for education and per capita GDP as a proxy for economic growth. Data are collected across more than 100 countries during the years 1960 to 1990 and Barro finds that each additional year of enrollment increases per capita GDP. Bils and Klenow (2000) also come across similar results in their research. They find that variation in schooling explains approximately one third of the variation in economic growth. Although Bils and Klenow (2000) provide evidence of the positive relationship between education and economic development, they also claim that more growth could result in more education and not the opposite, i.e. there is a reverse causation effect. Barro and Sala-i-Martin (1995) use cross-country data made up of 90 countries over the time span 1965-1985. They employ the AK framework, which displays constant return to capital as it assumes that the other elements (labor and technology) that determine GDP grow proportionately with capital. In other words, each increase in capital increases output correspondingly. Their results indicate strong positive relationship on the long-run between average GDP per capita and the level of educational attainment, terms of trade and life expectancy. However, some researchers claim that the type of regressions performed by Barro and Sala-i-Martin (1995) may be subject to reverse causation effect as stated before. For example, a rise in GDP could increase investment in education as the economy develops. Such type of results will have great influence on our research as we want to study the impact of education on the economic growth and not the reverse. Akcabelen (2009) uses the ARDL approach to determine the short-run and long-run effects of different levels of education on Turkeys economic development. Secondary enrollment and tertiary enrollment are used as different proxies for education and this enables us to examine the impact of each level of education on the economic growth. Akcabelen concludes that there is positive correlation between all levels of education and the long-run economic development of Turkey. Loening (2002) uses time-series data from 1951 to 2000 and applies the error-correction methodology to analyze the impact of education on the economic growth of Guatemala. He observes that output per worker increases by 0.16 percent following a 1 percent rise in the average years of schooling. So he agrees on the fact that education does have a positive impact on the overall economic development of the country. Afzal et al. (2010) use time series data from 1970-2009 to analyze the relationship between education, physical capital, inflation, poverty and economic growth in Pakistan. According to their findings, education and physical capital have both a positive and considerable effect on economic growth in the short-run as well as in the long-run. They also find that inflation slows down economic growth in the long-run and poverty has no effect at all on the economic development of Pakistan. Other researchers, such as Kakar et al. (2011), have used time series data for the time span 1980-2009 and apply the Error Correction Model (ECM) and come to the conclusion that education influences Pakistans economic development only in the long-run. They also observe that the quality of education is more important than the quantity of education in achieving economic growth, so the government should increase its investment in education with the aim of enhancing the quality of education further. Since Mauritius is part of Africa, it is also good to see the results of researches conducted in other African countries. Fonkeng and Ntembe (2009) use enrollment and GDP as proxies for education and economic development and they notice that education at higher level, i.e. at tertiary level, is positively correlated with economic growth of Cameroon. Musila and Belassi (2004) use government expenditure on education as proxy for education for the years 1965 to 1999. They apply the cointegration and the ECM methods and find that there is positive correlation between average workers expenditure on education and the economic growth of Uganda. Ndiyo (2007) uses time series data from 1970 to 2000 on real education expenditure, real capital formation and GDP, and employs the VAR technique. Based on the results obtained after computations, Ndiyo (2007) demonstrates that education does not have a positive effect on the economic development of Nigeria. He suggests that this result can be explai ned by various factors such as labor market distortions, redundancy, brain drain, industrial disputes and job discontinuities, and government failure etc. Khorasgani (2008) analyses the impact of higher education on Irans economic development for the period 1959 to 2005. The proxies used for human capital are education attainment and research expenditures. Khorasgani (2008) uses the Cobb-Douglas production function together with the ARDL method to determine the short-run and long-run effects of higher education on the economic growth. The study demonstrates that real output increases by 0.314 percent in the long run and 0.198 percent in the short run following a 1 percent increase in higher education attainment. Hence, higher education has a positive and significant impact on the economic development of Iran. .

Sunday, January 19, 2020

Geosciene Online Quiz Question and Answers

