Discuss the difference between the two levels of moral development. Provide an example to
illustrate the points you are making
Solution
Piaget\'s Theory of Moral Development
Piaget (1932) was principally interested not in what children do (i.e. in whether they break rules
or not) but in what they think. In other words he was interested in children’s moral reasoning.
Piaget was interested in three main aspects of children’s understanding of moral issues. They
were
Where do rules come from?
Can rules be changed?
Who makes rules?
Who is to blame for “bad\" things?
Is it the outcome of behaviour that makes an action “bad\"?
Is there a difference between accidental and deliberate wrongdoing
Children’s understanding of rules. This leads to questions like
Children’s understanding of moral responsibility. This leads to questions likeShould the
punishment fit the crime?Are the guilty always punished
Children’s understanding of justice. This leads to questions like
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to
change as they got older. In other words just as there were stages to children’s cognitive
development so also there were universal stages to their moral development. Piaget (1932)
suggested two main types of moral thinking:
Heteronomous morality (moral realism)
Autonomous morality (moral relativism)
Heteronomous Morality (5-9yrs)
The stage of heteronomous morality is also known asmoral realism– morality imposed from the
outside. Children regard morality as obeying other people\'s rules and laws, which cannot be
changed. They accept that all rules are made by some authority figure (e.g. parents, teacher,
God), and that breaking the rules will lead to immediate and severe punishment (immanent
justice). The function of any punishment is to make the guilty suffer in that the severity of the
punishment should be related to severity of wrong-doing (expiatory punishment).
During this stage children consider rules as being absolute and unchanging, i.e. \'divine like\'.
They think that rules cannot be changed and have always been the same as they are now.
Behaviour is judged as “bad\" in terms of the observable consequences, regardless on the
intentions or reasons for that behaviour. Therefore, a large amount of accidental damage is
viewed as worse than a small amount of deliberate damage.
Research Findings
Piaget (1932) told the children stories that embodied a moral theme and then asked for their
opinion. Here are two examples:
There was once a little girl who was called Marie. She wanted to give her mother a nice surprise
and cut out a piece of sewing for her. But she didn’t know how to use the scissors properly and
cut a big hole in her dress.
and
A little girl called Margaret went and took her mother’s scissors one day when her mother was
out. She played with them for a bit. Then, as she didn’t know how to use them properly, she
made a little hole in her dress.
The child is then asked, “Who is naughtie.
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
Conformity Literature Review
Conformity Essay
Conformity and Obedience Essay
Conformity And Personal Conformity
The Power of Conformity Essay
Is Conformity Good Or Bad
What Is Conformity?
Conformity In Psychology
Conformity and Obedience Essays
Conformity Case Study Essay
Individuality Vs Conformity Essay
Social Conformity Essay
Fighting Conformity Essay
Reflection Paper On Conformity
Conformity and Individuality Essay
Conformity Essay
Theories Of Conformity
Conformity And Social Conformity
Example Of Conformity Essay
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
Conformity Literature Review
Conformity Essay
Conformity and Obedience Essay
Conformity And Personal Conformity
The Power of Conformity Essay
Is Conformity Good Or Bad
What Is Conformity?
Conformity In Psychology
Conformity and Obedience Essays
Conformity Case Study Essay
Individuality Vs Conformity Essay
Social Conformity Essay
Fighting Conformity Essay
Reflection Paper On Conformity
Conformity and Individuality Essay
Conformity Essay
Theories Of Conformity
Conformity And Social Conformity
Example Of Conformity Essay
Explain how The Capitol Building (in D.C.) is a reflection of Greco-.pdfmallik3000
Explain how The Capitol Building (in D.C.) is a reflection of Greco-Roman architecture.
Solution
Capitol Building is a fine example of the 19th-century neoclassical architecture, the Capitol
Building’s interior is dominated by Greco- Roman designs, and contains a profusion of frescoes,
murals. It has five floors, of which the first level contains committee rooms and spaces allocated
to various congressional officers. It also Consists of cast-iron dome, topped with Thomas
Crawford\'s colossal statue. The dome is famed for its odd acoustic sounds. The white colour is
also significance of romans..
Exercise 14-3
GURLEY CORPORATION
Comparative Condensed Balance Sheets
December 31
2017
2016
2017
2016
Increase
(Decrease)
Percentage
Change from 2016
Assets
Current assets
$ 73,500
$ 78,200
Property, plant & equipment (net)
97,100
88,200
Intangibles
Total assets
Liabilities and stockholders\' Equity
Current liabilities
$ 41,000
$ 48,400
Long-term liabilities
140,000
150,000
Stockholders\' equity
Total liabilities and stockholders\' equity
Amount
Percent
Assets
Current assets
$ 73,500
Property, plant, and equipment (net)
97,100
Intangibles
Total assets
Liabilities and stockholders\' equity
Current liabilities
$ 41,000
Long-term liabilities
140,000
Stockholders\' equity
Total liabilities and stockholders\' equity
Exercise 14-3 The comparative condensed balance sheets of Gurley Corporation are presented
below.
GURLEY CORPORATION
Comparative Condensed Balance Sheets
December 31
2017
2016Assets Current assets$ 73,500$ 78,200 Property, plant, and equipment
(net)97,10088,200 Intangibles27,00042,000 Total assets$ 197,600$ 208,400Liabilities and
stockholders’ equity Current liabilities$ 41,000$ 48,400 Long-term
liabilities140,000150,000 Stockholders’ equity16,60010,000 Total liabilities and
stockholders’ equity$ 197,600$ 208,400
(a)
Prepare a horizontal analysis of the balance sheet data for Gurley Corporation using 2016 as a
base. (Enter negative amounts and percentages using either a negative sign preceding the
number e.g. -45, -45% or parentheses e.g. (45), (45%).Round percentages to 1 decimal place,
e.g. 12.3%.)
GURLEY CORPORATION
Condensed Balance Sheets
For the Year Ended December 31 For the Quarter Ended December
31 December 31
2017
2016
Increase
(Decrease)
Percentage
Change from 2016
Assets
Current assets
$ 73,500
$ 78,200$
%
Property, plant & equipment (net)
97,100
88,200
%
Intangibles27,00042,000
%
Total assets$ 197,600$ 208,400$
%
Liabilities and stockholders\' Equity
Current liabilities
$ 41,000
$ 48,400$
%
Long-term liabilities
140,000
150,000
%
Stockholders\' equity16,60010,000
%
Total liabilities and stockholders\' equity$ 197,600$ 208,400$
%
(b)
Prepare a vertical analysis of the balance sheet data for Gurley Corporation in columnar form
for 2017. (Round percentages to 1 decimal place, e.g. 12.3%.)
GURLEY CORPORATION
Condensed Balance Sheet
For the Quarter Ended December 31, 2017 December 31, 2017
For the Year Ended December 31, 2017
Amount
Percent
Assets
Current assets
$ 73,500
%
Property, plant, and equipment (net)
97,100
%
Intangibles27,000
%
Total assets$ 197,600
%
Liabilities and stockholders\' equity
Current liabilities
$ 41,000
%
Long-term liabilities
140,000
%
Stockholders\' equity16,600
%
Total liabilities and stockholders\' equity$ 197,600
%
Solution
GURLEY CORPORATION Condensed Balance Sheets December 31 2017 2016
Increase (Decrease) % change Assets: Current assets 73500 78200 -4700 -6.0% Property,
plant & equipment (net) 97100 88200 8900 10.1% Intangibles 27000 42000 -15000 -35.7%
Total assets 197600 208400 -10800 -5.2% Lia.
estion 5 of 34 Sapling Learning Which is the correct name of the fo.pdfmallik3000
estion 5 of 34 Sapling Learning Which is the correct name of the following molecule? O 3,6-
diethyl-5-isobutyl-8-rnethylinonane O 4.7-diethyl-5-isobutyl 2 methyinonane 3,6-diethyl-5-
isopropyl-8-methylinonane 2.3-dimethyl-5-butyl-8-methylnonane
Solution
Basic IUPAC rules for alkanes
Step 1 The longest continuous chain of carbon atoms is the parent chain. If there is no longest
chain because two or more chains are the same longest length, then the parent chain is defined as
the one with the most branches. (The idea here is to keep the name simpler. More branches
numbered from the parent chain means fewer parentheses needed later.)
Carbon atoms connected to the parent chain but not part of it are parts of branches. To avoid
ambiguity, branches are numbered based on the carbon number of the parent chain at the point of
attachment to the parent chain.
Step 2 The general idea in naming organic compounds is to always aim for the smallest numbers
possible. Whenever two or more possibilities exist, which is usually the case, because there are
two ends you can start numbering from on all acyclic chains, \"smallest numbers\" means
smallest at the first difference.
Step 3 Once all the numbers for the branches are determined, the branches are named using -yl,
and ordered alphabetically. If branches themselves are branched, then the complete name of the
branch (with numbers) must be determined at this time. It is the complete name of the branch
which is alphabetized.
Step 4 Finally, when more than one of the same branch is present, the prefixes di, tri, tetra, etc.
for simple branches and bis, tris, tetrakis, etc. for branches containing numbers, are added just
after the numbers locating the branch on the parent chain. The name is constructed by separating
numbers with commas and adding hyphens before and after sets of numbers so that they don\'t
run into words. Branches with numbers are set off with parentheses so that it is clear that the
numbers only refer to that branch. Other than that, there is no punctuation and there are no
spaces in the names.