The Geosci Motherload Unit 1 – Science! |1. |The US government, and most other governments of the world, provide support for scientists but not for astrologers, palm readers, or telephone | | |â€Å"psychics†. Why do governments support scientists? | | |A. | | |Scientists are amazingly sexy, and government functionaries simply cannot control themselves in the presence of such overwhelming sexiness and | | |throw money at the scientists (sometimes tucking tens and twenties into the pockets of the scientists’ lab coats). | | | | |B. | | |Scientists use a careful method, and governments are always committed to supporting the use of careful methods. | | | | | |C. | | |Scientists help humans do useful things, which makes the humans healthier, wealthier, etc. , and governments often like to support health and | | |wealth. | | | | |D. | | |Scientists all drink Diet Pepsi because they think it makes them look sexy, and governments are all controlled by the powerful Pe psi | | |Corporation and so the governments support the Diet-Pepsi-drinking scientists. | | | | | |E. | | |Scientists learn the Truth, and governments are always deeply committed to learning the truth. | | | The government is often interested in seeing people live longer, or improving the economy, or having better and more-accurate explosive devices for the military, or in many other things that improve our lives, and science plus engineering and scientific medicine are better than any other human activity at delivering these. A cynic might say that politicians are often not all that interested in finding the Truth.And a realist would note that science is being improved all the time, and because you cannot improve on the Truth, science has not (yet? ) learned the Truth. There are many methods in the world, some of them are careful, and many of them are not funded by the government. Some of our spouses or significant others may think that some scientists are sexy, but many other se xy persons are not funded by the government. One of the professors has been known to drink a competitor of Pepsi on occasion, and some scientists refrain from soft drinks entirely. [pic]|Points Earned: |1/1 | |Correct Answer: |C | |Your Response: |C | |2. |What is an accurate description of the job of a scientist? | | |A. | |The scientist does only things that require high-tech equipment. | | | | | |B. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | | |C. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |D. | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | | |E. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | Much of the fun in science is coming up with great new ideas (h ypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |3. |Newton’s ideas on physics â€Å"won†, and Aristotle’s ideas were kicked out of science and over into history. Why? | | |A. | | |Newton’s ideas appealed to dead white European males, whereas Aristotle’s didn’t because Aristotle wore a toga all the time. | | | | | |B. | |Newton’s ideas did a better job of predicting how nature would behave. | | | | | |C. | | |Newton’s ideas appealed to dead white European males, whereas Aristotle’s didn’t. | | | | | |D. | | |Newton’s ideas were more elegant, and so were intellectually favored. | | | | | |E. | | |Newton won the Nobel prize. | | | |Unlike painting or literature, scientific inquiry has a well-defined procedure for figuring out if Newton's ideas are better or if Aristotle had it right all along. In looking at a painting, we can ask different people what they think, or we can make up our own mind on whether we like it or not, and that is perfectly valid. In science, we have to ask: does the idea fit with the way the world works? Can I predict the speed of a falling object better using Newton's ideas or Aristotle's? As it turns out, Aristotle’s ideas didn’t predict things very well, and Newton’s did. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |4. |Scientists often speak of consensus—the scientific community agrees that a particular theory is better than the competitors.What is such | | |scientific consensus based on? | | |A. | | |The insistence of a single scientist that he or she is correct. | | | | | |B. | | |A number of different experiments by different people that all had outcomes that were predicted accurately by the favored theory and not by | | |the competitors. | | | | | |C. | | |Statements in the old textbooks that the scientists studied when they were in school. | | | | | |D. | |The decision of the Nobel prize committee to give the inventor of the idea a lot of money. | | | | | |E. | | |A single experiment had an outcome that was predicted accurately by the favored theory and not by the competitors. | | | | Agreement on scientific theories is a contentious, drawn-out, and sometimes acrimonious business. Scientists are no better (and no worse! ) than everyb ody else: we think we are right and those who disagree with us are dunderheads!I put forward my idea, and the experiments that I did that show the idea is a good one†¦ then everybody else piles on and pooh-poohs my idea. BUT, they go out and do experiments that try and show my ideas are wrong†¦ and they can't do it! So eventually all those experiments accumulate, and finally people agree that my idea is a good one. (Sometimes accompanied by a sneer: â€Å"†¦ but of course I knew that all along. I just didn't bother to publicize it†¦ † I told you, scientists are no better and no worse than the rest of the world. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |5. |Your job depends on you finding the best available information on a particular technical topic. Where should you concentrate your search if | | |you want to do it right and keep your job? | | |A. | | |Watch cola commercials on football bowl games. | | | | |B. | | |Locate articles in weekly news magazines analyzing the views of public officials on the technical issue, as reported in the newspapers. | | | | | |C. | | |Get on the web and go looking for the pages posted by â€Å"think-tanks† headquartered near Washington. | | | | | |D. | | |Scan databases of newspaper articles to find the views of public figures on the technical issue. | | | | |E. | | |Find and study refereed scientific articles in learned journals. | | | | No source of information is perfect, but the refereed articles in learned journals put immense effort into â€Å"getting it right†. The web has reliable information, of course, but probably most of the information on the web is not especially reliable. The web is very inexpensive, and lots of people put junk on it.Think tanks also often are pushing an agenda, and try to â€Å"spin† information their way. Most newspapers are around for the long haul, and try to make the news fairly accurate, although some news papers do have agendas, and the editorial pages are not especially accurate. But, if the report is on the views of a public figure, the newspaper may accurately report what the public figure said, but what the public figure said may be less than completely accurate. Some magazines are quite good and careful, but many are pushing a belief or just overhyping things to tease you into buying the magazine.And while you are welcome to believe that drinking a particular cola makes you sexy†¦ don’t count on it. |[pic]|Points Earned: |1/1 | |Correct Answer: |E | |Your Response: |E | |6. |Before they can be published, scientific papers must be peer-reviewed. This means that: | | |A. | | |Some other scientific experts read the papers and guarantee that they are True. | | | | |B. | | |Some other scientific experts read the papers and provide quality control by eliminating many mistakes. | | | | | |C. | | |Government bureaucrats read the papers, to be sure that the papers do not i nsult the political positions of the current officeholders. | | | | | |D. | |Everyone in the world is given the opportunity to comment on the papers through a specially maintained blog. | | | | | |E. | | |An editor reads the papers, to make sure that all the semicolons are in the correct places. | | | | Reviewers work hard to identify errors of any sort, almost always identify many, and then the reviewers and editors insist that those errors be fixed before publication.Review is done voluntarily by scientists; this is part of the cost of being a member of this great human undertaking. Science doesn’t claim Truth; although science strives to be as accurate as humanly possible, that is often well short of Truth. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |7. |What is more accurate about the Earth? | | |A. | |The Earth is formed of flat, vertical layers; one runs from the North Pole to the South Pole, and then others are layered on to the sides o f | | |that. | | | | | |B. | | |The Earth is formed of flat, horizontal layers, a little cap at the South Pole, then a layer above that, and a layer above that, all the way | | |up to a little cap at the North Pole. | | | | | |C. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦), but with | | |a giant hole on one side where the moon-making collision blasted pieces off. | | | | | |D. | | |The Earth is homogeneous; when it melted, it got all mixed up. | | | | | |E. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦); when the | | |planet melted, it separated into layers. | | | | The planet is onion-like, with an inner core, then an outer core, a mantle (which has several sub-layers), and a crust. The moon-making collision did happen, but the planet got hot enough to separate again. The plane t separated after melting largely or completely, with the densest stuff falling to the center and the lowest-density stuff floating to the top. [pic]|Points Earned: |1/1 | |Correct Answer: |E | | | | |8. |Geologists get to play with chemistry, physics, biology†¦ and history! And what a history you will meet as you work your way through the | | |course.Starting at the beginning, the textbook provides the scientifically accepted start of the story†¦ and promises that you’ll get to | | |explore some of the evidence for that scientific view, later in the semester. Meanwhile, which is more nearly correct of the scientifically | | |accepted view? | | |A. | | |The Earth is eternal, having been here forever and promising to be here forever. | | | | | |B. | |The Earth formed from the falling together of older materials, about 4. 6 billion years ago. | | | | | |C. | | |The Earth formed in the Big Bang, about 6000 years ago. | | | | | |D. | | |The Earth was assembled by g igantic space beavers, which gnawed down the primordial tree of life and piled its branches together to form the | | |planet. | | | | | |E. | |The Earth formed when the Big Bang caused older materials to fall together, about 14 billion years ago. | | | | The Big Bang is estimated as having occurred about 14 billion years ago. Stars that eventually formed in the wake of the Big Bang led to production of elements such as iron and silicon that are common in the Earth—we are formed from second-generation stardust, which â€Å"got it together† to make the planet about 4. 6 billion years ago. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |9. |National Parks are: | | |A. | | |Regions containing key biological resources that have been set aside for the enjoyment of future generations. | | | | |B. | | |Regions containing key geological resources that have been set aside for the enjoyment of the present generation. | | | | | |C. | | |Regions contai ning key cultural resources that have been set aside for the enjoyment of the present generation and future generations. | | | | | |D. | |Regions containing key biological, geological or cultural resources that have been set aside for the enjoyment of the present generation and | | |future generations. | | | | | |E. | | |Regions containing key roller coasters that have been set aside for the enjoyment of you and your immediate friends. | | | | Old Faithful, the giant sequoias, and Mesa Verde’s cliff dwellings are waiting for you, and your grandchildren. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |10. You find two neutral atoms. Each has 8 protons in its nucleus, but one has 7 neutrons, and the other has 8 neutrons. It is correct | | |to state that: | | |A. | | |The two atoms are from two different elements. | | | | | |B. | | |The two atoms are from the same element, but are different ions of that element. | | | | |C. | | |The two ato ms are from the same cola, but presented in different packaging. | | | | | |D. | | |The two atoms are from the same element, but are different isotopes of that element. | | | | |E. | | |The two atoms are from the same element, but are different isopleths of that element. | | | | The element is determined by the number of protons, so if each atom has the same number of protons, the atoms are the same element. Changing the number of neutrons primarily affects the weight, giving a different isotope of the same element. Changing the number of neutrons too much can introduce radioactivity, so the isotope won’t hang around forever. ) Ions are made by gaining or losing electrons. Isopleths are lines on a map connecting places with the same concentration of something that someone has measured, not exactly relevant here. And cola requires making atoms into molecules, and then mixing molecules of several sorts (water, sweetener, coloring agent, flavoring agent, perhaps caffeine) to mak e cola. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |11. You get some stuff, and start taking it apart. But, you are restricted to the use of â€Å"ordinary† means (fire, sunlight, your digestive| | |system) and you cannot use atom smashers or atom bombs. What is the smallest piece that you are likely to be able to produce: | | |A. | | |A quark | | | | | |B. | | |A nucleus | | | | |C. | | |A proton. | | | | | |D. | | |An atom | | | | | |E. | |A neutron. | | | | We can break matter down into atoms (Greek for â€Å"not cuttable† because the Greeks didn’t have atom smashers or other exotic tools that would allow cutting atoms into smaller pieces). All of the wrong answers here are smaller pieces of atoms, but cannot normally be isolated by â€Å"ordinary† tools. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |D | |Your Response: |D | |12. Ignoring good manners, you start rooting around in the nucleus of a p oor, unsuspecting atom, to see what is in there. What are you | | |most likely to find? | | |A. | | |Only neutrons. | | | | | |B. | | |Neutrons, usually with some electrons hanging around among the neutrons. | | | | | |C. | | |Protons, usually with some electrons hanging around among the protons. | | | | |D. | | |Protons, usually with some neutrons hanging around among the protons. | | | | | |E. | | |Only protons. | | | | The simplest nucleus is the single proton in â€Å"ordinary† hydrogen.All other nuclei include protons and neutrons. Electrons make the cloud around the nucleus. |[pic]|Points Earned: |1/1 | |Correct Answer: |D | |1. |What is an accurate description of the job of a scientist? | | |A. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | |B. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |C. | | |The scientist Invents new ideas, and then goes on to prove th at some of those ideas are True. | | | | | |D. | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | | |E. | | |The scientist does only things that require high-tech equipment. | | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scient ists around somewhere. [pic]|Points Earned: |0/1 | |Your Response: |B | |1. |Most Americans support science because: | | |A. | | |The scientific method allows scientists to learn the Truth. | | | | | |B. | | |All scientists are sexy. | | | | | |C. | |All Americans are bored silly by science. | | | | | |D. | | |All Americans are fascinated by science. | | | | | |E. | | |Science has helped make our lives easier, safer, etc. | | | | Without science and technology, the great majority of us would be dead, so we tend to be supporters of science.Although we know that science works, we’re never sure that it is completely right. Students so often discover things that professors missed, or that professors got wrong, that scientists would be silly to claim Truth. Comparing the TV ratings of the latest hit to the ratings of the latest science program on public broadcasting shows that many Americans are not fascinated by science, but the science-show ratings are above zero, so some people are fascinated by science. And hope as we might, it is unfortunately clear that not every scientist is sexy (just most of them are†¦). [pic]|Points Earned: |1/1 | |Correct Answer: |E | | | | |2. |What is an accurate description of the job of a scientist? | | |A. | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | | | |B. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |C. | | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | |D. | | |The scientist does only things that require high-tech equipment. | | | | | |E. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words).But for your new idea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth. Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. [pic]|Points Earned: |1/1 | |Correct Answer: |A | |Your Response: |A | |3. |The final arbitrator between two alternate theories (for example Aristotle’s and Newton’s ideas) is: | | |A. | | |A public opinion poll conducted by Gallup, ABC News, and Fox News. | | | | |B. | | |Nature, and experiments conducted to test each idea. | | | | | |C. | | |A committee of â€Å"wise men† who gather twice a year to arbitrate such disputes. | | | | | |D. | | |The Nobel Prize Committee in Stockholm, Sweden. | | | |Unlike painting or literature, scientific inquiry has a well-defined procedure for figuring out if Newton's ideas are better or if Aristotle had it right all along. In looking at a painting, we can ask different people what they think, or we can make up our own mind on whether we like it or not, and that is perfectly valid. In science, we have to ask: does the idea fit with the way the world works? Can I predict the speed of a falling object better using Newton's ideas or Aristotle's? As it turns out, Aristotle’s ideas didn’t predict things very well, and Newton’s did. [pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |4. |When scientists agree that a particular scientific theory is a good one, and the scientists use that theory to help make new things, cure | | |diseases, etc. that â€Å"agreement† came about because: | | | A. | | |A single experiment had an outcome that was well-predicted by that theory. | | | | | |B. | | |A single, well-respected scientist put forward the idea. | | | | | |C. | | |That's what it says in all the books. | | | | | |D. | | |The Nobel prize committee gave the inventor of the idea a lot of money. | | | | | |E. | |A number of different experiments by different people all had outcomes that were well-predicted by the theory. | | | | Agreement on scientific theories is a contentious, drawn-out, and sometimes acrimonious business. Scientists are no better (and no worse! ) than everybody else: we think we are right and those who disagree with us are dunderheads! I put forward my idea, and the experiments that I did that show the idea is a good one†¦ then everybody else piles on and pooh-poohs my idea. BUT, they go out and do experiments that try and show my ideas are wrong†¦ nd they can't do it! So eventually all those experiments accumulate, and finally people agre e that my idea is a good one. (Sometimes accompanied by a sneer: â€Å"†¦ but of course I knew that all along. I just didn't bother to publicize it†¦ † I told you, scientists are no better and no worse than the rest of the world. ) |[pic]|Points Earned: |1/1 | |Correct Answer: |E | |Your Response: |E | |5. Which is more likely to contain reliable information? | | |A. | | |A web page posted by an independent â€Å"think-tank†. | | | | | |B. | | |A magazine article summarizing recent newspaper and television reports. | | | | | |C. | | |A refereed article in a learned journal. | | | | | |D. | | |The views of public figures reported in a newspaper article. | | | | |E. | | |A cola commercial. | | | | No source of information is perfect, but the refereed articles in learned journals put immense effort into â€Å"getting it right†. The web has reliable information, of course, but probably most of the information on the web is not especially reliable. The web is very inexpensive, and lots of people put junk on it.Think tanks also often are pushing an agenda, and try to â€Å"spin† information their way. Most newspapers are around for the long haul, and try to make the news fairly accurate, although some newspapers do have agendas, and the editorial pages are not especially accurate. But, if the report is on the views of a public figure, the newspaper may accurately report what the public figure said, but what the public figure said may be less than completely accurate. Some magazines are quite good and careful, but many are pushing a belief or just overhyping things to tease you into buying the magazine.And while you are welcome to believe that drinking a particular cola makes you sexy†¦ don’t count on it. |[pic]|Points Earned: |1/1 | |Correct Answer: |C | |Your Response: |C | |6. |What is accurate about peer review of scientific papers? | | |A. | | |It insures that they are True. | | | | |B. | | |It almost alway s leads to the recommendation that the papers be published without changes. | | | | | |C. | | |It is why we call scientific papers â€Å"primary sources†. | | | | | |D. | | |It provides quality control by eliminating many mistakes. | | | | | |E. | |It is primarily done by government bureaucrats hired for that purpose. | | | | Reviewers