Hence option (b) is correct
4,7 di methyl 5 isobutyl 2 methyl nonane.
Diels-Alder Post-lab questions F17. 1) Why do the methylene protons.pdfmallik3000
Diels-Alder Post-lab questions F17. 1) Why do the methylene protons (Ha & Hb) exhibit
different chemical shifts? Hb Ha Hd 2) Why do Diels-Alder reactinns hninoll
Solution
Methylene protons adjacent to a chiral center will be non equivalent, despite the fact that there is
free rotation about the cabon-carbon bond. Such protons are described as diastereotopic, since
replacement of either of the two hydrogen in turn by a group X produces a pair of diastereomers..
Compare Plato and Aristotles philosophies of mathematics and relat.pdfmallik3000
Compare Plato and Aristotle\'s philosophies of mathematics and relate their views to their
understanding of form. Locate a weakness of each view.
Solution
Plato and Aristotle are both great philosophers in their own regard. Both agree that the world has
a purpose, and that it’s not just an accident. Even though Aristotle was a student of Plato, each
philosopher develops his own view on things and a specific way of solving a particular problem.
For example, Plato and Aristotle have quite different views regarding life.
Plato thinks that we are able to obtain the same kind of certainty in rules of behavior as with
mathematics. According to him the ultimate vision of the Form of the Good will provide a single
standard for deciding practical questions. Unfortunately only the few individuals who can make
the hard journey through the Cave will be able to give a solution for all questions of value.
Aristotle does not have the same view – according to him, we should not ask for more certainty
than the subject matter allows. A normal person is able to make good decisions and to live a
good life; one need not be an expert in ethical knowledge to practice it.
Although the two philosophers are quite similar in the problems they deal with, they go about
doing it in a very separate and distinguished manner. Most of Plato’s philosophy is centered on
the Forms, which is his solution for pretty much everything. Aristotle, on the other hand, does
not have one unifying solution. He prefers to tackle each problem separately, work it out as best
as he can, and give an answer. And yet both of them deserve utmost credit for at least one thing:
making people think. That is very important, especially in today’s society where people prefer to
reason things out with guns and fighting instead of thinking of a solution.
Choose one of the evolutions of Critical Incident Technique (CIT) an.pdfmallik3000
Choose one of the evolutions of Critical Incident Technique (CIT) and discuss how it may have
made the application of CIT to specific leadership consultations more useful.
Solution
The Critical Incident Technique (or CIT) is a set of procedures used for collecting direct
observations of human behavior that have critical significance and meet scientifically defined
criteria. These observations are then kept track of as incidents, which are then used to solve
practical problems and develop broad emotional principles. A critical incident can be described
as one that makes a contribution either positively or negatively to an activity. Critical incidents
can be gather in various ways, however characteristically respondents are asked to tell a story
about an information they have had.
It\'s a flexible procedure that usually relies on five key areas. The first is determining and
reviewing the incident, then fact-finding, which involves collecting the details of the incident
from the participants. When all of the facts are collected, the next step is to recognize the issues.
Afterwards a conclusion can be made on how to resolve the issues based on various achievable
solutions. The final and most important feature is the evaluation, which will conclude if the
solution that was selected will solve the root cause of the situation and will cause no further
problems..
Change the creature in this java program to a different one .pdfmallik3000
Change the creature in this java program to a different one:
// Creature.java Author: Lewis/Loftus
//
//
Solution
to Programming Project 9.12
//********************************************************************
import javax.swing.*;
import java.awt.*;
import java.util.Random;
public class Creature
{
private int creatureX, creatureY, clickCount, catchCount;
private ImageIcon creature;
private Random gen;
//-----------------------------------------------------------------
// Creates the creature.
//-----------------------------------------------------------------
public Creature(int initialX, int initialY)
{
creature = new ImageIcon(\"happyFace.gif\");
creatureX = initialX;
creatureY = initialY;
clickCount = catchCount = 0;
gen = new Random();
}
//-----------------------------------------------------------------
// Moves the creature to a random location within the play area.
//-----------------------------------------------------------------
public void move(Dimension area)
{
creatureX = gen.nextInt(area.width - creature.getIconWidth());
creatureY = gen.nextInt(area.height - creature.getIconHeight());
}
//-----------------------------------------------------------------
// Returns true if point (x , y) is in the creature and increments
// the catch count, else returns false.
//-----------------------------------------------------------------
public boolean pointInMe(int x, int y)
{
clickCount++;
if (x >= creatureX && x <= creatureX + creature.getIconWidth())
{
if (y >= creatureY && y <= creatureY + creature.getIconHeight())
{
catchCount++;
return true;
}
else
return false;
}
else
return false;
}
//-----------------------------------------------------------------
// Returns the number of catches.
//-----------------------------------------------------------------
public int getCatchCount()
{
return catchCount;
}
//-----------------------------------------------------------------
// Returns the number of misses.
//-----------------------------------------------------------------
public int getMissCount()
{
return clickCount - catchCount;
}
//-----------------------------------------------------------------
// Draws the creature on the specified component.
//-----------------------------------------------------------------
public void draw(Component panel, Graphics page)
{
creature.paintIcon(panel, page, creatureX, creatureY);
}
}
TheCreaturePanel.java Author: Lewis/Loftus
//
//.
Canon Corporation had the following static budget at the beginning o.pdfmallik3000
Canon Corporation had the following static budget at the beginning of the company\'s accounting
period:
If actual production totals 9,900 units, the flexible budget would show total costs of:
A. $4,950.
B. $9,700.
C. $4,850.
D. None of these is correct.Revenue (9,500 units)$19,000Variable costs4,750Contribution
margin$14,250Fixed costs4,750Net income$9,500
Solution
Aanswer is B. $ 9700 Explanation: Total Cost for 9900 units under Flexible Budget:
variable cost (4750/9500 *9900) 4950 Fixed cost 4750 Total cost for 9900 units 9700.
Can someone please prove this equation is an identity. Cos^2.pdfmallik3000
Can someone please prove this equation is an identity.
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Can someone please prove this equation is an identity.
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Solution
cos2x - sin2x= 2 cos2x-1
RHS:
2 cos2x-1
[ from sin2x + cos2x=1]
=2 cos2x- ( sin2x + cos2x)
= 2 cos2x- sin2x - cos2x
= cos2x - sin2x
= LHS
hence proved.
Write a program that finds the max binary tree height. (This is an ex.pdfmallik3000
Write a program that finds the max binary tree height. (This is an extremely short piece of
code!)
Solution
#include
#include
#include
typedef struct node
{
int info;
struct node *left;
struct node *right;
}node;
node *newNode(int data)
{
node *ptr=(node *)malloc(sizeof(node));
ptr->info=data;
ptr->left=NULL;
ptr->right=NULL;
return ptr;
}
int height(node *root)
{
if(root==NULL)
return 0;
int l=height(root->left);
int m=height(root->right);
if(l>m)
return l+1;
else
return m+1;
}
int main()
{
struct node *root1 = newNode(1);
root1->left = newNode(2);
root1->right = newNode(3);
root1->left->left = newNode(4);
root1->left->right = newNode(5);
int m=height(root1);
printf(\"Height of the tree is :- %d\",m);
getch();
return 0;
}.
What happens when the JVM encounters a wait () callSolution=.pdfmallik3000
What happens when the JVM encounters a wait () call?
Solution
=>when jvm encounters wait method then it causes the current thread to wait until any other
threads calls notify method
=>so the present/current thread must own this monitoring of objects.so the thread will leave the
ownership(it means
jvm will take the current threads owner ship and give to otherthread ) and when the another
process is completed (or)
wait until another thread wakehim up using notify method,then the jvm will give ownership to
the current thread.
Write a program in c++ that maintains a telephone directory. The Tel.pdfmallik3000
Write a program in c++ that maintains a telephone directory. The Telephone directory keeps
records of people’s names and the corresponding phone numbers.
The program should read a transaction file and report the result into an output file. The
transaction file can include commands such as “Add”, “Delete”, “Display”, and “Update”, and
“Search”. Each command is written in one line with a few other information.
The “Display” Command should simply display everyone in the directory on the screen
The “Add” command comes with 3 other information that includes “First Name”, “Last Name”,
and “Phone Number”. You should only add this command if the phone number is unique and it is
not assigned to any other person. Otherwise an error statement should be generated to indicate
that “Duplicate phone number is not allowed”. If the addition of the record is successful, you
need to report that in the output file as follows:
“First Name”, “Last Name”, “Phone Number” has been successfully added to the directory
If the addition fails, you should report that
“**** ERROR IN ADD **** “Phone Number” already exist in the directory
The “Delete” command comes with the “Phone Number” indicating that this record should be
deleted from the directory. You should only delete the record if you can find the phone number.
If you could remove the record from the directory, you should report:
“First Name”, “Last Name”, “Phone Number” has been successfully deleted from the directory
If the delete fails, you should report that
“**** ERROR IN DELETE **** “Phone Number” does exist in the directory
The “Update” command come with two values, “Phone Number” and “New Phone Number”.
You program should first search for “Phone Number” and find out if such a phone number exist
in the directory. If it does not find it, it should report:
“**** ERROR IN UPDATE **** The Phone Number does not exist in the directory
However, if it finds the phone number, there are two cases. If the “New Phone Number” already
exists in the directory, it should report
“**** ERROR IN UPDATE **** The New Phone Number “New Phone Number” already exist
in the directory.
If the “New Phone Number” does not exist in the directory, your program should replace the
“Old Phone Number” with the “New Phone Number” and report
The Phone Number “Old Phone Number” is successfully updated to “New Phone Number”
There are two types of “Search” commands. One is done based on the last name and another is
done based on the phone number. If it is done based on the last name, the search command can
be as follows:
Search BasedOnLastName “LastName”
In this case the search is done based on the last name. Your program should search for all records
with that last name and report them on the screen. If the search fails your report should have the
following format
“**** ERROR IN SEARCH **** No Record with the last name “Last Name” could be found”
If the search is done based on the phone number, the command should be
Search BasedOnPhoneNumber “Phone.
Using the C++ programming language1. Implement the UnsortedList cl.pdfmallik3000
Using the C++ programming language
1. Implement the UnsortedList class to store a list of numbers that are input into the list from
data.txt.
- create a main.cpp file that gets the numbers from the file
- insert the number 7 into the list
- insert another number 300 into the list
- delete the number 6 from the list
- print out the following:
--the entire list
- the greatest
- the least
2. Attach the main.cpp, UnsortedList.cpp, the ItemType.h, and the output file two called
outfile2.txt
Use the files below:
// listDriver.cpp
// Test driver
#include
#include
#include
#include
#include
#include \"unsorted.h\"
using namespace std;
void PrintList(ofstream& outFile, UnsortedType& list);
int main()
{
ifstream inFile; // file containing operations
ofstream outFile; // file containing output
string inFileName; // input file external name
string outFileName; // output file external name
string outputLabel;
string command; // operation to be executed
int number;
ItemType item;
UnsortedType list;
bool found;
int numCommands;
// Prompt for file names, read file names, and prepare files
cout << \"Enter name of input command file; press return.\" << endl;
cin >> inFileName;
inFile.open(inFileName.c_str());
cout << \"Enter name of output file; press return.\" << endl;
cin >> outFileName;
outFile.open(outFileName.c_str());
cout << \"Enter name of test run; press return.\" << endl;
cin >> outputLabel;
outFile << outputLabel << endl;
if (!inFile)
{
cout << \"file not found\" << endl;
exit(2)
}
inFile >> command;
numCommands = 0;
while (command != \"Quit\")
{
if (command == \"PutItem\")
{
inFile >> number;
item.Initialize(number);
list.PutItem(item);
item.Print(outFile);
outFile << \" is in list\" << endl;
}
else if (command == \"DeleteItem\")
{
inFile >> number;
item.Initialize(number);
list.DeleteItem(item);
item.Print(outFile);
outFile << \" is deleted\" << endl;
}
else if (command == \"GetItem\")
{
inFile >> number;
item.Initialize(number);
item = list.GetItem(item, found);
item.Print(outFile);
if (found)
outFile << \" found in list.\" << endl;
else outFile << \" not in list.\" << endl;
}
else if (command == \"GetLength\")
outFile << \"Length is \" << list.GetLength() << endl;
else if (command == \"IsFull\")
if (list.IsFull())
outFile << \"List is full.\" << endl;
else outFile << \"List is not full.\" << endl;
else if (command == \"MakeEmpty\")
list.MakeEmpty();
else if (command == \"PrintList\")
PrintList(outFile, list);
else
cout << command << \" is not a valid command.\" << endl;
numCommands++;
cout << \" Command number \" << numCommands << \" completed.\"
<< endl;
inFile >> command;
};
cout << \"Testing completed.\" << endl;
inFile.close();
outFile.close();
return 0;
}
void PrintList(ofstream& dataFile, UnsortedType& list)
// Pre: list has been initialized.
// dataFile is open for writing.
// Post: Each component in list has been written to dataFile.
// dataFile is still open.
{
int length;
ItemType item;
list.ResetList();
length = list.GetLength();
for .
Why are supplies and inventory not considered plant assetsSolut.pdfmallik3000
Why are supplies and inventory not considered plant assets?
Solution
Plant assets is that assets which is used more than one year and used in producing operating
revenues. But supplies and inventory is not assets which is used for producing revenue. but it is
as current assets because generally it used in less than one year.
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Explain how The Capitol Building (in D.C.) is a reflection of Greco-.pdfmallik3000
Explain how The Capitol Building (in D.C.) is a reflection of Greco-Roman architecture.
Solution
Capitol Building is a fine example of the 19th-century neoclassical architecture, the Capitol
Building’s interior is dominated by Greco- Roman designs, and contains a profusion of frescoes,
murals. It has five floors, of which the first level contains committee rooms and spaces allocated
to various congressional officers. It also Consists of cast-iron dome, topped with Thomas
Crawford\'s colossal statue. The dome is famed for its odd acoustic sounds. The white colour is
also significance of romans..
Exercise 14-3
GURLEY CORPORATION
Comparative Condensed Balance Sheets
December 31
2017
2016
2017
2016
Increase
(Decrease)
Percentage
Change from 2016
Assets
Current assets
$ 73,500
$ 78,200
Property, plant & equipment (net)
97,100
88,200
Intangibles
Total assets
Liabilities and stockholders\' Equity
Current liabilities
$ 41,000
$ 48,400
Long-term liabilities
140,000
150,000
Stockholders\' equity
Total liabilities and stockholders\' equity
Amount
Percent
Assets
Current assets
$ 73,500
Property, plant, and equipment (net)
97,100
Intangibles
Total assets
Liabilities and stockholders\' equity
Current liabilities
$ 41,000
Long-term liabilities
140,000
Stockholders\' equity
Total liabilities and stockholders\' equity
Exercise 14-3 The comparative condensed balance sheets of Gurley Corporation are presented
below.
GURLEY CORPORATION
Comparative Condensed Balance Sheets
December 31
2017
2016Assets Current assets$ 73,500$ 78,200 Property, plant, and equipment
(net)97,10088,200 Intangibles27,00042,000 Total assets$ 197,600$ 208,400Liabilities and
stockholders’ equity Current liabilities$ 41,000$ 48,400 Long-term
liabilities140,000150,000 Stockholders’ equity16,60010,000 Total liabilities and
stockholders’ equity$ 197,600$ 208,400
(a)
Prepare a horizontal analysis of the balance sheet data for Gurley Corporation using 2016 as a
base. (Enter negative amounts and percentages using either a negative sign preceding the
number e.g. -45, -45% or parentheses e.g. (45), (45%).Round percentages to 1 decimal place,
e.g. 12.3%.)
GURLEY CORPORATION
Condensed Balance Sheets
For the Year Ended December 31 For the Quarter Ended December
31 December 31
2017
2016
Increase
(Decrease)
Percentage
Change from 2016
Assets
Current assets
$ 73,500
$ 78,200$
%
Property, plant & equipment (net)
97,100
88,200
%
Intangibles27,00042,000
%
Total assets$ 197,600$ 208,400$
%
Liabilities and stockholders\' Equity
Current liabilities
$ 41,000
$ 48,400$
%
Long-term liabilities
140,000
150,000
%
Stockholders\' equity16,60010,000
%
Total liabilities and stockholders\' equity$ 197,600$ 208,400$
%
(b)
Prepare a vertical analysis of the balance sheet data for Gurley Corporation in columnar form
for 2017. (Round percentages to 1 decimal place, e.g. 12.3%.)
GURLEY CORPORATION
Condensed Balance Sheet
For the Quarter Ended December 31, 2017 December 31, 2017
For the Year Ended December 31, 2017
Amount
Percent
Assets
Current assets
$ 73,500
%
Property, plant, and equipment (net)
97,100
%
Intangibles27,000
%
Total assets$ 197,600
%
Liabilities and stockholders\' equity
Current liabilities
$ 41,000
%
Long-term liabilities
140,000
%
Stockholders\' equity16,600
%
Total liabilities and stockholders\' equity$ 197,600
%
Solution
GURLEY CORPORATION Condensed Balance Sheets December 31 2017 2016
Increase (Decrease) % change Assets: Current assets 73500 78200 -4700 -6.0% Property,
plant & equipment (net) 97100 88200 8900 10.1% Intangibles 27000 42000 -15000 -35.7%
Total assets 197600 208400 -10800 -5.2% Lia.
estion 5 of 34 Sapling Learning Which is the correct name of the fo.pdfmallik3000
estion 5 of 34 Sapling Learning Which is the correct name of the following molecule? O 3,6-
diethyl-5-isobutyl-8-rnethylinonane O 4.7-diethyl-5-isobutyl 2 methyinonane 3,6-diethyl-5-
isopropyl-8-methylinonane 2.3-dimethyl-5-butyl-8-methylnonane
Solution
Basic IUPAC rules for alkanes
Step 1 The longest continuous chain of carbon atoms is the parent chain. If there is no longest
chain because two or more chains are the same longest length, then the parent chain is defined as
the one with the most branches. (The idea here is to keep the name simpler. More branches
numbered from the parent chain means fewer parentheses needed later.)
Carbon atoms connected to the parent chain but not part of it are parts of branches. To avoid
ambiguity, branches are numbered based on the carbon number of the parent chain at the point of
attachment to the parent chain.