work hard to identify errors of any sort, almost always identify many, and then the reviewers and editors insist that those errors be fixed before publication. Review is done voluntarily by scientists; this is part of the cost of being a member of this great human undertaking.Science doesn’t claim Truth; although science strives to be as accurate as humanly possible, that is often well short of Truth. Asking grandpa what school was like in his childhood gives you a primary source (grandpa), even if he insists that he walked 20 miles through neck-deep snow, uphill both ways. Some primary sources have selective memories. |[pic]|Points Ea rned: |1/1 | |Correct Answer: |D | |Your Response: |D | |7. The Earth is layered. Most geologists believe that this layering originated primarily because: | | |A. | | |The denser material fell together from space first, and then the less-dense material fell in later. | | | | | |B. | | |The Earth partially or completely melted soon after it formed, and the denser materials fell to the center. | | | | | |C. | |Graham Spanier decreed that it be, so it was. | | | | | |D. | | |The Earth has been separating bit-by-bit for billions of years as the cold oceanic slabs sink all the way to the center and pile up. | | | | | |E. | | |The Moon flew out of the Earth after a great collision with a Mars-sized body, causing the Earth to spin faster and separate. | | | Melting allows things to sort out more easily. Think of the rocks and snow and ice and salt and squirrel parts that stick on the bottom of your car when you drive in a snowstorm, and how they sort themselves out when they melt in t he garage or in the spring. Much evidence points to early separation of the Earth into layers, before the collision with a Mars-sized body that blasted out the material that made the moon, although a little bit of separating may still be going on.The type of material falling together to make the planet may have changed as the planet formed, but this doesn’t seem to have been too important in controlling things. And mighty as Graham Spanier is, this was a bit before his time. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |8. |The Earth has a fascinating history, which this class has just begun to explore.Which is more nearly correct, according to the scientific | | |interpretation presented in the text? | | |A. | | |The Earth has been here forever. | | | | | |B. | | |The Earth formed in the great Pepsi flood, when Graham Spanier’s private reservoirs burst open and flooded Pennsylvania. | | | | | |C. | | |The Earth formed in the Big Bang, abo ut 4. 6 billion years ago. | | | | |D. | | |The Earth formed about 4. 6 billion years ago, well after the Big Bang, as materials made in stars fell together to form the planet. | | | | | |E. | | |The Earth formed in the Big Bang, about 6000 years ago. | | | | The Big Bang is estimated as having occurred about 14 billion years ago.Stars that eventually formed in the wake of the Big Bang led to production of elements such as iron and silicon that are common in the Earth—we are formed from second-generation stardust, which â€Å"got it together† to make the planet about 4. 6 billion years ago. |[pic] |Points Earned: |0/1 | |Correct Answer: |D | |Your Response: |C | |9. National Parks are: | | |A. | | |An invention of the Romans, to overcome the â€Å"tragedy of the commons† that caused them to invade the food-service buildings of the neighboring | | |Greeks. | | | | | |B. | | |An invention of the United States that has spread around much of the world, as a wa y of protecting some of the finest parts of the world. | | | | | |C. | |A U. S. government program to provide roller-coaster rides for disadvantaged grandparents. | | | | | |D. | | |An invention of the United States, which has been routinely ignored by the rest of the world because they really don’t like us. | | | | | |E. | | |An invention of Greenlandic people, who set aside the northeastern part of the island as the world’s first national park. | | | Yellowstone was the first National Park, but now you can find National Parks scattered across the planet, preserving key areas for the enjoyment of this generation and for future generations. |[pic|Points Earned: |1/1 | |] | | |Correct Answer: |B | |Your Response: |B | |10. |You find two neutral atoms. Each has 8 protons in its nucleus, but one has 7 neutrons, and the other has 8 neutrons. It is correct | | |to state that: | | |A. | | |The two atoms are from the same cola, but presented in different packaging. | | | | |B. | | |The two atoms are from the same element, but are different isopleths of that element. | | | | | |C. | | |The two atoms are from the same element, but are different ions of that element. | | | | |D. | | |The two atoms are from two different elements. | | | | | |E. | | |The two atoms are from the same element, but are different isotopes of that element. | | | | The element is determined by the number of protons, so if each atom has the same number of protons, the atoms are the same element.Changing the number of neutrons primarily affects the weight, giving a different isotope of the same element. (Changing the number of neutrons too much can introduce radioactivity, so the isotope won’t hang around forever. ) Ions are made by gaining or losing electrons. Isopleths are lines on a map connecting places with the same concentration of something that someone has measured, not