Step 2 The general idea in naming organic compounds is to always aim for the smallest numbers
possible. Whenever two or more possibilities exist, which is usually the case, because there are
two ends you can start numbering from on all acyclic chains, \"smallest numbers\" means
smallest at the first difference.
Step 3 Once all the numbers for the branches are determined, the branches are named using -yl,
and ordered alphabetically. If branches themselves are branched, then the complete name of the
branch (with numbers) must be determined at this time. It is the complete name of the branch
which is alphabetized.
Step 4 Finally, when more than one of the same branch is present, the prefixes di, tri, tetra, etc.
for simple branches and bis, tris, tetrakis, etc. for branches containing numbers, are added just
after the numbers locating the branch on the parent chain. The name is constructed by separating
numbers with commas and adding hyphens before and after sets of numbers so that they don\'t
run into words. Branches with numbers are set off with parentheses so that it is clear that the
numbers only refer to that branch. Other than that, there is no punctuation and there are no
spaces in the names.
Hence option (b) is correct
4,7 di methyl 5 isobutyl 2 methyl nonane.
Diels-Alder Post-lab questions F17. 1) Why do the methylene protons.pdfmallik3000
Diels-Alder Post-lab questions F17. 1) Why do the methylene protons (Ha & Hb) exhibit
different chemical shifts? Hb Ha Hd 2) Why do Diels-Alder reactinns hninoll
Solution
Methylene protons adjacent to a chiral center will be non equivalent, despite the fact that there is
free rotation about the cabon-carbon bond. Such protons are described as diastereotopic, since
replacement of either of the two hydrogen in turn by a group X produces a pair of diastereomers..
Compare Plato and Aristotles philosophies of mathematics and relat.pdfmallik3000
Compare Plato and Aristotle\'s philosophies of mathematics and relate their views to their
understanding of form. Locate a weakness of each view.
Solution
Plato and Aristotle are both great philosophers in their own regard. Both agree that the world has
a purpose, and that it’s not just an accident. Even though Aristotle was a student of Plato, each
philosopher develops his own view on things and a specific way of solving a particular problem.
For example, Plato and Aristotle have quite different views regarding life.
Plato thinks that we are able to obtain the same kind of certainty in rules of behavior as with
mathematics. According to him the ultimate vision of the Form of the Good will provide a single
standard for deciding practical questions. Unfortunately only the few individuals who can make
the hard journey through the Cave will be able to give a solution for all questions of value.
Aristotle does not have the same view – according to him, we should not ask for more certainty
than the subject matter allows. A normal person is able to make good decisions and to live a
good life; one need not be an expert in ethical knowledge to practice it.
Although the two philosophers are quite similar in the problems they deal with, they go about
doing it in a very separate and distinguished manner. Most of Plato’s philosophy is centered on
the Forms, which is his solution for pretty much everything. Aristotle, on the other hand, does
not have one unifying solution. He prefers to tackle each problem separately, work it out as best
as he can, and give an answer. And yet both of them deserve utmost credit for at least one thing:
making people think. That is very important, especially in today’s society where people prefer to
reason things out with guns and fighting instead of thinking of a solution.
Choose one of the evolutions of Critical Incident Technique (CIT) an.pdfmallik3000
Choose one of the evolutions of Critical Incident Technique (CIT) and discuss how it may have
made the application of CIT to specific leadership consultations more useful.
Solution
The Critical Incident Technique (or CIT) is a set of procedures used for collecting direct
observations of human behavior that have critical significance and meet scientifically defined
criteria. These observations are then kept track of as incidents, which are then used to solve
practical problems and develop broad emotional principles. A critical incident can be described
as one that makes a contribution either positively or negatively to an activity. Critical incidents
can be gather in various ways, however characteristically respondents are asked to tell a story
about an information they have had.
It\'s a flexible procedure that usually relies on five key areas. The first is determining and
reviewing the incident, then fact-finding, which involves collecting the details of the incident
from the participants. When all of the facts are collected, the next step is to recognize the issues.
Afterwards a conclusion can be made on how to resolve the issues based on various achievable
solutions. The final and most important feature is the evaluation, which will conclude if the
solution that was selected will solve the root cause of the situation and will cause no further
problems..
Change the creature in this java program to a different one .pdfmallik3000
Change the creature in this java program to a different one:
// Creature.java Author: Lewis/Loftus
//
//
Solution
to Programming Project 9.12
//********************************************************************
import javax.swing.*;
import java.awt.*;
import java.util.Random;
public class Creature
{
private int creatureX, creatureY, clickCount, catchCount;
private ImageIcon creature;
private Random gen;
//-----------------------------------------------------------------
// Creates the creature.
//-----------------------------------------------------------------
public Creature(int initialX, int initialY)
{
creature = new ImageIcon(\"happyFace.gif\");
creatureX = initialX;
creatureY = initialY;
clickCount = catchCount = 0;
gen = new Random();
}
//-----------------------------------------------------------------
// Moves the creature to a random location within the play area.
//-----------------------------------------------------------------
public void move(Dimension area)
{
creatureX = gen.nextInt(area.width - creature.getIconWidth());
creatureY = gen.nextInt(area.height - creature.getIconHeight());
}
//-----------------------------------------------------------------
// Returns true if point (x , y) is in the creature and increments
// the catch count, else returns false.
//-----------------------------------------------------------------
public boolean pointInMe(int x, int y)
{
clickCount++;
if (x >= creatureX && x <= creatureX + creature.getIconWidth())
{
if (y >= creatureY && y <= creatureY + creature.getIconHeight())
{
catchCount++;
return true;
}
else
return false;
}
else
return false;
}
//-----------------------------------------------------------------
// Returns the number of catches.
//-----------------------------------------------------------------
public int getCatchCount()
{
return catchCount;
}
//-----------------------------------------------------------------
// Returns the number of misses.
//-----------------------------------------------------------------
public int getMissCount()
{
return clickCount - catchCount;
}
//-----------------------------------------------------------------
// Draws the creature on the specified component.
//-----------------------------------------------------------------
public void draw(Component panel, Graphics page)
{
creature.paintIcon(panel, page, creatureX, creatureY);
}
}
TheCreaturePanel.java Author: Lewis/Loftus
//
//.
Canon Corporation had the following static budget at the beginning o.pdfmallik3000
Canon Corporation had the following static budget at the beginning of the company\'s accounting
period:
If actual production totals 9,900 units, the flexible budget would show total costs of:
A. $4,950.
B. $9,700.
C. $4,850.
D. None of these is correct.Revenue (9,500 units)$19,000Variable costs4,750Contribution
margin$14,250Fixed costs4,750Net income$9,500
Solution
Aanswer is B. $ 9700 Explanation: Total Cost for 9900 units under Flexible Budget:
variable cost (4750/9500 *9900) 4950 Fixed cost 4750 Total cost for 9900 units 9700.
Can someone please prove this equation is an identity. Cos^2.pdfmallik3000
Can someone please prove this equation is an identity.
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Can someone please prove this equation is an identity.
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Cos^2 X - sin^2 X = 2cos^2 x - 1
Can someone give me some tips for proving indentity, aside knowing the basic identities,pytho
indetites
For example when to factor, . And when to multitiply an identity 1-cost/1-cost to prove an
identity.
And also when will I know if I have to simplify the other side to prove an identity
Thank you
Solution
cos2x - sin2x= 2 cos2x-1
RHS:
2 cos2x-1
[ from sin2x + cos2x=1]
=2 cos2x- ( sin2x + cos2x)
= 2 cos2x- sin2x - cos2x
= cos2x - sin2x
= LHS
hence proved.
Write a program that finds the max binary tree height. (This is an ex.pdfmallik3000
Write a program that finds the max binary tree height. (This is an extremely short piece of
code!)
Solution
#include
#include
#include
typedef struct node
{
int info;
struct node *left;
struct node *right;
}node;
node *newNode(int data)
{
node *ptr=(node *)malloc(sizeof(node));
ptr->info=data;
ptr->left=NULL;
ptr->right=NULL;
return ptr;
}
int height(node *root)
{
if(root==NULL)
return 0;
int l=height(root->left);
int m=height(root->right);
if(l>m)
return l+1;
else
return m+1;
}
int main()
{
struct node *root1 = newNode(1);
root1->left = newNode(2);
root1->right = newNode(3);
root1->left->left = newNode(4);
root1->left->right = newNode(5);
int m=height(root1);
printf(\"Height of the tree is :- %d\",m);
getch();
return 0;
}.
What happens when the JVM encounters a wait () callSolution=.pdfmallik3000
What happens when the JVM encounters a wait () call?
Solution
=>when jvm encounters wait method then it causes the current thread to wait until any other
threads calls notify method
=>so the present/current thread must own this monitoring of objects.so the thread will leave the
ownership(it means
jvm will take the current threads owner ship and give to otherthread ) and when the another
process is completed (or)
wait until another thread wakehim up using notify method,then the jvm will give ownership to
the current thread.
Write a program in c++ that maintains a telephone directory. The Tel.pdfmallik3000
Write a program in c++ that maintains a telephone directory. The Telephone directory keeps
records of people’s names and the corresponding phone numbers.
The program should read a transaction file and report the result into an output file. The
transaction file can include commands such as “Add”, “Delete”, “Display”, and “Update”, and
“Search”. Each command is written in one line with a few other information.
The “Display” Command should simply display everyone in the directory on the screen
The “Add” command comes with 3 other information that includes “First Name”, “Last Name”,
and “Phone Number”. You should only add this command if the phone number is unique and it is
not assigned to any other person. Otherwise an error statement should be generated to indicate
that “Duplicate phone number is not allowed”. If the addition of the record is successful, you
need to report that in the output file as follows:
“First Name”, “Last Name”, “Phone Number” has been successfully added to the directory
If the addition fails, you should report that
“**** ERROR IN ADD **** “Phone Number” already exist in the directory
The “Delete” command comes with the “Phone Number” indicating that this record should be
deleted from the directory. You should only delete the record if you can find the phone number.
If you could remove the record from the directory, you should report:
“First Name”, “Last Name”, “Phone Number” has been successfully deleted from the directory
If the delete fails, you should report that
“**** ERROR IN DELETE **** “Phone Number” does exist in the directory
The “Update” command come with two values, “Phone Number” and “New Phone Number”.
You program should first search for “Phone Number” and find out if such a phone number exist
in the directory. If it does not find it, it should report:
“**** ERROR IN UPDATE **** The Phone Number does not exist in the directory
However, if it finds the phone number, there are two cases. If the “New Phone Number” already
exists in the directory, it should report
“**** ERROR IN UPDATE **** The New Phone Number “New Phone Number” already exist
in the directory.
If the “New Phone Number” does not exist in the directory, your program should replace the
“Old Phone Number” with the “New Phone Number” and report
The Phone Number “Old Phone Number” is successfully updated to “New Phone Number”
There are two types of “Search” commands. One is done based on the last name and another is
done based on the phone number. If it is done based on the last name, the search command can
be as follows:
Search BasedOnLastName “LastName”
In this case the search is done based on the last name. Your program should search for all records
with that last name and report them on the screen. If the search fails your report should have the
following format
“**** ERROR IN SEARCH **** No Record with the last name “Last Name” could be found”
If the search is done based on the phone number, the command should be
Search BasedOnPhoneNumber “Phone.
Using the C++ programming language1. Implement the UnsortedList cl.pdfmallik3000
Using the C++ programming language
1. Implement the UnsortedList class to store a list of numbers that are input into the list from
data.txt.
- create a main.cpp file that gets the numbers from the file
- insert the number 7 into the list
- insert another number 300 into the list
- delete the number 6 from the list
- print out the following:
--the entire list
- the greatest
- the least
2. Attach the main.cpp, UnsortedList.cpp, the ItemType.h, and the output file two called
outfile2.txt
Use the files below:
// listDriver.cpp
// Test driver
#include
#include
#include
#include
#include
#include \"unsorted.h\"
using namespace std;
void PrintList(ofstream& outFile, UnsortedType& list);
int main()
{
ifstream inFile; // file containing operations
ofstream outFile; // file containing output
string inFileName; // input file external name
string outFileName; // output file external name
string outputLabel;
string command; // operation to be executed
int number;
ItemType item;
UnsortedType list;
bool found;
int numCommands;
// Prompt for file names, read file names, and prepare files
cout << \"Enter name of input command file; press return.\" << endl;
cin >> inFileName;
inFile.open(inFileName.c_str());
cout << \"Enter name of output file; press return.\" << endl;
cin >> outFileName;
outFile.open(outFileName.c_str());
cout << \"Enter name of test run; press return.\" << endl;
cin >> outputLabel;
outFile << outputLabel << endl;
if (!inFile)
{
cout << \"file not found\" << endl;
exit(2)
}
inFile >> command;
numCommands = 0;
while (command != \"Quit\")
{
if (command == \"PutItem\")
{
inFile >> number;
item.Initialize(number);
list.PutItem(item);
item.Print(outFile);
outFile << \" is in list\" << endl;
}
else if (command == \"DeleteItem\")
{
inFile >> number;
item.Initialize(number);
list.DeleteItem(item);
item.Print(outFile);
outFile << \" is deleted\" << endl;
}
else if (command == \"GetItem\")
{
inFile >> number;
item.Initialize(number);
item = list.GetItem(item, found);
item.Print(outFile);
if (found)
outFile << \" found in list.\" << endl;
else outFile << \" not in list.\" << endl;
}
else if (command == \"GetLength\")
outFile << \"Length is \" << list.GetLength() << endl;
else if (command == \"IsFull\")
if (list.IsFull())
outFile << \"List is full.\" << endl;
else outFile << \"List is not full.\" << endl;
else if (command == \"MakeEmpty\")
list.MakeEmpty();
else if (command == \"PrintList\")
PrintList(outFile, list);
else
cout << command << \" is not a valid command.\" << endl;
numCommands++;
cout << \" Command number \" << numCommands << \" completed.\"
<< endl;
inFile >> command;
};
cout << \"Testing completed.\" << endl;
inFile.close();
outFile.close();
return 0;
}
void PrintList(ofstream& dataFile, UnsortedType& list)
// Pre: list has been initialized.
// dataFile is open for writing.
// Post: Each component in list has been written to dataFile.
// dataFile is still open.
{
int length;
ItemType item;
list.ResetList();
length = list.GetLength();
for .
Why are supplies and inventory not considered plant assetsSolut.pdfmallik3000
Why are supplies and inventory not considered plant assets?
Solution
Plant assets is that assets which is used more than one year and used in producing operating
revenues. But supplies and inventory is not assets which is used for producing revenue. but it is
as current assets because generally it used in less than one year.
What is the major purpose of the Federal Reserve System What is the.pdfmallik3000
What is the major purpose of the Federal Reserve System? What is the responsibility of the
Board of Governors and the Federal Open Market Committee? Should the Fed be independent as
it is now or should it be a federal gency subject ot the direction by Congress or the President?
Why or why not?
Solution
The most critical and visible function of Federal Reserve is to carry out monetary policy. It is
solely done to deal with inflation as well as preserve stable prices. To obtain the above
mentioned things the Fed sets a 2.0 percent inflation target for the core inflation rate. Maximum
employment is also pursued by it. The main aim is the natural rate of unemployment of 4.7-5.8
percent. The Fed also moderates long-term interest rates by the way of open market operations
along with the fed funds rate. The objective of monetary policy is healthy economic growth.
Next, the Fed supervises and regulates several of the nation’s banks to guard consumers. It also
maintains the permanence of the financial markets while constrains potential crises. It provides
banking services to other banks, the U.S. government along with foreign banks. It is America\'s
central bank which makes it the most authoritative solitary actor in the U.S. economy along with
the world.
The Federal Reserve System has three components, the Board of Governors directs monetary
policy while its seven members are in charge for setting the discount rate as well as the reserve
requirement for member banks. Staff economists make available all analyses.
The Federal Open Market Committee oversees open market operations which includes setting
the target for the fed funds rate, thus guides interest rates. The board members along with four of
the twelve bank presidents are members meet eight times a year.
The Federal Reserve Banks administer commercial banks in addition execute policy. They
supervise commercial banks along with the board .
It Manages Inflation by administration of credit which is the largest constituent of the money
supply. The Federal Reserve sets for the nation\'s banks the reserve requirement. It oversees
approximately 5,000 bank holding companies, 850 state bank members of the Federal Reserve
Banking System plus any foreign banks operating in the United States.
The Federal Reserve worked intimately with the Treasury Department to thwart global financial
collapse throughout the financial crisis of 2008. The Fed buys U.S. Treasurys from the federal
government, which we call monetizing the debt. That\'s for the reason that the Fed creates the
money it uses to buy the Treasurys, while adding that much money to the money supply.
The FOMC holds eight frequently planned meetings per year. Economic and financial conditions
are revived. The appropriate position of monetary policy is also determined by it, along with the
assessment of the risks to its long-run goals of price stability and sustainable economic growth.
The Federal Open Market Committee is comprised of twelve members--th.
What is the role of culture in leader development What culture fact.pdfmallik3000
What is the role of culture in leader development? What culture factors must be taken into
account when implementing a program?
Solution
Answer:-
The role of culture in leader development:-
The major role played by culture in leader development is that culture sets the direction and
therefore the overall success in any organization. Culture outlays the beliefs,assumptions as well
as the procedures that lead to leader development.The culture must also align with the team goals
and ambitions.
Culture factors must be taken into account when implementing a program are:-
Diversity effects:-In a case where the program is being implement by a team that are of different
ethnicity and racial backgrounds,it is important to evaluate the diversity effects.
The social:-Economic setting of the environment in which the program is being implemented.
The top leadership principles and their alignment with the culture.
The nature of the business implementing the program..
What methods can IT use to make sure its initiatives have the suppor.pdfmallik3000
What methods can IT use to make sure its initiatives have the support of business leadership?
Solution
IT initiatives often require a lot of investments in terms of money, time and effort. Such huge
demand for resources puts constraints on the organisation and a strong leadership support is
necessary for a successful project. But not every time can we expect leaders offer the support an
IT initiative requires. The following actions are helpful in such cases
1. Understand and listen to leaders
2. Create a vision
Identify where the organization would be if IT initiatives are in place and share them. Show the
management, the outcome of the initiatives.