exactly relevant here. And cola requires making atoms into molecules, and then mixing mo lecules of several sorts (water, sweetener, coloring agent, flavoring agent, perhaps caffeine) to make cola. [pic|Points Earned: |1/1 | |] | | | |Correct Answer: |E | |Your Response: |E | |11. |You get some stuff, and start taking it apart.But, you are restricted to the use of â€Å"ordinary† means (fire, sunlight, your digestive| | |system) and you cannot use atom smashers or atom bombs. What is the smallest piece that you are likely to be able to produce: | | |A. | | |A neutron. | | | | | |B. | | |An atom | | | | | |C. | | |A proton. | | | | |D. | | |A nucleus | | | | | |E. | | |A quark | | | | We can break matter down into atoms (Greek for â€Å"not cuttable† because the Greeks didn’t have atom smashers or other exotic tools that would allow cutting atoms into smaller pieces).All of the wrong answers here are smaller pieces of atoms, but cannot normally be isolated by â€Å"ordinary† tools. |[pic|Points Earned: |1/1 | |] | | | |Correct Answer: |B | |Your Response: |B | |12. |Chemical reactions involve: | | |A. | | |The sharing or trading of partons. | | | | | |B. | |The sharing or trading of quarks. | | | | | |C. | | |The sharing or trading of protons. | | | | | |D. | | |The sharing or trading of neutrons. | | | | | |E. | | |The sharing or trading of electrons. | | | |The clouds of electrons around the nuclei of atoms serve as the Velcro of the universe. Atoms gain or lose electrons and then stick together by static electricity, or else share electrons and stick together inside the shared cloud. The nuclei with their protons and neutrons (which are themselves composed of quarks, which also were called partons at one time) are the things held together by the electronic Velcro of chemistry. |[pic|Points Earned: |1/1 | |] | | | |Correct Answer: |E | |Your Response: |E | |1. Ignoring good manners, you start rooting around in the nucleus of a poor, unsuspecting atom, to see what is in there. What are you most likely | | |to fi nd? | | |A. | | |Neutrons, usually with some electrons hanging around among the neutrons. | | | | | |B. | | |Only neutrons. | | | | | |C. | | |Protons, usually with some neutrons hanging around among the protons. | | | | | |D. | |Protons, usually with some electrons hanging around among the protons. | | | | | |E. | | |Only protons. | | | | The simplest nucleus is the single proton in â€Å"ordinary† hydrogen. All other nuclei include protons and neutrons. Electrons make the cloud around the nucleus. |[pic]|Points Earned: |1/1 | |Your Response: |C | |2. Opinion polls show most residents of the US do not believe they understand science very well, but they do favor more government support of | | |science. Why do most US residents favor government support of science? | | |A. | | |Scientists are so breath-takingly sexy that most people are drawn through sheer carnal lust to support the scientific enterprise. | | | | | |B. | | |Science is so boring that almost everyone uses public-broadcasting science programming as a sleep aid, and government funding is needed to | | |insure a steady supply of boredom. | | | | |C. | | |Science has helped make our lives healthier, wealthier, easier, safer, etc. , and people hope that more funding of more science will provide | | |even more health, wealth, ease, safety, etc. | | | | | |D. | | |Science is simply so fascinating that almost everyone can’t wait to see what will be discovered next. | | | | | |E. | |Scientists apply their scientific method, which allows them to learn the Truth. | | | | Without science and technology, the great majority of us would be dead, so we tend to be supporters of science. Although we know that science works, we’re never sure that it is completely right. Students so often discover things that professors missed, or that professors got wrong, that scientists would be silly to claim Truth.Comparing the TV ratings of the latest hit to the ratings of the latest science prog ram on public broadcasting shows that many Americans are not fascinated by science, but the science-show ratings are above zero, so some people are fascinated by science. And hope as we might, it is unfortunately clear that not every scientist is sexy (just most of them are†¦). |[pic]|Points Earned: |1/1 | |Your Response: |C | |3. In chemistry, the type of an atom (what element it is) is determined by: | | |A. | | |The number of electrons it exchanges with its neighbors. | | | | | |B. | | |The number of protons it has in a cloud around the nucleus. | | | | | |C. | | |The number of neutrons it has in a cloud around the nucleus. | | | | | |D. | |The number of neutrons it contains in its nucleus. | | | | | |E. | | |The number of protons it contains in its nucleus. | | | | Physicists change the name when the number of charged, massive protons in the nucleus changes. Adding one proton makes a HUGE difference to how an atom behaves, and so deserves a new name. The neutrons hang a round in the nucleus to keep the protons from kicking each other out. Exchanging electrons is important, but doesn’t change the element type. [pic]|Points Earned: |1/1 | |Your Response: |E | |4. |What is an accurate description of the job of a scientist? | | |A. | | |The scientist Invents new ideas, and then goes on to prove that some of those ideas are True. | | | | | |B. | | |The scientist does only things that show how sexy being a