3. Speak the language of management
4. Create a sense of urgency
May a time organizational leaders get trapped in a state of complacency. It is necessary to show
them the need for immediate action and progress. Show them the external and internal factors
affecting the organization and how other organizations are responding to these changing
dynamics and trends. Show them how other organizations and industries are faring well and
create a sense of urgency.
Show them the costs of not taking such initiatives- the cost in terms of time, money and customer
satisfaction
5. Involve them in the process
6. Update them regularly with key performance indicators (sales, profit margin, customer
satisfaction score etc).
What is IT infrastructure, and what are the stages and drivers of IT.pdfmallik3000
What is IT infrastructure, and what are the stages and drivers of IT infrastructure evolution?
Define IT infrastructure from both a technology and a services perspective. I need an answer to
these questions that is different from the one on site from an expert.
Solution
IT infrastructure: Consists of set of physical devices with softwares required for the operation of
the entire enterprise. IT infrastructure provides a foundation for the following
1)Serving customers
2) Working with vendors
3)Managing business processes
IT infrastructure components
Usual services provided by IT Infrastrucure : Security services, Data center migration, Remote
infrastructure management, Cloud services, Virtualization services ,Network services etc.
Stages and drivers of IT infrastructure evolution
1)Generalpurpose mainframe & minicomputer era:1959 to present
In 1958 IBM first mainframes were introduced
In 1965 DEC minicomputers were introduced
2)Personal computer era: 1981 to present
In 1981 IBM PC were introduced
Heavy usage of standalone desktop computers with office productivity softwares.
3)Client/server era :1983 to present
Consists of desktop or laptop clients networked to more powerful servers like network or
application or Web. The network between clients and servers may be two tiered or N-tiered
Two tiered network: Here direct communication takes place between client and server and no
intermediate between client and server.The advantage is understanding and easy maintenance.
N-tiered network : The whole work of the entire network is distributed over several different
levels of servers to reduce the overall cost.
4)Enterprise Internet era: 1992-present
The TCP/IP suite enables firms to link devices and local area networks to form a single
enterprise-wide network.
5)Cloud Computing: 2000 to present
This is a fast growing computing and here firms and individuals obtain computing softwares
over the Internet or through other networks.
IT Infrastructure in terms of technology perspective : In technology perspective IT infrastructure
is defined as the shared technology resources for the organisation’s specific information system
applications. This includes a set of physical devices and softwares that are required for operation
of the entire enterprise.
Service perspective of an IT Infrastructure:In Service perspective IT infrastructure is defined as
platform that provides the platform for serving customers, working with vendors, and managing
internal firm business processes.In service perspective IT infrastructure focuses on the services
provided by hardware and software..
What is the difference between a dinoflagellate and a Stramenopi.pdfmallik3000
What is the difference between a dinoflagellate and a Stramenopile?
What is a shared character of the radiolarians and Foraminfera?
How long is the haploid phase of Rhizopus compared to the length of the diploid phase?
What are the three main sexually reproducing fungal divisions listed in the manual?
What is the difference between a dinoflagellate and a Stramenopile?
What is a shared character of the radiolarians and Foraminfera?
How long is the haploid phase of Rhizopus compared to the length of the diploid phase?
What are the three main sexually reproducing fungal divisions listed in the manual?
What is the difference between a dinoflagellate and a Stramenopile?
What is a shared character of the radiolarians and Foraminfera?
How long is the haploid phase of Rhizopus compared to the length of the diploid phase?
What are the three main sexually reproducing fungal divisions listed in the manual?
Solution
1. Difference between Dinoflagellate and heterokont
Dinoflagellate :
2. Most are marine plankton, but they are common in freshwater habitats, as well.
3. Dinoflagellates are considered to be protists, with their own division, Dinoflagellata
4. Dinoflagellates are unicellular and possess two dissimilar flagella arising from the ventral
cell side.
Heterokont
2. What is a shared character of the radiolarians and Foraminfera?
The character of the radiolarians and Foraminfera is “amoeboids with complex shells”
3. How long is the haploid phase of Rhizopus compared to the length of the diploid phase?
Haploid life history of Rhizopus (Asexual Reproduction)
Once the zygote undergoes meiosis, germination occurs forming mycelia and sporangia with
opposite mating strains, (+) and (-). The sproangia produces mitospores which through mitosis
developes into gametangia, or sex organs. When the gametangia fuse, syngamy occurs and
produces a zygote (2n). The zygote then goes through meiosis to form new 1n spores and the life
cycle repeats.
Diploid life history of Rhizopus (Sexual Reproduction)
The zygospores are the only diploid phase. The zygospore forms from two special haploid
hyphae of opposite mating types that touch due to hormones and being in close proximity of each
other. The two cytoplasms intermingle, also known as plasmogamy. As this occurs the nuclei of
both parents enter the conjunction, causing the resting spore to develop. Karyogamy is the term
used to describe the fusion of the two nuclei. After the zygospore has fully formed, meiosis
occurs and haploid spores are formed and dispersed. The zygospore can become dormant for
severalmonths at a time. Meiosis still occurs and a sporangium similar to the asexually produced
sporangium is created when the zygospore finally cracks open.
4. W`hat are the three main sexually reproducing fungal divisions listed in the manual?
Sexual reproduction in the fungi consists of three sequential stages
Plasmogamy
Karyogamy
Meiosis.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Model Attribute Check Company Auto PropertyCeline George
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Chapter 3 - Islamic Banking Products and Services.pptx
Discuss the difference between the two levels of moral development. .pdf
1. Discuss the difference between the two levels of moral development. Provide an example to
illustrate the points you are making
Solution
Piaget's Theory of Moral Development
Piaget (1932) was principally interested not in what children do (i.e. in whether they break rules
or not) but in what they think. In other words he was interested in children’s moral reasoning.
Piaget was interested in three main aspects of children’s understanding of moral issues. They
were
Where do rules come from?
Can rules be changed?
Who makes rules?
Who is to blame for “bad" things?
Is it the outcome of behaviour that makes an action “bad"?
Is there a difference between accidental and deliberate wrongdoing
Children’s understanding of rules. This leads to questions like
Children’s understanding of moral responsibility. This leads to questions likeShould the
punishment fit the crime?Are the guilty always punished
Children’s understanding of justice. This leads to questions like
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to
change as they got older. In other words just as there were stages to children’s cognitive
development so also there were universal stages to their moral development. Piaget (1932)
suggested two main types of moral thinking:
Heteronomous morality (moral realism)
Autonomous morality (moral relativism)
Heteronomous Morality (5-9yrs)
The stage of heteronomous morality is also known asmoral realism– morality imposed from the
outside. Children regard morality as obeying other people's rules and laws, which cannot be
changed. They accept that all rules are made by some authority figure (e.g. parents, teacher,
God), and that breaking the rules will lead to immediate and severe punishment (immanent
justice). The function of any punishment is to make the guilty suffer in that the severity of the
punishment should be related to severity of wrong-doing (expiatory punishment).
During this stage children consider rules as being absolute and unchanging, i.e. 'divine like'.
They think that rules cannot be changed and have always been the same as they are now.
2. Behaviour is judged as “bad" in terms of the observable consequences, regardless on the
intentions or reasons for that behaviour. Therefore, a large amount of accidental damage is
viewed as worse than a small amount of deliberate damage.
Research Findings
Piaget (1932) told the children stories that embodied a moral theme and then asked for their
opinion. Here are two examples:
There was once a little girl who was called Marie. She wanted to give her mother a nice surprise
and cut out a piece of sewing for her. But she didn’t know how to use the scissors properly and
cut a big hole in her dress.
and
A little girl called Margaret went and took her mother’s scissors one day when her mother was
out. She played with them for a bit. Then, as she didn’t know how to use them properly, she
made a little hole in her dress.
The child is then asked, “Who is naughtier
Typically younger children (pre-operational and early concrete operational i.e. up to age 9-10)
say that Marie is the naughtier child. Although they recognise the distinction between a well-
intentioned act that turns out badly and a careless, thoughtless or malicious act they tend to judge
naughtiness in terms of the severity of the consequence rather than in terms of motives. This is
what Piaget means by moral realism.
Piaget was also interested in what children understand by a lie. Here he found that the
seriousness of a lie is measured by younger children in terms of the size of the departure from the
truth. So a child who said he saw a dog the size of an elephant would be judged to have told a
worse lie than a child who said he saw a dog the size of a horse even though the first child is less
likely to be believed.
With regard to punishment Piaget also found that young children also had a characteristic view.
Firstly they saw the function of punishment as make the guilty suffer. Paint called this retributive
justice (or expiatory punishment) because punishment is seen as an act of retribution or revenge.
If you like young children have a very Old Testament view of punishment (“an eye for an eye").
Punishment is seen as a deterrent to further wrongdoing and the stricter it is the more effective
they imagine it will be.
They also believe in what Piaget called immanent justice (that punishment should automatically
follow bad behavior). For example one story he told was of two children who robbed the local
farmer’s orchard (today we might take the example of children who robbed cars). The farmer
saw the children and tried to catch them. One was caught and the farmer gave him a thrashing.
The other, who could run faster, got away. However on the way home this child had to cross the
stream on a very slippery log. This child fell off the log and cut his leg badly.
3. Now when you ask younger children why the boy cut his leg they don’t say, “because the log
was slippery," they say, “because he stole from the farmer". In other words young children
interpret misfortune as if it were some kind of punishment from God of from some kind of
superior force. In other words for young children justice is seen as in the nature of things. The
guilty in their view are always punished (in the long run) and the natural world is like a
policeman.
Piaget (1932) described the morality described above as heteronomous morality. This means a
morality that is formed out of being subject to another’s rules. Of course for young children these
are the rules that adults impose upon them. It is thus a morality that comes from unilateral
respect. That is to say the respect children owe to their parents, teachers and others.
However as children get older the circumstances of their lives change and their whole attitude to
moral questions undergoes a radical change. An example of this is is how children respond to a
question about the wrongdoing of a member of their peer group. Young children typically “tell"
on others. They believe their primary obligation is to tell the truth to an adult when asked to do
so. Older children typically believe that their first loyalty is to their friends and you don’t
“grass" on your mates. This would be one example of the two moralities of the child.
Autonomous Morality
The stage of autonomous morality is also known as moral relativism – morality based on your
own rules. Children recognize their is no absolute right or wrong and that morality depends on
intentions not consequences.
Piaget believed that around the age of 9-10 children’s understanding of moral issues underwent a
fundamental reorganisation. By now they are beginning to overcome the egocentrism of middle
childhood and have developed the ability to see moral rules from other people’s point of view. A
child who can decentre to take other people’s intentions and circumstances into account can
move to making the more independent moral judgements of the second stage. As a result
children’s ideas on the nature of rules themselves, on moral responsibility and on punishment
and justice all change and their thinking becomes more like that of adults.
Children now understand that rules do not come from some mystical “divine-like" source.
People make rules and people can change them – they are not inscribed on tablets of stone. With
regard to the “rules of the game" older children recognise that rules are needed to prevent
quarrelling and to ensure fair play.
Indeed sometimes they even become quite fascinated with the whole issue and will for example
discuss the rules of board games (like chess, Monopoly, cards) or sport (the off-side rule) with all
the interest of a lawyer. They also recognise that rules can be changed if circumstances dictate
(e.g. “You’ve got one player less so we will give you a three goal start") and if everybody
agrees.
4. With regard to issues of blame and moral responsibility older children don’t just take the
consequences into account they also consider motives. Children begin to realize that if they
behave in ways that appear to be wrong, but have good intentions, they are not necessarily going
to be punished. Thus for them a well-intentioned act that turned out badly is less blameworthy
than a malicious act that did no harm.
So in the previous research study children of 10 and over typically consider Margaret the
naughtier child. Although Marie made a much bigger hole in her dress she was motivated by the
desire to please her mother whereas Margaret may have caused less damage but did not act out
of noble intentions. It all goes to show, in Piaget’s opinion, that children are now able to
appreciate the significance of subjective facts and of internal responsibility.
Children’s views on lying also change. The seriousness of a lie is judged in terms of betrayal of
trust. They now recognise that all lies are not the same and, for example, you might tell a “white
lie" in order to spare someone’s feelings. They also recognise that if someone says something
that they know not to be the case this doesn’t necessarily mean the other person is telling a lie. It
could be that they made a mistake or that this is a difference of opinion. Overall lying is now
considered wrong not because you get punished for it by adults (the younger children’s view) but
because it is a betrayal of trust and undermines friendship and co-operation.
With regard to punishment the emphasis now moves from retribution to restitution. It’s purpose
is not primarily to make the guilty suffer but to put things right again. In other words punishment
should be aimed at helping the offender understand the harm (s)he has caused so that (s)he will
not be motivated to repeat the offence and, wherever possible, punishment should fit the crime –
say for example when a vandal is required to make good the damage (s)he has caused.
Older children also recognise that justice in real life is an imperfect system. Sometimes the guilty
get away with their crimes and sometimes the innocent suffer unfairly. For younger children
collective punishment is seen as acceptable. For example they would not disagree with a whole
class being punished for the misdeeds of a single child. For the older children it is always
considered wrong to punish the innocent for the misdeeds of the guilty.
Overall Piaget describes the morality of the older child as an autonomous morality i.e. a morality
that is subject to its own laws. The change is partly seen as a result of the child’s general
cognitive development partly due to declining egocentrism and partly to the growing importance
of the peer group. The reference group for children’s moral beliefs is increasingly focused on
other children and disputes between equals need to be negotiated and compromises made. In
place of the unilateral respect the younger children owed to their parents an attitude of mutual
respect governs relations between peer.
Critical Evaluation
Piaget’s theory of children’s moral development can be seen as an application of his ideas on
5. cognitive developmentgenerally. As such his theory here has both the strengths and weaknesses
of his overall theory.
Criticisms
1. Reliability. Piaget uses qualitative methods (observation and clinical interviews). His research
is based on very small samples. His methods are not standardised and therefore not replicable. It
is impossible to say from his research how generalizable the results are. His is exploratory
research, which is useful for generating new ideas rather than for the rigorous testing of
hypotheses.
2. Validity. Is Piaget testing what he thinks he is testing? This isn’t clear. For example in his
story of the broken cups Piaget claims to find a difference in children’s views of what is right or
fair. However it may be that the answer the children give is based on their view of what would
actually happen in such circumstances not what they think should happen.
3. Underestimating children’s rate of development. Piaget argues that the shift from “moral
realism" to “moral relativism" occurs around the age of 9 to 10 and that children younger than
this do not take motives into account when judging how much someone is to blame. Other
research suggests that children develop an understanding of the significance of subjective facts at
a much earlier age. Nelson (1980) found that even 3-year olds could distinguish intentions from
consequences if the story was made simple enough.
4. What do children’s replies to a story actually mean? This again isn’t necessarily clear. Do they
understand the story? Are they able to remember it correctly? Do they give the answer that they
think will please the experimenter? Is their reply governed by the substantive aspects of the story
(what actually happens) or by the moral principle embedded in it?
5. Does Piaget tell us what we want to know? Piaget’s research is about children’s moral
reasoning. Many psychologists argue that what is far more important is not what children think
about moral issues but how they actually behave. And we should not forget that there is no one
to one relationship between attitudes and behaviour. La Pierre proved that in his research with
the Chinese couple driving round America.
Stage of Moral Devlopment.
KOHLBERG'S SIX STAGES
Level 1. Preconventional Morality
Stage 1. Obedience and Punishment Orientation. Kohlberg's stage 1 is similar to Piaget's first
stage of moral thought. The child assumes that powerful authorities hand down a fixed set of
rules which he or she must unquestioningly obey. To the Heinz dilemma, the child typically says
that Heinz was wrong to steal the drug because "It's against the law," or "It's bad to steal," as
if this were all there were to it. When asked to elaborate, the child usually responds in terms of
the consequences involved, explaining that stealing is bad "because you'll get punished"
6. (Kohlberg, 1958b).
Although the vast majority of children at stage 1 oppose Heinz’s theft, it is still possible for a
child to support the action and still employ stage 1 reasoning. For example, a child might say,
"Heinz can steal it because he asked first and it's not like he stole something big; he won't get
punished" (see Rest, 1973). Even though the child agrees with Heinz’s action, the reasoning is
still stage 1; the concern is with what authorities permit and punish.
Kohlberg calls stage 1 thinking "preconventional" because children do not yet speak as
members of society. Instead, they see morality as something external to themselves, as that
which the big people say they must do.
Stage 2.Individualism and Exchange. At this stage children recognize that there is not just one
right view that is handed down by the authorities. Different individuals have different
viewpoints. "Heinz," they might point out, "might think it's right to take the drug, the druggist
would not." Since everything is relative,each person is free to pursue his or her individual
interests. One boy said that Heinz might steal the drug if he wanted his wife to live, but that he
doesn't have to if he wants to marry someone younger and better-looking (Kohlberg, 1963, p.
24). Another boy said Heinz might steal it because
maybe they had children and he might need someone at home to look after them. But maybe he
shouldn't steal it because they might put him in prison for more years than he could stand.
(Colby and Kauffman. 1983, p. 300)
What is right for Heinz, then, is what meets his own self-interests.
You might have noticed that children at both stages 1 and 2 talk about punishment. However,
they perceive it differently. At stage 1 punishment is tied up in the child's mind with wrongness;
punishment "proves" that disobedience is wrong. At stage 2, in contrast, punishment is simply a
risk that one naturally wants to avoid.
Although stage 2 respondents sometimes sound amoral, they do have some sense of right action.
This is a notion of fair exchange or fair deals. The philosophy is one of returning favors--"If you
scratch my back, I'll scratch yours." To the Heinz story, subjects often say that Heinz was right
to steal the drug because the druggist was unwilling to make a fair deal; he was "trying to rip
Heinz off," Or they might say that he should steal for his wife "because she might return the
favor some day" (Gibbs et al., 1983, p. 19).
Respondents at stage 2 are still said to reason at the preconventional level because they speak as
isolated individuals rather than as members of society. They see individuals exchanging favors,
but there is still no identification with the values of the family or community.
Level II. Conventional Morality
Stage 3. Good Interpersonal Relationships. At this stage children--who are by now usually
entering their teens--see morality as more than simple deals. They believe that people should live
7. up to the expectations of the family and community and behave in "good" ways. Good behavior
means having good motives and interpersonal feelings such as love, empathy, trust, and concern
for others. Heinz, they typically argue, was right to steal the drug because "He was a good man
for wanting to save her," and "His intentions were good, that of saving the life of someone he
loves." Even if Heinz doesn't love his wife, these subjects often say, he should steal the drug
because "I don't think any husband should sit back and watch his wife die" (Gibbs et al., 1983,
pp. 36-42; Kohlberg, 1958b).