scientist really is, causing down-trodden non-scientists to lose control of | | |themselves with carnal lust for the scientist. | | | | |C. | | |The scientist learns the Truth through careful application of the scientific method. | | | | | |D. | | |The scientist does only things that require high-tech equipment. | | | | | |E. | | |The scientist invents new ideas, and goes on to show that some of those ideas are false. | | | Much of the fun in science is coming up with great new ideas (hypotheses, if you like fancy words). But for your new i dea to â€Å"win†, you have to show that it does better than old ideas, so you have to prove those old ideas false (or incomplete, or not-quite-right, or whatever â€Å"nice† word you might prefer). The scientific method is a powerful way for humans to learn to do things, and learn what does and doesn’t work, but the results of science are always open to improvement, so are not claimed to be Truth, and probably are not Truth.Some scientists still use pencils and look at things, and there are probably a few non-sexy scientists around somewhere. |[pic]|Points Earned: |0/1 | |Your Response: |A | |5. |What is more accurate about the Earth? | | |A. | | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦); when the | | |planet melted, it separated into layers. | | | | |B. | | |The Earth is formed of flat, vertical layers; one runs from the North Pole to the South Pole, and th en others are layered on to the sides of | | |that. | | | | | |C. | | |The Earth is formed of flat, horizontal layers, a little cap at the South Pole, then a layer above that, and a layer above that, all the way | | |up to a little cap at the North Pole. | | | | | |D. | |The Earth is formed of concentric layers (something like an onion–a central ball with a shell around it, and a shell around that†¦), but with | | |a giant hole on one side where the moon-making collision blasted pieces off. | | | | | |E. | | |The Earth is homogeneous; when it melted, it got all mixed up. | | | | The planet is onion-like, with an inner core, then an outer core, a mantle (which has several sub-layers), and a crust.The moon-making collision did happen, but the planet got hot enough to separate again. The planet separated after melting largely or completely, with the densest stuff falling to the center and the lowest-density stuff floating to the top. |[pic|Points Earned: |0/1 | |] | | | |Your Response: |E | |1. |The US government, and most other governments of the world, provide support for scientists but not for astrologers, palm readers, or telephone | | |â€Å"psychics†. Why do governments support scientists? | | |A. | |Scientists all drink Diet Pepsi because they think it makes them look sexy, and governments are all controlled by the powerful Pepsi | | |Corporation and so the governments support the Diet-Pepsi-drinking scientists. | | | | | |B. | | |Scientists help humans do useful things, which makes the humans healthier, wealthier, etc. , and governments often like to support health and | | |wealth. | | | | |C. | | |Scientists are amazingly sexy, and government functionaries simply cannot control themselves in the presence of such overwhelming sexiness and | | |throw money at the scientists (sometimes tucking tens and twenties into the pockets of the scientists’ lab coats). | | | | | |D. | | |Scientists use a careful method, and governments are always committed to supporting the use of careful methods. | | | | |E. | | |Scientists learn the Truth, and governments are always deeply committed to learning the truth. | | | | The government is often interested in seeing people live longer, or improving the economy, or having better and more-accurate explosive devices for the military, or in many other things that improve our lives, and science plus engineering and scientific medicine are better than any other human activity at delivering these.A cynic might say that politicians are often not all that interested in finding the Truth. And a realist would note that science is being improved all the time, and because you cannot improve on the Truth, science has not (yet? ) learned the Truth. There are many methods in the world, some of them are careful, and many of them are not funded by the government. Some of our spouses or significant others may think that some scientists are sexy, but many other sexy persons are not funde d by the government.One of the professors has been known to drink a competitor of Pepsi on occasion, and some scientists refrain from soft drinks entirely. |[pic]|Points Earned: |1/1 | |Correct Answer: |B | |Your Response: |B | |2. You hang around with the professor, who is a scientist when he’s not teaching. You observe that the professor learns a lot about how certain | | |parts of the world behave, and the professor then uses that information to successfully predict the outcome of an experiment. What does this | | |demonstrate? | | |A. | | |The professor’s knowledge is True; the professor couldn’t have made the successful prediction without knowing exactly what is going on. | | | | | |B. | |The professor was lucky; no professor could ever know what is going on, so a professor who successfully predicted something must be really | | |lucky. | | | | | |C. | | |The professor’s knowledge is close to being True; no professor really knows what is going on , but some professors are sort of close to knowing| | |what is going on. | | | | | |D. |