If Heinz’s motives were good, the druggist's were bad. The druggist, stage 3 subjects emphasize,
was "selfish," "greedy," and "only interested in himself, not another life." Sometimes the
respondents become so angry with the druggist that they say that he ought to be put in jail (Gibbs
et al., 1983, pp. 26-29, 40-42). A typical stage 3 response is that of Don, age 13:
It was really the druggist's fault, he was unfair, trying to overcharge and letting someone die.
Heinz loved his wife and wanted to save her. I think anyone would. I don't think they would put
him in jail. The judge would look at all sides, and see that the druggist was charging too much.
(Kohlberg, 1963, p. 25)
We see that Don defines the issue in terms of the actors' character traits and motives. He talks
about the loving husband, the unfair druggist, and the understanding judge. His answer deserves
the label "conventional "morality" because it assumes that the attitude expressed would be
shared by the entire community—"anyone" would be right to do what Heinz did (Kohlberg,
1963, p. 25).
As mentioned earlier, there are similarities between Kohlberg's first three stages and Piaget's
two stages. In both sequences there is a shift from unquestioning obedience to a relativistic
outlook and to a concern for good motives. For Kohlberg, however, these shifts occur in three
stages rather than two.
Stage 4. Maintaining the Social Order. Stage 3 reasoning works best in two-person relationships
with family members or close friends, where one can make a real effort to get to know the
other's feelings and needs and try to help. At stage 4, in contrast, the respondent becomes more
broadly concerned with societyas a whole. Now the emphasis is on obeying laws, respecting
authority, and performing one's duties so that the social order is maintained. In response to the
Heinz story, many subjects say they understand that Heinz's motives were good, but they cannot
condone the theft. What would happen if we all started breaking the laws whenever we felt we
had a good reason? The result would be chaos; society couldn't function. As one subject
explained,
I don't want to sound like Spiro Agnew, law and order and wave the flag, but if everybody did
as he wanted to do, set up his own beliefs as to right and wrong, then I think you would have
chaos. The only thing I think we have in civilization nowadays is some sort of legal structure
8. which people are sort of bound to follow. [Society needs] a centralizing framework. (Gibbs et al.,
1983, pp. 140-41)
Because stage 4, subjects make moral decisions from the perspective of society as a whole, they
think from a full-fledged member-of-society perspective (Colby and Kohlberg, 1983, p. 27).
You will recall that stage 1 children also generally oppose stealing because it breaks the law.
Superficially, stage 1 and stage 4 subjects are giving the same response, so we see here why
Kohlberg insists that we must probe into the reasoning behind the overt response. Stage 1
children say, "It's wrong to steal" and "It's against the law," but they cannot elaborate any
further, except to say that stealing can get a person jailed. Stage 4 respondents, in contrast, have
a conception of the function of laws for society as a whole--a conception which far exceeds the
grasp of the younger child.
Level III. Postconventional Morality
Stage 5. Social Contract and Individual Rights. At stage 4, people want to keep society
functioning. However, a smoothly functioning society is not necessarily a good one. A
totalitarian society might be well-organized, but it is hardly the moral ideal. At stage 5, people
begin to ask, "What makes for a good society?" They begin to think about society in a very
theoretical way, stepping back from their own society and considering the rights and values that
a society ought to uphold. They then evaluate existing societies in terms of these prior
considerations. They are said to take a "prior-to-society" perspective (Colby and Kohlberg,
1983, p. 22).
Stage 5 respondents basically believe that a good society is best conceived as a social contract
into which people freely enter to work toward the benefit of all They recognize that different
social groups within a society will have different values, but they believe that all rational people
would agree on two points. First they would all want certain basic rights, such as liberty and life,
to be protected Second, they would want some democratic procedures for changing unfair law
and for improving society.
In response to the Heinz dilemma, stage 5 respondents make it clear that they do not generally
favor breaking laws; laws are social contracts that we agree to uphold until we can change them
by democratic means. Nevertheless, the wife’s right to live is a moral right that must be
protected. Thus, stage 5 respondent sometimes defend Heinz’s theft in strong language:
It is the husband's duty to save his wife. The fact that her life is in danger transcends every other
standard you might use to judge his action. Life is more important than property.
This young man went on to say that "from a moral standpoint" Heinz should save the life of
even a stranger, since to be consistent, the value of a life means any life. When asked if the judge
should punish Heinz, he replied:
Usually the moral and legal standpoints coincide. Here they conflict. The judge should weight
9. the moral standpoint more heavily but preserve the legal law in punishing Heinz lightly.
(Kohlberg, 1976, p. 38)
Stage 5 subjects,- then, talk about "morality" and "rights" that take some priority over
particular laws. Kohlberg insists, however, that we do not judge people to be at stage 5 merely
from their verbal labels. We need to look at their social perspective and mode of reasoning. At
stage 4, too, subjects frequently talk about the "right to life," but for them this right is
legitimized by the authority of their social or religious group (e.g., by the Bible). Presumably, if
their group valued property over life, they would too. At stage 5, in contrast, people are making
more of an independent effort to think out what any society ought to value. They often reason,
for example, that property has little meaning without life. They are trying to determine logically
what a society ought to be like (Kohlberg, 1981, pp. 21-22; Gibbs et al., 1983, p. 83).
Stage 6: Universal Principles. Stage 5 respondents are working toward a conception of the good
society. They suggest that we need to (a) protect certain individual rights and (b) settle disputes
through democratic processes. However, democratic processes alone do not always result in
outcomes that we intuitively sense are just. A majority, for example, may vote for a law that
hinders a minority. Thus, Kohlberg believes that there must be a higher stage--stage 6--which
defines the principles by which we achieve justice.
Kohlberg's conception of justice follows that of the philosophers Kant and Rawls, as well as
great moral leaders such as Gandhi and Martin Luther King. According to these people, the
principles of justice require us to treat the claims of all parties in an impartial manner, respecting
the basic dignity, of all people as individuals. The principles of justice are therefore universal;
they apply to all. Thus, for example, we would not vote for a law that aids some people but hurts
others. The principles of justice guide us toward decisions based on an equal respect for all.
In actual practice, Kohlberg says, we can reach just decisions by looking at a situation through
one another's eyes. In the Heinz dilemma, this would mean that all parties--the druggist, Heinz,
and his wife--take the roles of the others. To do this in an impartial manner, people can assume a
"veil of ignorance" (Rawls, 1971), acting as if they do not know which role they will eventually
occupy. If the druggist did this, even he would recognize that life must take priority over
property; for he wouldn't want to risk finding himself in the wife's shoes with property valued
over life. Thus, they would all agree that the wife must be saved--this would be the fair solution.
Such a solution, we must note, requires not only impartiality, but the principle that everyone is
given full and equal respect. If the wife were considered of less value than the others, a just
solution could not be reached.
Until recently, Kohlberg had been scoring some of his subjects at stage 6, but he has temporarily
stopped doing so, For one thing, he and other researchers had not been finding subjects who
consistently reasoned at this stage. Also, Kohlberg has concluded that his interview dilemmas are
10. not useful for distinguishing between stage 5 and stage 6 thinking. He believes that stage 6 has a
clearer and broader conception of universal principles (which include justice as well as
individual rights), but feels that his interview fails to draw out this broader understanding.
Consequently, he has temporarily dropped stage 6 from his scoring manual, calling it a
"theoretical stage" and scoring all postconventional responses as stage 5 (Colby and Kohlberg,
1983, p. 28).
Theoretically, one issue that distinguishes stage 5 from stage 6 is civil disobedience. Stage 5
would be more hesitant to endorse civil disobedience because of its commitment to the social
contract and to changing laws through democratic agreements. Only when an individual right is
clearly at stake does violating the law seem justified. At stage 6, in contrast, a commitment to
justice makes the rationale for civil disobedience stronger and broader. Martin Luther King, for
example, argued that laws are only valid insofar as they are grounded in justice, and that a
commitment to justice carries with it an obligation to disobey unjust laws. King also recognized,
of course, the general need for laws and democratic processes (stages 4 and 5), and he was
therefore willing to accept the penalities for his actions. Nevertheless, he believed that the higher
principle of justice required civil disobedience.
Summary
At stage 1 children think of what is right as that which authority says is right. Doing the right
thing is obeying authority and avoiding punishment. At stage 2, children are no longer so
impressed by any single authority; they see that there are different sides to any issue. Since
everything is relative, one is free to pursue one's own interests, although it is often useful to
make deals and exchange favors with others.
At stages 3 and 4, young people think as members of the conventional society with its values,
norms, and expectations. At stage 3, they emphasize being a good person, which basically means
having helpful motives toward people close to one At stage 4, the concern shifts toward obeying
laws to maintain society as a whole.
At stages 5 and 6 people are less concerned with maintaining society for it own sake, and more
concerned with the principles and values that make for a good society. At stage 5 they emphasize
basic rights and the democratic processes that give everyone a say, and at stage 6 they define the
principles by which agreement will be most just.